Междисциплинарные предпосылки концепции цифрового учебника и апробации его фрагментов на базе образовательной платформы «Учим учиться»

Abstract

This research is particularly relevant due to the need to supply educational resources in electronic form, including digital textbooks (DTs) and their fragments on digital educational platforms. As the issue is multidisciplinary, the research analyses the conditions for DT development, including psychodidactic, ecopsychological, and cybernetic prerequisites.
 The article’s goal is to share experience in psychodidactic development of DT fragments and DT testing on a digital platform. The idea of creating an interactive Russian language textbook serves as the study’s psychodidactic foundation (G.G. Granik et al.). The authors employed an ecopsychological agency development model as well as an ecopsychological typology of agent–media interactions (V.I. Panov). Learn to Learn, a digital learning platform, was used to implement the cybernetic component (D.D. Rubashkin, I.N. Kondratieva).
 It has been demonstrated that this trial digital platform fosters student agency and the activation of their communicative connections. The feedback (digital footprint) enables the instructor to regulate the learning process interactively. As a result, the triad student–teacher–digital platform becomes a separate agent in the educational process.
 The authors also report on the results of DT fragment testing, which evaluated students’ comprehension of an electronic learning text. Thus, digital platforms may become more than just a handy DT storage solution; they can also be a pedagogical instrument for the development of student agency and overall support for the educational process.