Abstract
Purpose of the study. The relevance of the article is due to the digital transformation of the educational process and the increasing requirements for digital education. The purpose of this study is to develop a cognitive model of the learning path based on the digital footprint and analyze the results of its testing.Materials and methods. The study includes a review and analysis of bibliographic sources on the problems of using the digital footprint in the education system, as well as the construction of a model of the e-learning path management system taking into account the digital footprint of students with its implementation in the e-learning system based on LMS Moodle.Results. In this paper, the concept of the digital footprint of trainees is given, the structure of its components is considered. In this case, the digital footprint is understood as the electronic form ofpresenting data based on the results of the educational, professional and social activities of a person, characterizing the level of their professional competence in terms of the trajectory of personal and professional development. At the same time, components of digital footprint are distinguished as technical, technological, personality-psychological, behavioral, active, competent, communicative, and reflective. The concept of the cognitive model structure of a learner is also given, which includes personal experience and competence, cognitive abilities, socially-determined and biopsychic characteristics, the ability to reflect, and technical equipment. At the same time, we can conclude that the digital footprint of the student is to a certain extent a digital imprint of the current cognitive model, fixed at a certain point in time and showing the place of a particular person in social and professional environment.Based on the results of modeling the e-learning trajectory, the concept of an electronic training course has been designed to form and evaluate the professional competencies of students taking into account their digital footprint. The model was tested in the LMS e-learning system of the Bashkir State Agrarian University for both full-time students and students of a distance group of continuing education courses as part of further professional education. The proposed electronic course allows, in particular, to realize the cognitive model of the educational process by varying the learning tasks and their learning paths.Conclusion. The considered methodology for formation of an educational trajectory based on a digital footprint is intended to improve the educational process, increase its efficiency by strengthening control over the current level of formation of students’ competencies. The proposed concept of e-learning, taking into account the cognitive model of the learner, allows you to build a flexible learning path that takes into account the existing level of professional competence of the student and individual characteristics and needs. At the same time, it is concluded that the formation and assessment ofprofessional competencies of students is a complex task, the effective solution of which requires the integration of the efforts of all participants in the educational process, including lecturers and students.
Highlights
The purpose of this study is to develop a cognitive model of the learning path based on the digital footprint and analyze the results of its testing
The study includes a review and analysis of bibliographic sources on the problems of using the digital footprint in the education system, as well as the construction of a model of the e-learning path management system taking into account the digital footprint of students with its implementation in the e-learning system based on LMS Moodle
The considered methodology for formation of an educational trajectory based on a digital footprint is intended to improve the educational process, increase its efficiency by strengthening control over the current level of formation of students’ competencies
Summary
Цель данного исследования – разработка когнитивной модели траектории обучения на основе цифрового следа и проведение анализа результатов ее апробации. При этом можно сделать вывод, что цифровой след обучаемого является цифровым отпечатком его текущей когнитивной модели, зафиксированным в определенный момент времени и показывающим место конкретного человека в социальной и профессиональной среде. На основе результатов моделирования траектории электронного обучения спроектирована концепция электронного учебного курса, предназначенного для формирования и оценки профессиональных компетенций обучаемых с учетом их цифрового следа. Рассмотренная методология формирования образовательной траектории на основе цифрового следа предназначена для совершенствования образовательного процесса, повышения его эффективности путем усиления контроля текущего уровня сформированности компетенций обучаемых. Что формирование и оценка профессиональных компетенций обучаемых является сложной, комплексной задачей, для эффективного решения которой необходима интеграция усилий всех участников образовательного процесса – как со стороны преподавателей, так со стороны самих обучаемых. Ключевые слова: образование; цифровой след; траектория обучения; когнитивная модель; профессиональная компетентность; электронная образовательная среда
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