Creative Component Of The Digital Model Of Higher Education

Abstract

The development of the digital economy in Russia actualizes the problem of modernization of higher education in the direction of building individual learning paths. This goal is achieved through the creation and development of digital technologies. The analysis of the implemented digital educational models showed the predominant use of linear models. A characteristic feature of linear models is the sequential presentation of educational material with step-by-step control. Such models do not fully take into account the implementation of the creative component. In order to train a specialist with modern research competencies, we have developed a dynamic digital learning model thus paying special attention to its creative component. The central link within the content of the creative component is transdisciplinary tasks, which represent a holistic vision of the subject of study. The solution of transdisciplinary problems encourages students to address various subject areas, the knowledge structures of which are concentrated in the disciplinary cases of the model. The creative component of the dynamic digital learning model contributes to the development of personal identity and creativity of students. This model enhances the creative component of the digital education process. The paper presents the results of the empirical study conducted at Moscow State Regional University, which shows the effectiveness of the developed model. The study included the ascertaining experiment, development and implementation of a system of transdisciplinary tasks and the formative experiment. Finally, the paper drawn the conclusion on the advantages of using a dynamic digital learning model compared to a linear model.