Digital educational environment: the methodological aspect of launching innovations

Abstract

The postnonclassical methodology of environment-oriented learning is based on the synthesis of informatics, psychology and pedagogy. The pedagogical constructs of the digital learning environment are three types of digital pedagogical resources: information, communication, and management of learning and cognitive activities.The interdisciplinary approach allowed us to define a digital learning system functioning in an educational environment enriched with a digital part. The digital learning system includes the subjects of the educational process (teachers and learners) as well as new objects functioning on a digital platform: three types of interrelated pedagogical resources. Under certain conditions, the system acts as an integrity and fulfills the educational function.The value of the article lies in the substantiation of the necessity to change connections in the digital learning system in order to achieve innovative effects. It is substantiated that the necessary condition for the manifestation of innovative effects is the actualization of new connections and relations between the elements of the highlighted system. The profound changes in the digital learning system require a radical restructuring of the links and relations in accordance with the post-non-classical pedagogical methodology. For this purpose, in accordance with the first fundamental law of cybernetics, it is necessary to increase the diversity of the process control system. Such diversity can be achieved by increasing the freedom of educational actions of students not only by expanding the spatial and temporal framework of activity but also by the ability to choose the depth, the functionality of problem solving, the situation of its solution through a variety of information and communication actions in the digital environment. The expansion of the space of educational choice and the responsibility associated with it contributes to a conscious independence in learning, student’s transition from the position of the object of control by the teacher to the subject of co-management, self-management of learning activities.The system-forming factor of digital transformation of activity is defined as setting the goals of educational activity associated with the adoption of new values, both terminal and instrumental. The emergence of the third digital divide, preventing the achievement of innovative effects in the developing educational environment, is substantiated.The article is addressed to university teachers oriented to achieve new results of professional training in the use of digital environment. The presented scientific approaches are new for domestic and foreign practice.