Pedagogical design of “inverted” learning resources for home study

Abstract

Introduction. Self-education is becoming increasingly important in terms of the concept of lifelong learning. The changes in the ways of perceiving information, along with the new tendencies in the formation of “engaging” Internet content, cause a necessity to find new methods of presenting educational material aimed at efficient learning and meeting differing requirements of end users. The new demands of today’s young people on the self-education process actualise the need to describe the pedagogical design of “inverted” resource-transformers oriented towards productive self-learning in home environment. The purpose of the research is to substantiate the elements of pedagogical design of “inverted” learning resources based on subject-area topology of the question-task knowledge tree, that ensure due account of the learners’ cognitive preferences and heighten satisfaction and motivation towards independent learning activity. Research methodology. Pedagogical design of digital learning resources is considered from the perspective of mental approach. The core idea of the work is the development of mental question-task knowledge trees that allow for creation of discrete digital learning elements of referential and repetitive nature, which have a pedagogical design taking into account the learner’s “clip style of thinking” and secure personalisation, visualised self-management and self-control of learning activities in home environment. Research findings. “Inverted” transformed educational resources represent an innovative means of learning in digital space. The creation of such resources, with regard for the principles of pedagogical design, ensures the formation of engaging content and account of learners’ cognitive features, considering that the latter are representatives of the digital generation. The questioning involving the students of Krasnoyarsk State Pedagogical University named after V.P. Astafyev showed that 98% of the respondents (out of 127 participants) believed that this format of presenting educational content would prove to be in demand and be interesting for students. A total of 100% of the involved Krasnoyarsk teachers as well as the pedagogues of Krasnoyarsk State Pedagogical University named after V.P. Astafyev (102 respondents), after taking part in the expert evaluation of “inverted” teaching resources, note that the presented resources meet the modern requirements for structuring and visualising the educational material as well as the principles of micro-learning. They also note high quality of realisation of the students’ practical activities (97%), due controlling elements of the learning process (98%), ease of navigation (98%), the possibility of designing an individual learning route (99%), high prospects of enhancing the efficiency of schoolchildren’s self-education (99%). Conclusion. The considered requirements for the pedagogical content design of “inverted” resources enable their developers to purposefully improve the parameters facilitating readability, perception and understanding of the content of e-format educational texts. Currently, the software developers (at the authors’ request) are developing an instrumental environment in the form of cloud application, which will make it possible to create inverted electronic resources on the basis of a topological question-task knowledge tree.