Digital Didactics Research Articles

The pedagogical tools of digital didactics

This article provides a theoretical analysis of two didactic methods: classical didactics and digital didactics. Classical didactics, as a branch of pedagogy, explores basic principles and teaching methods and emphasizes the role of the teacher in conveying given content and developing essential skills and competencies in students. In contrast, digital didactics is an emerging field that deals with the organization of educational processes in the context of the digital transformation of society. The primary goal is to craft learning experiences that leverage modern information technologies, emphasizing active, independent student engagement. The article highlights the key principles, pedagogical tools, and educational outcomes that differentiate classical from digital didactics. At the center of the article is an explicit description of the pedagogical tools of digital didactics. It contains verified examples of the implementation of digital didactics in the Russian education system. It is stated that digital didactics is a comprehensive approach to organizing the educational process. This approach encompasses personalized learning, broadening the academic context, gamification, online learning, the application of artificial intelligence, and the ongoing enhancement of the digital learning environment. Статья представляет собой теоретический экспресс анализ двух дидактик: классической и цифровой. Классическая дидактика, как область педагогики, исследует основные принципы и методы обучения, с акцентом на передачу учителем готового содержания и формирование у обучающихся необходимых умений и компетенций. В противоположность этому, цифровая дидактика, как новое научное направление, исследует организацию образовательного процесса в эпоху цифровой трансформации общества. Ее ключевая цель – проектирование процесса обучения с использованием современных информационных технологий, с акцентом на активную, самостоятельную познавательную деятельность обучающихся. Выделяются основные принципы, педагогические инструменты и образовательные результаты, которые отличают классическую дидактику от цифровой. Приоритет отдается экспресс-описанию педагогического инструментария цифровой дидактики. Приводятся верифицированные примеры реализации идей цифровой дидактики в российской системе образования. Делается вывод о том, что цифровая дидактика представляет собой комплексный подход к организации образовательного процесса, который включает в себя индивидуализацию обучения, расширение образовательного контекста, геймификацию, онлайн-обучение, использование искусственного интеллекта и обновление цифровой образовательной среды.

Digital Didactics Embedded in Ethnomathematics Assessment of Online Mathematics Instruction

Online and e-learning programmes have shifted the power bloc to the learner within their cultural settings. In a case study-based qualitative design, the researchers sampled 40 student-teachers to produce and laminate works of prominent women scientists’ contributions. The data was collected through observations and unstructured interviews. The items were coded on four 7-point Likert scales to represent the planning and design (satisfaction), teaching and learning (reflection), as and through learning (priority), formative assessment (quality), and assessment of virtual class (satisfaction). In qualitative content analysis, the medians predominantly pooled 6 while the modes pooled between 5 and 8 (multimodal). In cases where the median was greater than the mode, we had positive skewness and the reverse was negative skewness. The Spearman’s correlation coefficients showed that only one pair recorded strong positive correlation and two to three pairs recorded strong negative correlations. The chi-square tests for independence showed the null hypothesis was rejected to mean that there were associations among the variables. It was concluded that digital didactics was the central point for the design and use of teaching and learning. It was therefore concluded that digital didactics innovated mathematics instruction and learning.

Police Leadership Education: Digital Didactics, Perceived Learning and Perceived Increased Competence as Police Leaders

Police leadership is an essential part of policing, as is the education of police leaders. Our study responds to the call for research on how to transform police leadership education into practice. In this longitudinal mixed-methods single case study we investigate two research questions: 1) How do the digital didactics of the digital police leadership course contribute to students’ perceived learning? 2) How are the knowledge and skills acquired in the digital police leadership course perceived to be applied 1.5 years after course completion? We collected data from students enrolled in a 12-week course. This course offered 24 students a two-day on-site course introduction, while the rest of the course was taught online. Data was collected through five surveys and follow-up interviews with six participants. The results show that police leaders perceived increased competence in being a police leader, report enhanced ability to bridge theory and practice, and improved their digital skills. They also reported increased confidence in the leadership role and increased sharing of competence after study completion. The findings suggest that digital didactics may achieve embedded police education as it can provide an interplay of individual and organizational factors.

Artificial Intelligence-Assisted Music Education: A Critical Synthesis of Challenges and Opportunities

Artificial intelligence (AI) is a hot topic that presents new challenges and opportunities for the improvement of educational processes. The disruptive and transformative force of this new technological development implies the adaptation of educational ecosystems for its use and integration as a didactic and pedagogical resource. From this perspective, a systematic literature review has been conducted to analyze the didactic potential of generative AI tools in the field of promoting artistic creativity in music education. The research results confirm that the incorporation of AI in music education is paving the way for a more personalized, interactive and efficient learning experience. In addition, the analysis suggests nine fundamental fields of IA implementation in music education: virtual and augmented reality (VR; VA); learning personalization, intelligent tutoring systems; composition assistants; improved historical and contextual learning; assessment systems; interactive ear training and music theory systems; tools for music collaboration and performance; and assistive technologies. Furthermore, the challenges presented by the intersection of AI and digital didactics in the field of music education are discussed.

Current issues of digital skills formation in modern education

The article talks about current problems of formation of a set of students’ digital skills in a new learning format. The authors of the study, having studied European standards for teaching information skills at various levels, consider digital skills as necessary for mastering professional knowledge, managing modern and future life, techniques and technologies. The authors of the article analyze the conditions for their formation in the process of vocational education and make an attempt to define them within the framework of qualifications in five aspects: digital literacy and ability to organize information blocks, space for conversations and interaction; information security and search for solutions. The article also identifies and substantiates the need to design basic digital skills for students, updates the creation of a scientific and methodological basis for teaching digital skills during organized learning, and reveals the strategies of pedagogical approaches to blended learning. In addition, it is shown that digital didactics is the basis for creating modern methods and strategies for teaching a profession in a digital format, however, in order to implement all the principles and strategies of digital learning, it is necessary to eliminate the question of forming students' digital competencies and level digital skills.

Multimedia electronic manual "Thermometry"

Relevance. The education system plays a crucial role in the formation of professional orientation in the learning process. The digital transformation of education has become an integral part of the development of our society. One of the effective tools in the context of the activation of digital didactics to improve the quality of educational services is the introduction of modern distance learning technologies.Aim. Creation of a multimedia electronic manual dedicated to teaching the discipline "Propaedeutics of internal diseases" on the topic "Thermometry".Materials and methods. The multimedia electronic manual "Thermometry" developed at the Propaedeutic Therapy Department in Samara State Medical University contains theoretical material on the methodology and technique of measuring body temperature. The manual provides illustrative material with illustrations and description of the main types of fevers, describes the grades of fever, provides a detailed description of the rules for the registration of a temperature chart and provides an example of a filled temperature chart. The presented multimedia electronic manual contains a set of tests and clinical cases for self-monitoring of students' knowledge with references.Conclusion. The multimedia electronic manual "Thermometry" developed at Samara State Medical University can increase the efficiency of learning the material, which will help to improve the formation of professional competencies among students, while examining patients of various profiles, making correct diagnosis and management strategy.

Assessment activities of foreign language teachers in the context of digitalisation of education

Introduction. In the context of digital transformation of universities, which prescribes the active use of digital educational environment in teaching, the assessment of educational outcomes cannot be carried out without the use of digital tools that can help teachers to shift the focus of assessment from simple recording of the level of mastery of the curriculum to continuous monitoring of each student's progress. The aim of this study is to determine the readiness of EFL teachers to use modern digital technologies to implement personalized dynamic assessment of students' learning success in accordance with the methodology of formative assessment. Methodology. The basic provisions of summative and formative approaches and digital didactics to the assessment of educational results are considered as the theoretical and methodological foundations of this study. Based on the analysis of Russian and foreign scientific and methodological literature, the necessity of transforming traditional assessment procedures in order to turn them from a repressive measure into an incentive for learning (assessment for learning) was substantiated. From the perspective of the methodology of formative assessment, the conditions for realizing the corrective, motivating and formative functions of assessing the results of language learning with the help of digital tools are considered. The didactic possibilities of web and mobile applications, as well as AI-tools in creating assessment tasks for the development of foreign language communicative skills are analyzed. Results. The results of a survey of current technical university FL teachers (N = 60) conducted to determine their attitudes towards digital assessment and practical readiness to use digital technologies are presented. Conclusion. The results obtained necessitate the development of a professional development program to overcome stereotypes of assessment and to develop the necessary digital skills in FL teachers.

Digital Didactics as a Condition for the Formation of Professional Competencies of a Future Teacher.

The subject of the research is to study the role and influence of digital didactics on the process of formation and development of professional competencies of future teachers. The article is devoted to the study of the possibilities of digital didactics, which contributes to the personal and professional self-affirmation of the personality of a future teacher, the formation of his professionally significant competencies. The research focuses on the analysis of methods and approaches to the integration of digital technologies into the educational process, as well as on evaluating their effectiveness in the context of training qualified teachers. The purpose of the study is to identify and systematize the main aspects of the use of digital didactics in the educational process aimed at the effective formation of professional competencies of future teachers. In the learning space of digital didactics, technologies such as inverted learning, cloud technologies, gamification (the introduction of computer and video games), game situations, etc. are prioritized. In addition, such principles as the principle of motivation for independent student activity, the principle of introducing the level from easy to difficult and exciting, the principle of focusing on specific results, the principle of adaptability and others are important. The results of the study can be used in universities and colleges to optimize training courses for future teachers, as well as to improve the quality of professional training of teaching staff in the context of digitalization of education.

Principles of foreign language teaching based on artificial intelligence technologies

Importance. The widespread use of artificial intelligence technologies affects the language education system. In the few years since the advent of artificial intelligence technology, it has transformed from a theoretical concept into a dynamic force that changes ideas about classical language education. The transition to digital didactics defines new types of relationships between participants in the educational process: the teacher, the student, the educational environment and new technologies. Accordingly, the role of the teacher and the content of didactic and methodological principles of teaching a foreign language using artificial intelligence technologies are changing. The integration of artificial intelligence technologies into the process of teaching a foreign language, on the one hand, indicates the intensification of the educational process and automation of a number of pedagogical tasks, and, on the other hand, the imperfection of new technologies and potential risks and challenges when using them in practice. The main purpose of the research is to define and describe the principles of teaching a foreign language based on artificial intelligence technologies, acting as a full-fledged individual assistant for each student.Research Methods. To conduct research in the field of linguodidactics, an integrated approach is used, including theoretical and empirical methods. At the first stage of the research, theoretical methods are used, including the study of scientific literature on the research topic, analysis, generalization and classification of the information received. At the second stage of the study, empirical methods are applied, including observation and description.Definition of Concepts. Two key concepts of “artificial intelligence technologies” and “neural networks” are considered, and neural networks are classified by type of architecture and scope of application.Results and Discussion. The use of hybrid forms of learning makes it possible to use artificial intelligence technologies as an effective tool for teaching a foreign language right now. Artificial intelligence technologies play a leading role in digital didactics, allowing you to personalize the learning process and enhance the importance of students’ learning autonomy. Digital didactics, based on traditional didactic and methodological principles, involves the implementation of the following principles of learning: the principle of expediency, the principle of contextual learning, the principle of interactivity, the principle of accessibility, the principle of personalization of learning, the principle of multimodality, the principle of gamification, the principle of inclusive assessment.Conclusion. A system of principles of teaching a foreign language based on artificial intelligence technologies is presented, taking into account the peculiarities of the organization of the educational process in relation to digital didactics. It is worth noting that this system of principles is open and can be supplemented with new learning principles, as well as the content of these principles may change with the development of artificial intelligence technologies. The results obtained can be used in further research on the integration of artificial intelligence technologies into language education, as well as in the methodology of teaching foreign languages based on modern technologies.

Актуальность исследований в области готовности участников образовательного процесса к взаимодействию в электронной информационной образовательной среде

The article presents the results of a comparative analysis of current topics of dissertation research in the field of education sciences. The authors prove the lack of attention to research in the field of digital didactics of higher education. The importance of scientific substantiation and practical development of the "terms of reference" for software developers is argued on the basis of generally recognized fundamental didactic conditions for the effectiveness of the educational process. The most urgent tasks of scientific research in the field of digital didactics are formulated. As a result, the relevance of research in the field of readiness of participants of the educational process to interact in the electronic information educational environment is substantiated

Blended learning with digital didactics in higher education

The article presents blended learning organization at the university during digital transformation of education, which poses new educational challenges. The purpose of the study is to describe implementation of blended learning «Flipped classroom» with digital didactics principles at the university. The research gives the analysis of foreign and Russian researchers on the issues of blended learning. The relevance of the research is in using of blended learning technology in higher education with digital didactics, which is due to the weak organizational and didactics support of the educational process. The article presents the author’s definition of «Blended learning» concept. The scientific novelty of the research is due to the author’s definition of «Blended learning» technology and in the implementation of blended learning into the educational process with digital didactics for a teacher and for administration of an educational organization. The principles of digital didactics are analysed from the point of view of their expediency. The choice of blended learning technology «Flipped classroom» for the educational process at the university is justified. The algorithm of integration of blended learning with digital didactics at the university for a teacher and for the university administration is described.

Methods of digital didactics in the process of developing spelling literacy of schoolchildren

Methods of digital didactics in the process of developing spelling literacy of schoolchildren

Electronic Library Systems in the Focus of Digital Didactics and Cognitive Features of the Digital Generation

The relevance of the practical application of the theory of generations by N. Howe and W. Strauss in the context of digitalization is revealed. The purpose of the article is to analyze the capabilities of electronic library systems as didactic tools designed to promote the development of the cognitive abilities of the digital generation. The results of the study conducted at the Center for Interdisciplinary Cultural Studies of the Moscow State Institute of Culture are presented. The emergence of electronic library systems is characterized as a reaction to the redundancy and unreliability of information in the Internet environment. The phenomenon of the digital generation is analyzed, the maturation and socialization of which occur under the rapid penetration of digital technologies into all spheres of life of a modern person: leisure, everyday life, study, work. Representatives of this digital generation are integrated into digital society from their birth, so they have views, attitudes and values that differ from the worldview of older generations. The distinctive features and problems of developing the cognitive abilities of Z generation are considered. The results of the study of electronic educational systems “Urayt”, “Lan”, “Rukont”, “University Library Online”, “IPR Smart” are presented from the perspective of digital didactics. Violations of the didactic principles of systematic, scientific character, and clarity are identified. Recommendations are formulated for teachers and librarians on the specifics of working with Z generation.

ЭЛЕМЕНТЫ ЦИФРОВОЙ ПЕДАГОГИКИ ДЛЯ БАКАЛАВРОВ ТЕХНИЧЕСКИХ НАПРАВЛЕНИЙ В КОНТЕКСТЕ МОДЕЛИ SAMR

Digital pedagogy is becoming an integral part of the educational process in universities. Digital educational resources in modern education occupy a significant share of content and, in their influence on the formation of competencies, can compete with classroom work in contact with a teacher. Digital didactics, as a set of techniques that make it possible to effectively use digital resources in teaching, may include different approaches to the problem of attracting students’ attention to the material of a course or discipline. The SAMR model (Substitution, Augmentation, Modification, Redefinition) clearly demonstrates these approaches and highlights levels or stages, the design of which allows the teacher to productively use the capabilities of digital didactics to achieve educational goals. The development of digital pedagogy should provide the opportunity for the teacher to build developmental applications to achieve pedagogical goals in building individual educational routes, to personalize the process of achieving results of developing competencies, to diversify the learning process, and to reduce the time spent on situational control of knowledge, redistributing it to a program of cooperation and joint creativity in the implementation process of appropriate teaching strategies.

Online foreign language teaching: challenges and solutions

This paper is devoted to the vital problem of foreign language teaching in the context of organizing online distance learning. The unfavorable epidemiological situation, modern political and economic transformations in the world have also had an impact on the sphere of education: online learning has received a powerful impetus for rapid development. Currently the digitalization of language education is one of the global trends, which is reflected in the requirements of the modernized Federal State Educational Standards of vocational and higher education. The development of digital didactics as a new essential branch of pedagogy touches upon the foreign language teaching process. At the same time, the implementation of innovations causes many difficulties and challenges for specialists who are used to traditional teaching methods and are trying to avoid reducing the quality of education. In this regard, the topic of this study is of particular relevance. The paper studies the benefits and drawbacks of foreign language teaching in educational institutions of various types, implemented with the help of distance technologies and modern teaching software. Both the teacher questionnaire and the survey made it possible to identify and describe in detail the advantages and disadvantages of conducting online classes in a foreign language in the Yaroslavl Town Planning College (Yaroslavl) and the Plekhanov Russian University of Economics (Moscow). The issue of increasing the effectiveness of the implementation of distant foreign language teaching was also considered by solving a number of methodological problems, such as the use of specific Internet discourse and clichs as part of communication in a foreign language at different class stages. The solution to this problem will let eliminate a number of psychological difficulties that all subjects of educational process face during online communication, and make communication more emotional.

Problems and Prospects of the Online Model for Exporting Russian Education in the Context of Digital Inequality

Russia has historically been a favored destination for international students, a trend continuing through 2020–2022 despite pandemic challenges, quarantine measures, remote learning adaptations, and evolving geopolitical dynamics. The pandemic prompted significant digital transformations in universities, revealing varying digital readiness among Russian institutions for the abrupt shift to online education. This led to the emergence of a novel “digital didactics” methodology. Russian universities adopted digitalization not only for education but also for supporting digital students’ sociopsychological adaptation and devising recruitment strategies via social networks. In these circumstances, digital inequality emerged as a critical concern. This issue is not only evident at a global level but also across various stages of foreign students’ education, spanning from virtual admissions to final certification. This study analyzes the global experiences and recommendations for crafting an optimal model for online educational engagement with foreign students and categorizes Russian universities based on their digital readiness for education export and identifies challenges in engaging foreign students and attracting applicants.

Interactive didactic support for students in a digital learning environment

Introduction. In recent years, digitalization has been actively developing in the system of professional education and takes an important role in the UNESCO strategy related to culture, science and education. The learning process in the digital educational environment is being transformed, a new level of quality is being acquired. The sustainable development of educational systems of students actualizes the improvement of the quality of education in the digital educational environment, which are actively developed within the framework of digital didactics The purpose of the study is to identify the features of the implementation of interactive didactic support for students for improvement of distance learning format. Materials and methods. In accordance with the statements of the activity, system and information approaches, an author's questionnaire has been developed. The survey involved 100 first- and second-year students of the Moscow State Educational Complex studying in the field of study "Network and system administration". The age of the respondents is from 17 to 20 years, among which 30% are women. The survey was conducted using the Google Forms tool. The involvement of students in educational activities in the conditions of distance and traditional formats of education was studied at the first stage. At the second stage, the preference of students in the choice of forms of didactic support was revealed: face-to-face consultations according to the schedule, group chat with the teacher, video conferences with the ability to ask questions, simulators for practicing problem solving methods, short video lectures. Respondents were asked to rank three of the five proposed items in order of importance. Results. Distance learning format was chosen by 46% of respondents, and mixed – by 54%. Most of the students (60%) indicated that they use other sources of information in the learning process. Among the forms of didactic support, it was revealed that students prefer face-to-face consultations with a teacher (average position score for 1st year students is 2.05, 2nd year students – 2.15), group chat (1.2 and 1.75 points, respectively) and videoconferencing with the ability to ask questions to the teacher (1.65 and 1.2 points). Less significant for students are short video lectures (0.8 and 0.75 points) and simulators for practicing problem solving methods (0.2 and 0.25 points). The results of the survey confirm that blended learning, in comparison with distance learning, has significant advantages. Conclusion. The development of the digital educational environment involves the adjustment of the professional competencies of the teacher so that he is in the leading subject position in the organization of didactic support for students. An important area of digital didactics is the improvement of interactive educational technologies for the effective support of students.

Role of information and communication technologies in the development of listening skills of non-linguistic students at a technical university

This paper focuses on a particular type of modern technologies, i.e. information and communication technology which has emerged as part of digital didactics. These technologies have brought about dramatic changes in all walks of life as well as in our expectations of what students should learn to survive in a new technological world. In their future work students will have to deal with large volumes of information obtained digitally, to use digital tools to work not only in Russian, but also in a foreign language (English). Consequently, it is necessary to teach them how to operate digital tools while teaching them the language. Among the most challenging speech activities, it is listening comprehension that challenges learning the most and requires longer time to develop at technical university due to insufficient number of hours given to the discipline called Foreign (English) Language in engineering faculties. Thus, the object of the research is the process of developing listening skills of nonlinguistic students in foreign (English) language classes. The subject of the research is interactive tasks based on web-services, aimed at developing their listening skills. The aim of the research is to create and test listening comprehension tasks on the platform of web services during lessons of foreign (English) language for students of non-language direction at technical university. To follow up listening skills and search for new audio texts the authors suggest using Randall's ESL Cyber Listening Lab resource and AI-based Andy application which simulates native speech. Based on a four-month (one semester) experiential study these resources have proven themselves effective.

RE teachers and the challenges of digital didactics during the coronavirus pandemic in Poland

ABSTRACT The period of the coronavirus pandemic (SARS-CoV-2), which hit Poland in early March 2020, has become a great challenge for the whole education sector. The limitations in the functioning of schools, imposed on all teachers, including RE teachers, created the immediate need to adapt to new conditions and start remote teaching. Some of these teachers have never worked in such a way before, have not used information and communication technology, and possessed no or only elementary digital competences. Therefore, the author of the article attempts to seek answers to the following questions: To what extent could RE teachers count on methodological help of those responsible for RE teaching in individual dioceses during the pandemic and has the need to use digital didactics in distance teaching of Religious Education been recognized? The author present the context of her research, formulate the research problem and indicate its relevance and originality, which is based on presenting the issues of remote teaching from the perspective of methodological support for teachers of RE given by the Catholic Church in Poland, then describe the results of a critical analysis of materials for RE teachers published on-line during the pandemic and give conclusions.

Evaluating Learning Outcomes of Virtual Reality Applications in Education: A Proposal for Digital Cultural Heritage

The surge of Mobile Virtual Reality (VR) applications is getting growing attention among researchers and practitioners. The recent literature demonstrates its benefits when used for education purposes, since virtual immersion yields promising results for learning. Leveraging this trend, within the so called “digital didactics”, the need to gauge VR’s effectiveness in the didactic field has become paramount; so far, a method to connect traditional evaluation strategies to novel VR-based learning is still broadly missing. This paper investigates the problem of quantifying the learning outcomes and proposes a new didactic evaluation method for the Digital Cultural Heritage (DCH) learning. This research, conducted in a higher education institute, proposes three new Key Performance Indicators, referring to Revised Bloom’s Taxonomy (RBT) : Mnemonic (M) , Transversal (T) , and Disciplinary (D) . A questionnaire was administered by the same teacher who holds the course, to evaluate how well the application communicated information. The participants have been subdivided into two groups with the same knowledge base. The first group (1ACAT) that represents the “VR group” used the app at home to deepen their subject studies; while the second group (1AGR) that represents the “control group” consulted and studied the app only before the test. The results have demonstrated that the “control group” has a greater ability to support purely mnemonic topics (1ACAT 46.9%, 1AGR 53.1%), such as dates and simple definitions. The skills reached by the “VR group” attest to both transveral (1ACAT 52.9%, 1AGR 47.1%) and disciplinary (1ACAT 52.5%, 1AGR 47.5%) knowledge. These results validate the use of VR in teaching, demonstrating both experiential value and student involvement, but even confirming the compensatory function of VR if compared with the irreplaceable role of teachers in guiding learners to learn.