Digital Didactics Research Articles

The problem of preparing a person for life in the conditions of sustainable development of digital technologies and products

The article gives a brief description of the new conditions of human life in the world, characterized by the search for optimal and effective resources for sustainable development. The relevance of the topic is due to new require-ments for society and for a person. New conditions create new problems in solving the problems of training specialists who are able to work productively in a digital society. The purpose of the study was to identify the degree of readiness of young people of the "digital generation" to adapt to the new educational environment, the perception of new formats for the digital transformation of the education system. The analysis of the results of this study can contribute to the development of new didactic principles in the field of the use of digital technologies. One of the ways to overcome the conflict in the implementation of new ideas for the sustainable development of the economy, society and the professional training system is the development of a new scientific direction - digital didactics. This direction provides tools that explain the specifics of such components as: construc-tivism, operationalism, technicalism, pragmatism, reductionism, utilitarianism. Using the method of large-scale monitoring and analysis of respondents' answers, we found out that today the "digital generation" is more ready for digital transformation than the carriers of professional and academic knowledge. Over-coming intergenerational contradictions is becoming one of the main problems of modern society and the education system.

CONTENT-SEMANTIC FIELD OF THE CONCEPT «BLENDED LEARNING» AND MODELS OF BLENDED LEARNING

Annotation. The COVID-19 pandemic and the war in Ukraine have revealed the shortcomings of distance learning, which is why using it as a basic form of learning in basic educational programs has become not entirely effective. The most promising form of organizing the educational process in the conditions of its digital transformation is mixed learning, which involves alternating online and face-to-face learning formats. The content field and components of the concept of "blended learning" are characterized. Through mixed learning, we understand educational technology with mandatory components, which include contact classes of students with teachers, distance classes containing online communication between the teacher and students, and independent educational work of students, which is effectively organized by teachers. Pedagogical aspects of mixed learning related to its organization and implementation in an educational institution in the joint activity of the teacher and students of education are considered. An analysis of existing approaches to the selection and classification of blended learning models has been carried out. The typology of mixed learning models, which are implemented at different levels: the curriculum, the educational subject, the educational session, and the out-of-class learning technology, are substantiated. It is noted that blended learning models have their own name, and a certain internal integrity and mostly fit into one or another scientific theory. Six models of blended learning are described, which are widely presented by domestic scientists. The proposed typology is based on the joint work of a network of experimental sites. The relationship between the proposed typology of organizational and didactic models of blended learning with other typologies and separate models presented in foreign and domestic publications is shown. The problems of the typology of blended learning models were elaborated and their systematic justification was carried out. A set of criteria for delineating and considering one or another model of blended learning is singled out. It was concluded that technological and pedagogical aspects are combined in blended learning; the use of mixed models of education requires different approaches to the selection and development of educational content, educational materials and their means; the presented typology of blended learning models is an important component of the new digital didactics.

ЦИФРОВАЯ НЕЙРОДИДАКТИКА В РАЗВИТИИ ЧЕЛОВЕКА В ТЕЧЕНИЕ ВСЕЙ ЖИЗНИ

The rapid development of technologies has given rise to new humanitarian and natural sciences, namely, neurosience and digital didactics, which are transforming Life Long Learning (LLL). The author offers to expand the range of applications of neuroscience and methodological principles of neurodidactics in LLL to develop rationale for digital neurodidactics. The use of neuroscience achievements in LLL is related to the pedagogical interpretation of neuroscience achievements. To do this, the necessary initial provisions of the methodology of digital neurodidactics for long life learning are formulated. The promising methodological approaches to digital neurodidactics are identified. Each of the approaches has a functional potential and allows integrating existing groups of principles and technologies that have proven their effectiveness in digital environments. Nowadays LLL processes are immersed into digital environment, which uses the latest technologies, which in their turn influence the human brain and interact with it. There is a growing need for global scientific collaboration to make digital opportunities work for the development and improvement of the brain, which makes relevant the motto formulated by the Royal Society of London in relation to the natural neural networks of the brain: “use it or lose it”.

Creators of the New in Education

It is impossible to predict the future of education. It can be jointly created based on the emerging humanitarian, communication technologies and other achievements of modern civilization. 440 years after the great Jan Comenius, we are taking the next step by creating a new science of learning: digital mathetics and digital didactics. The authors of textbook with the connections to digital means aimed at mastering human activity and university professors start from the experience of their childhood are based on the achievements of mankind, realize and form the possibilities and needs of the future in the present. Science gets the opportunity to study the accelerating evolution of education and analyze big data displayed in a variety of digital platforms. The global educational community is becoming a source of experience for critical decisions and direct pedagogical interaction. Geographical and language barriers are easing. Leaders of society, state and business get the opportunity to realize their vision in a specific project and digital technologies open access to participate in the project to everyone who supports the humanistic idea in our transforming world.

Distance Learning And Digital Didactics: Lessons Learned From A Sceptic

Вызовы цифровой эпохи. Особенности цифровой дидактики. Дистанционное обучение: определение понятия, краткая история, обзор исследований об эффективности формата. Практический опыт по инженерии и проведению дистанционных курсов в Техасском университете (США).

Проектирование цифровых образовательных ресурсов для осуществления информационно-цифровой подготовки магистров

The article considers the use of computer modeling technologies for visualization of learning elements of engineering disciplines in order to improve understanding of the structure and functioning of complex technical objects and technological systems. The principles of digital didactics and their influence on the formation of the content of educational resources are analyzed. An education blog is presented as a modern tool for information and digital training of vocational education teachers. The scientific novelty of the work lies in the fact that the use of computer modeling technologies as meta-technologies for organizing information and digital training of modern masters allows us to take a fresh look at the process of digitalization of education and at the design of its content. The practical significance of the study lies in the fact that inclusion of computer modeling technologies in educational practice allows not only to improve its quality, but also to prepare a graduate to enter the innovative digital system of an educational organization.

Influence of digital educational resources on didactic possibilities for the educational process (on the example of english language)

The effective organization of the educational process in the context of rapid acceleration of the society’s digitalization is impossible without increasing its digital literacy. Consequently, it is necessary to study the current state of digital literacy, and to seek and implement new learning models in the educational system based on the application of modern innovative technologies and digital teaching methods. This research aimed to study the level of teachers’ digital literacy, as well as opportunities and future trends in digital didactics. Two major methods have been used: development of an abstract-logical model and a survey in order to measure the level of digital literacy of teachers and educators in Ukraine. The analysis of the survey data has revealed that teachers and university professors have reached the highest level of digital literacy, which is significantly higher than the average Russian level.

The digital didactics as a discipline of masters training program

Problem and goal. The problem lies in the effectiveness of the formation of motivation for the productive information activities among the subjects of the educational process. The goal is determined by the need to train specialists, taking into account changes in the field of education that have occurred due to the introduction of digital technologies in education and risks of digitalization generated by technogenic processes in the educational environment. Methodology. The author's programs and funds of evaluation tools were used, practical tasks and research project topics were developed to include them in the programs of pedagogical and industrial practices of undergraduates. The materials are based on the author's developments, which are reflected in the textbooks. In practice, the following technologies have found methodological justification for the implementation of the discipline: information and communication technologies for universal use, Big Data, distance learning, blended learning, organization of project activities of students. Results. The introduction of the discipline Digital Didactics allows undergraduates to form new competencies. Conclusion. The competencies formed during the training of the discipline Digital Didactics enable to take into account the existing changes in the field of education.

A Hybrid Approach Based on Fuzzy TOPSIS-AHP for Ranking and Classifying MOOC Key Acceptance Factors

This investigation is done during COVID-19 to identify, rank, and classify MOOC (massive open online course) key acceptance factors (KAFs) from an Indian perspective. A systematic literature review identifies 11 KAFs of MOOC. One more novel factor named ‘contingent instructor' is proposed by the authors considering pandemic and new normal post-COVID-19. The paper implements two popular fuzzy MCDM (multiple-criteria decision-making) techniques, namely fuzzy TOPSIS and fuzzy AHP, on 12 KAFs. The fuzzy TOPSIS approach is used to rank factors. Affordability, performance expectancy and digital didactics are found as the top three KAFs. Fuzzy AHP classified KAFs into three groups, namely high, moderate, and low influential. Examination of the literature indicates that this study is among the first attempt to prioritize and classify MOOC KAFs using fuzzy TOPSIS and fuzzy AHP approach. The results offer managerial guidance to stakeholders for effective management of MOOC, resulting in higher acceptance rate. Likewise, this investigation will upgrade the comprehension of MOOC KAFs among academicians.

Pedagogical Senses of Digital Learning ion the Context of the Covid‑19 Pandemic: Case Studies of Several Eastern European Countries

In the context of the Covid‑19 pandemic, teacher education at universities has faced great problems concerning the teaching-learning practice. Educational processes have become possible only with the help of digital technologies. The development of digital technologies and the new level of accessibility to educational resources have opened up new ways for teaching and learning and the creation of new didactic scenarios. The reopening of educational institutions after the Covid‑19 is followed by many tasks that challenge the main actors in the teaching-learning process in a new way. The authors reflect on whether it makes sense for teachers and future teachers to continue learning how to work with digital technologies and create new learning formats for their students. In order to develop teacher education at universities and serious attention to digital didactics, not only the challenges but also the pedagogical senses of the Covid‑19 pandemic need to be identified. The unconscious and «detached» perception of current digital transformations in educational policy, higher teacher education and school education hinders the development of teacher education at the university and decreases the role of the teacher in society. A comparative analysis of cases of teacher education from five Eastern European universities is used to address these goals. The analysis aims to examine the hypotheses stated with inductive reasoning

The digital whomanities project: Best practices for digital pedagogy in the pandemic era

This paper aims to enter the ongoing debate about the critical issues of digital pedagogy through the presentation of Digital WHOmanities, a series of online conferences and workshops held at the University of Bologna. Distance learning has become one of the most discussed topics in educational institutions during the spread of Covid-19, revealing a discrepancy between the rapid development of technology and the ability of learning environments to adapt to this turn. In view of this ongoing debate, Digital WHOmanities tried to define the complex and multifaceted figure of the digital humanist and to provide a methodological framework that could foster further online academic initiatives. Specifically, the accurate organization of timing and contents and the adoption of synchronous and asynchronous approaches have highlighted the effectiveness of flexible digital didactics. © 2021, University of Bologna Department of Classical and Italian Philology, Alma Mater Studiorum. All rights reserved.

Когнитивная эргономика как методологическая основа педагогического дизайна

This article is a review of the Russian Scientific and Practical Conference’s materials with International participation on Pedagogical design, which was held at the Bryansk State Technical University on February 25, 2021. The review presents reports and presentations made online by representatives of nine higher educational institutions and two institutions of secondary vocational education, which are structured on three grounds: pedagogical design as a field of scientific knowledge and as a process of designing the learning environment; training in a virtual information environment and the development of digital educational materials; ergonomic support for the pedagogical design of network learning technologies. Conclusions are drawn based on the results of the conference, related to the prospects of the scientific direction of pedagogical design’s ergonomic support in digital didactics, which is the basis of advanced educational technologies in higher and secondary vocational education.

Models of Blended Learning: Organizational and Didactic Typology

The pandemic period revealed the shortcomings of distance learning, which do not allow it to be used as a basic form of education in the main educational programs. The most effective form of organizing the educational process, in the context of its digital transformation, is seen as blended learning, which involves alternating online and face-to-face learning formats. The subject of this article is the pedagogical aspects of blended learning related to the organization of the process of mixed learning in an educational institution and its implementation in the joint activities of the teacher and students. The analysis of existing approaches to the identification and classification of blended learning models is carried out. The authors justify an approach to the typology of blended learning models, which can be implemented at different levels: curriculum, subject, section or topic (within the framework of the discipline), training session, extracurricular learning technology. The proposed methodology is based on the joint work of the network of experimental sites of the Ranepa Federal Institute for the Development of Education in the direction of “Digital Didactics”. The article shows the connection of the proposed typology of organizational and didactic models of blended learning with other typologies and individual models presented in foreign and domestic publications.

IMPLEMENTATION OF THE EQUIVALENT CIRCUIT METHOD IN INSTRUMENTAL DIGITAL DIDACTICS

Instrumental digital didactics is based on the use of various digital means of obtaining, processing, and interpreting empirical data in accordance with the logic of scientific method and engineering design. Appropriate teaching techniques reflect the STEM approach to teaching natural science and engineering subjects. The use of the equivalent circuit created on the NI Multisim platform to investigate the characteristics of electric circuits’ components creates favorable didactic conditions. The methodological approaches proposed by the authors are demonstrated by the examples of determining the parameters of technologically advanced devices - photoelectric converter (for example, determining its maximum power point, as well as Fill Factor) and supercapacitor (for example, designating changes in charging and discharging characteristics depending on the type of construction). In such educational projects the parameters of the circuit components obtained by the equivalent circuit method are compared with the specifications of commercial devices available on the market. This approach, on the one hand, demonstrates statistical errors of results to the students, and on the other hand, it is a source of sufficient data for constructing an equivalent circuit of devices without prior experimental research. It is shown that the use of equivalent circuits in a computer simulation environment to replace real electronic and electrical devices, measuring systems and equipment with their virtual counterparts expands the didactic possibilities. Techniques based on the versatile use of digital didactic tools are being actively developed and implemented in the MANLab STEM-laboratory of the National Centre “Junior Academy of Sciences of Ukraine”.

Cultura profesional y TIC en la formación del profesorado en tiempos de crisis: la percepción de los docentes

En este artículo analizamos algunas razones básicas que explicarían las dificultades que el profesorado y los centros de Primaria han tenido para adaptarse a los cambios producidos por la pandemia. Para ello, nos basaremos en los resultados de dos investigaciones del grupo Stellae (USC). De la primera, utilizaremos los datos de las entrevistas a docentes de las Facultades de la USC que imparten la titulación de Magisterio, recogiendo sus percepciones sobre la construcción del conocimiento y la cultura profesional. De la segunda, usaremos los resultados de las entrevistas a un grupo de profesores especialistas en TIC, junto con las entrevistas realizadas a docentes de dos centros seleccionados por sus buenas prácticas, analizando sus percepciones sobre el uso escolar de las TIC y los Materiales Didácticos Digitales. Terminaremos con un breve análisis de cómo han de cambiar los procesos de formación docente, para hacer frente a las incertidumbres y nuevos desafíos que afronta la escuela en tiempos de crisis. In this paper, we analyzed some reasons that would explain the difficulties that teachers and primary schools had in adapting to the changes produced by the COVID 19 pandemic. For this, we start from the results of two investigations by the Stellae group (USC). From the first, we will use the data from the interviews with professors from the Faculties of the USC that confer the degree of Teaching, collecting their perceptions about the construction of knowledge and professional culture. From the second, we will use the results of interviews with a group of ICT teachers, together with interviews and observations made with teachers from two centers selected for their good practices, analyzing their perceptions about the school use of ICT and Materials Digital didactics. We will end with a brief analysis of how teacher training processes must change, in order to deal with the uncertainties and new challenges that the school faces in times of crisis.

ВИКОРИСТАННЯ ЗАСОБІВ ЦИФРОВОЇ ДИДАКТИКИ У ПІСЛЯДИПЛОМНІЙ ПЕДАГОГІЧНІЙ ОСВІТІ

У статті проаналізовано сутність цифрової дидактики як феномена сучасної освіти та можливості реалізації її засобів в умовах післядипломної педагогічної освіти. Надано характеристику ключових понять. Представлено порівняльний аналіз деяких категорій традиційної, “оцифрованої” та цифрової дидактики (за В. Бліновим). Звернуто увагу на те, що застосування в освітньому процесі тих чи тих засобів цифрової дидактики залежить від поставленої мети. Наведено перелік найбільш популярних серед педагогів сервісів й платформ, які можна опанувати в умовах післядипломної освіти.

ТРАНСФОРМАЦІЇ ОСВІТНІХ ТЕХНОЛОГІЙНА ОСНОВІ ПРИНЦИПІВ ЦИФРОВОЇ ДИДАКТИКИ

The article raises the issue of transformation of classical theory of learning into digital didactics, the system-forming element of which is the digital educational environment. The main task of the digital educational environment is to expand opportunities to build an individual educational trajectory of the learner through adaptive navigation in the learning material, the formation of interaction with a particular student to adapt he learning material according to his needs. In the offered structure of such environment the basic elements are allocated: technologies, resources and kinds of activity in their interrelation. The purpose of the article is to substantiate the technologies of the digital educational environment as its structural component, in particular augmented reality; in determining the real state of understanding, acceptance and use of this technology by teachers of general secondary education. Such general methods of scientific cognition as analysis, synthesis and generalization were used to study the problem field of the chosen topic; survey and analysis of results. The obtained results determine the goals for the nearest design and implementation of the educational environment: strengthening the material and technical base for synchronization and consolidation of resources of all subjects of network interaction; expanding the range of educational services through the use of digital resources; raising the level of professional competence of teachers to create and promote methodically literate content. The study showed an insufficient level of awareness and willingness of teachers to apply augmented reality technology in their own educational activities, the strengths and weaknesses of this innovation. Conclusions. AR tools and applications, including educational ones, have been found to be numerous and rapidly evolving. Expert forecasts for the widespread use of AR technologies in the near future update the development of the relevant direction in teacher training, the organization of scientific and methodological laboratories with the involvement of IT specialists to create methodically sound software for augmented reality technology in education.Key words:digital didactics, digital educational environment, modern digital technologies, augmented reality. У статті порушується питання трансформації класичної теорії навчання у цифрову дидактику, сис-темоутворюючим елементом якої стає цифрове освітнє середовище. Основним завданням цифрового освітнього середовища є розширення можливостей для побудови індивідуальної освітньої траєкторії здобувача освіти за рахунок адаптивної навігації у навчальному матеріалі, формування взаємодії з кон-кретним слухачем для адаптації навчального матеріалу відповідно до його потреб. У запропонованій структурі такого середовища виділено основні елементи: технології, ресурси і види діяльності в їх взаємозв’язку. Мета статті полягає в обґрунтуванні технологій цифрового освітнього середовища як його структурної компоненти, зокрема доповненої реальності; у визначенні реального стану розуміння, прийняття та використання цієї технології педагогами закладів загальної середньої освіти. Для вивчен-ня проблемного поля вибраної теми були задіяні такі загальні методи наукового пізнання, як аналіз, синтез та узагальнення; опитування та аналіз результатів. Отримані результати визначають цілі для найближчого проєктування і реалізації освітнього середовища: посилення матеріально-технічної бази для синхронізації і консолідації ресурсів усіх суб’єктів мережевої взаємодії; розширення спектра освіт-ніх послуг за рахунок використання цифрових ресурсів; підвищення рівня професійної компетентності педагогів для створення і просування методично грамотного контенту. Проведене дослідження пока-зало недостатній рівень обізнаності та готовності педагогів до застосування технології доповненої реальності у власній освітній діяльності, сильні і слабкі сторони такого нововведення. Висновки. З’я-совано, що інструменти і додатки AR, у тому числі освітнього спрямування, численні і швидко розви-ваються. Експертні прогнози стосовно широкого застосування вже найближчим часом технологій AR актуалізують розробку відповідного напряму у підготовці педагогів, організацію науково-методичних лабораторій із залученням фахівців IT-галузі для створення методично обґрунтованого програмного забезпечення з використанням технології доповненої реальності в освітньому процесі.Ключові слова: цифрова дидактика, цифрове освітнє середовище, сучасні цифрові технології, доповнена реальність.

PERCEPÇÕES SOBRE O APLICATIVO FOQ1 QUÍMICA POR ESTUDANTES DE UMA ESCOLA PÚBLICA

A utilização das Tecnologias Digitais de Informação e Comunicação (TDIC), em especial dos Recursos Didáticos Digitais (RDD), tem transformado muitas práticas docentes contribuindo para a construção do conhecimento dos seus estudantes. Neste sentido, essa pesquisa tem por objetivo investigar a percepção dos estudantes de uma escola pública na utilização do aplicativo para dispositivo móvel denominado FoQ1 Química nos estudos da Química. Para isso, a pesquisa apresenta um estudo de caso realizado com 75 estudantes de quatro turmas do ensino médio (duas turmas do primeiro ano e duas turmas do segundo ano). A pesquisa foi realizada em quatro (4) etapas: (1) apresentação do app FoQ1 Química; (2) aplicação de um questionário avaliativo; (3) realização de uma entrevista não-diretiva; (4) análise das respostas do questionário avaliativo e da entrevista não-diretiva. Os resultados mostram que o aplicativo FoQ1 Química pode ser um RDD auxiliar no processo de ensino e aprendizagem da Química, proporcionando aos estudantes possibilidades de construírem seu conhecimento de forma simples e objetiva. Embora alguns estudantes tenham apresentado dificuldades nos conteúdos da Química, o uso do aplicativo FoQ1 Química pode contribuir para a compreensão destes conteúdos. O desenvolvimento de aplicativos com o intuito de ajudar no ensino de Química se mostra como uma alternativa proeminente, tendo o professor como seu principal desenvolvedor e os estudantes como os principais usuários.

Fundamentals of Digital Didactics: Specifics and Development at the Present Stage

A theoretical review of research and publications on digitalization of the educational space, including digital didactics, is presented. The authors consider the theoretical aspects of the definition of “digital didactics” in the light of recent domestic and foreign studies. The novelty of this study lies in the characterization of the main trends in the problem of digital didactics, highlighting several problems that modern Russian teachers face in the process of digital learning. The authors draw attention to the need to consider the basics of digital didactics in the context of meaning formation. More than 55 publications of domestic and foreign researchers were studied. The issues of defining the concept of digital didactics are considered, the General characteristics of digital didactics at the present stage, the most important problems and prospects for its study are given. This article will allow researchers working in the field of digital didactics to get acquainted with the most well-known concepts of digital learning today.

О понятийно-терминологическом аппарате дидактики цифровой эпохи

The article is devoted to the up-to-date issue on how to develop the conceptual and terminological apparatus of higher education didactics. The purpose of the article is clarify the interpretation of new terms and concepts (digitalization of education, digital education, digital learning, digital didactics, blended learning, etc.), the emergence of which is due to the era of education digitalization. As a research method, the authors used a theoretical analysis of the conceptual and terminological apparatus of didactics, generalization, comparison, interpretation. The research results are as follows: 1) the concepts "digitalization of education", "digitalization of the education system" and "digital learning" are given; 2) authors determined their place in the system of closely established terms and concepts; 3) they made a conclusion about the boundaries in using the term “digital pedagogy” and “digital didactics”; 4) the identified the main features, the role and place of the concept of "blended learning" in the system of didactic knowledge. The research results contribute to the development of the conceptual and terminological apparatus of didactics. They can be useful both for educational researchers and for practicing educators, as they clarify a whole range of new terms and concepts