Pedagogical Design Principles Research Articles

PEDAGOGICAL DESIGN OF THE CONTENT OF TECHNOLOGY EDUCATION AS A SCIENTIFIC PROBLEM

The article researches the key aspects of pedagogical design as a methodological basis for forming the content of technological education. The significance of this research lies in the study of the possibilities of creating new educational materials and pedagogical methods for the successful implementation of technological literacy in the educational process. The article focuses on the analysis of the principles of pedagogical design, taking into account the specifics of technological education. Important aspects of the development of pedagogical strategies and methods aimed at effective development of technological literacy among students of higher education are highlighted. The relevance of the research in the context of modern challenges of technological education, such as globalization, market reforms and rapid changes in technological processes, is emphasized.
 It was determined that pedagogical design in the field of technological education is an important tool for adapting the educational process to current requirements. It promotes the implementation of innovative teaching methods, in particular using modern technologies, which improves the efficiency and individualization of education, in particular: adaptation of the principles of pedagogical design to the educational sector contributes to the optimization of the educational process and provides a systematic approach to the development of educational programs; requires constant improvement and adaptation to social and technological changes. The application of the evaluation and feedback system in the context of pedagogical design is an important component that contributes to the continuous improvement of learning and increasing the efficiency of the educational process. Thanks to them, teachers and students of higher education can analyze their achievements, identify strengths and weaknesses, integrate technical knowledge with pedagogical methods, and develop critical thinking. These tools make it possible to improve educational processes and achieve better learning results.

Artistic and pedagogical design in professional training of future Musical Art teachers

The article describes the method of artistic and pedagogical design in the context of professional training of future music teachers. The relevance of the research is based on the importance of students mastering the latest artistic and pedagogical technologies in the process of studying at a higher education institution. The project method is defined as widespread and relevant in the context of pedagogical activity as one that develops the ability of future music teachers to carry out project activities of various types and subject areas, to carry out a critical analysis of various artistic material, to work on it independently, to navigate in the latest information and communication technologies. The purpose of the article is to reveal the essence and content of artistic and pedagogical design, to analyze its importance in the system of professional training of future music teachers; disclosure of the specifics of artistic and pedagogical design in the context of professional training of future music teachers. The article uses methods of theoretical research: analysis of scientific literature, generalization, systematization of practical experience. It has been established that creatively oriented design activity contributes to the formation of students of higher education, the ability to independently master scientific and methodological and artistic literature, aware and critical work with information, develops thinking, including project thinking, promotes personal and professional development, stimulates creative activity, develops emotional intelligence through interaction with works of musical art, etc. The principles of artistic and pedagogical design are substantiated.

Supporting Student Agency with a Student-Facing Learning Analytics Dashboard

Learning analytics dashboard (LAD) development has been criticized for being too data-driven and for developers lacking an understanding of the nontechnical aspects of learning analytics (LA). The ability of developers to address their understanding of learners as well as systematic efforts to involve students in the development process are central to creating pedagogically grounded student-facing dashboards. However, limited research is available about developer perceptions on supporting students with LA. We examined an interdisciplinary LA development team’s (IDT) perceptions of and intentions to support student agency, and the student-facing LAD development process. Qualitative content analysis supported by a social cognitive theory framework was conducted on interviews (N = 12) to analyze the IDT’s perceptions of student agency. IDT members had differing conceptions of student agency but agreed that it manifests in strategic study progression and planning, as well as in active interpretation and use of LA-based feedback. IDT members had differing views on student involvement in the LAD development process. Communication challenges within an IDT and limited resources were mentioned, impeding development work. The results of this study highlight the importance of fostering communication among IDT members about guiding pedagogical design principles and the systematic use of educational concepts in LA development processes.

Design and evaluation of a sustainable blended study programme in higher education

IntroductionBlended learning, i.e., a mix of online and in-class education, can be deployed for enhancing the educational quality and resilience in higher education (HE). It may also contribute to HE’s sustainability objectives by lowering the carbon emissions of students commuting to campus. In this study, pedagogical design principles for sustainable blended learning and teaching are developed and evaluated taking into account these opportunities.MethodsA prototype for a sustainable blended study program at a University of Applied Sciences was developed and evaluated using a form of Educational Design Research.ResultsThe design stage, carried out by a team of eight lecturers, resulted in a design based on six pedagogical design principles. This design also included an effort to reduce student travel by limiting on-campus education to two days a week. The results show the effects of students’ increased online learning skills and diminished travel movements on their satisfaction with the blended learning design, and their travel behaviour, which can lead towards an attitude change regarding commute and online learning. The lecturers’ observations and experiences, depending on their personal preferences, contradicted (self-regulation skills) as well as confirmed (online learning experiences) the students’ evaluations.DiscussionThe developed design principles are important to support a new balance between virtual and physical spaces, learning activities, moments in time and sustainability.

Developing Design Principles for Sustainability-Oriented Blended Learning in Higher Education

Climate change forces higher educational institutions (HEI) to reconsider their traditional ways of teaching and organising education. This implies that they should reduce their impact on the environment and provide sustainability-oriented education. Blended learning (fusion of on-campus and online learning) may provide an appealing solution to achieve both objectives. It may reduce HEI’s climate impact by reducing student travel to and from campus and support the development of students’ sustainability competencies. In this paper, pedagogical design principles and recommendations are developed to design such a sustainability-oriented blended learning configuration. A realist review methodology is used to distil and develop pedagogical principles for blended learning. These principles were mirrored against pedagogical approaches that have been identified as suitable for developing sustainability competencies. This mirroring revealed some overlap but also some notable differences. Common principles include self-regulation, community building, discussion, knowledge management, and collaboration, but some principles identified in sustainability-oriented education are noticeably absent, including self-awareness, orientation towards sustainable change, and interdisciplinary collaboration. The insights guide designing sustainability-oriented blended learning and vice versa can also provide ideas for people working in off-line place-based contexts on sustainability-oriented education, to consider blended options.

Побудова індивідуальної освітньої траєкторії майбутніх педагогів шляхом цифровізації освіти та дистанційного навчання на засадах педагогічного дизайну

The article examines the influence of global digitalization and digital technologies on the formation of the individual educational trajectory of future teachers in the conditions of distance education, organized on the principles and rules of pedagogical design. The trends of development and rethinking of the educational process have been determined, including through the introduction of pedagogical design into the learning process. Issues of rethinking the educational process in the digital environment, its features and possible difficulties are considered. The purpose of using modern digital technologies in education is discussed. The prospects of using the impact of digitalization on the development and formation of professionally important competencies of future educators are considered. It was determined that digital technologies in pedagogical activities contribute to the development of innovations and the generation of new ideas that affect both the teacher and the students of education, as well as the educational process in general. Pedagogical design is defined as the collaborative process of developing a distance course using specific learning objectives and pedagogical theories to determine learning strategies, activities, and assessments to achieve desired educational outcomes. Pedagogical design has been found to use design principles to promote learner engagement and includes the development of structures, digital learning objects, and multimedia resources to improve the quality of teaching and learning. The basic principles of pedagogical design were identified, including the digital architecture of the e-course, which organizes educational information, the principle and method of interaction with the e-course, characterized by simplicity and ease of use, which contribute to effective learning.

СТРУКТУРА КОРРЕЛЯЦИОННЫХ СВЯЗЕЙ ПОКАЗАТЕЛЯ АКТИВНОСТИ С ДРУГИМИ ПОКАЗАТЕЛЯМИ У СОВРЕМЕННЫХ ПОДРОСТКОВ

Statement of the problem and purpose of the article. Currently, the implementation of the infrastructure modernization program in modern schools and the construction of new school buildings1 is actively underway, where the design takes into consideration the quality criteria of the physical space of the educational environment2. Methods are used to involve all participants of the educational process in the joint modeling of the design concept of the educational environment, which, in turn, creates conditions for changing outdated norms and rules in the educational system [Levan, Yakshina, 2020]. Training is organized under the program “Personality potential development”, where attention is also paid to the subject-spatial component of the educational environment3. However, in our opinion, insufficient attention is paid to understanding of psychological and pedagogical features of the subject-spatial component of the educational environment, which can contribute to achieving the planned learning outcomes4, including the development of the subjective activity of a modern teenager. The system of principles of ecological and pedagogical design is based on the theory of possibilities [Gibson, 1988], according to which the possibility contains two interrelated aspects – stimuli coming from the environment and the activity of the individual itself directed “towards” these stimuli [Yasvin, 2020]. This confirms the relevance of our research: to understand with the help of which psychological and pedagogical features of the space and object component of the educational environment we can stimulate the development of students’ activity. In the previous publications [Parfenova, Safonova, 2021, 2022], we have already considered individual components of activity, but they manifest themselves in an interconnected way in the development of a personality, and one of the stages of our research was a correlation analysis to establish relationships between the components of activity and their indicators. This article presents the most significant interrelations of activity and other psychological characteristics of modern adolescents. The theoretical and methodological basis of the study were the following approaches: activity-based (V.V. Davydov, M.M. Makhmutov, etc.); personality-activity-based (V.P. Zinchenko, V.A. Slastenin), systemic (B.F. Lomov, V.A. Hansen), environmental (J. Gibson), integrative approach (A.A. Volochkov), as well as the theory of personality activity (S.L. Rubinstein, L.S. Vygotsky, B.F. Lomov, K.A. Abulkhanova-Slavskaya), research in the field of environmental psychology (M. Chernoushek, K. Levin, V.A. Yasvin), concept of psychological safety of an educational environment (I.A. Bayeva). The study involved 149 students of 6th-8th grades from Secondary School No. 157 in Krasnoyarsk, 84 girls and 65 boys (6th grade – 29 girls, 20 boys; 7th grade – 22 girls, 25 boys; 8th grade – 33 girls, 20 boys). Specific psychodiagnostic research methods were used: the questionnaire “Well-being. Activity. Mood” by V.A. Doskina, N.A. Lavrentieva, V.B. Sharaya and M.P. Miroshnikova; methods of studying the locus of control by J. Rotter; test questionnaire “Motivation of success and motivation of fear of failure” by A.A. Rean; the methodology of “Action control scale” by Yu. Kul; the questionnaire “Assessment of the level of claims” by V.K. Gerbachevsky; the methodology for diagnosing the components of socially-oriented activity by R.M. Shamionov; the methodology for diagnosing the components of subjective adaptability “Readiness for action and evaluation of the implementation of action” by L.M. Kolpakova. Spearman’s correlation analysis was used as a statistical method. The calculation was carried out using the statistical package SPSS 17.0. Research results. Correlation analysis showed that it is important for the sixth graders to fit themselves into society, find a balance between their desires and external requirements, and achieve acceptance from others. The seventh graders get more correlations between activity and a focus on success and between activity and an assessment of their potential. It is important for them to decide which activity to engage in to save their self-image. For the eighth graders to be active, it is important to have formed self-confidence, since there comes a period of making the first independent choice, which has clear consequences in the future when choosing a field of professional interests. Conclusion. The obtained data will form the basis of a model of psychological and pedagogical features of the object-and-space component of the educational environment, which contributes to the development of students’ activity.

НАВЧАЛЬНЕ ПРОЄКТУВАННЯ: ПРИНЦИПИ, ЗАДАЧІ, МОДЕЛІ

The article deals with the use of educational design technologies. Educational design in its design and content is a complex process that includes ideas, problems, goals, pedagogical technologies and analysis procedures, development of ways to solve the specified problems and tasks, implementation of pedagogical technologies in the educational process, as well as evaluation of the effectiveness of such activities. The principles of pedagogical design, which determine the basis of high-quality and systematic development of the educational course and the most complete transfer of the necessary information in a form accessible to students, are highlighted. Pedagogical design, as a technology or a method of working with information in modern conditions, is a response to the challenges that change the education system, the search for tools for the development of basic competencies, student motivation, and the focus on achieving the quality of educational results. The role and place of pedagogical design in the modern educational space, in particular on the basis of multimedia technologies, is defined. The concept of «multimedia pedagogical design» is considered. It is multimedia tools that are at the heart of the creation of today's educational systems and serve for the presentation of educational material, its transformation and distribution. An attempt was made to determine the place of pedagogical designers in the system of modern education, to reveal the content and specificity of this profession. A pedagogical designer faces many tasks, which can be solved by choosing the appropriate model of pedagogical design. Pedagogical design is considered from the position of a systemic approach to the design of the educational process, in which the content, methodology and conditions of organization are subordinate to the general pedagogical goal. Models of educational design and possibilities of their use are analyzed. Each model of educational design is clearly oriented towards a certain audience and is able to build distance learning models taking into account the needs of this audience. Educational design is an indispensable component in the creation of new modern teaching aids. Built on the basis of educational design models, educational systems will be able to most effectively transfer educational material and create conditions for its quality assimilation by students. Key words: educational design, pedagogical design, pedagogical designer, multimedia pedagogical design, educational systems.

The didactic and pedagogical design of e‐learning in higher education: A systematic literature review

AbstractBackgroundSince about 2010 e‐learning has been embedded in educational practice and has become, surely due to the Covid‐19 pandemic, increasingly important.ObjectivesAlthough much has been written about e‐learning, little is known about crucial didactic and pedagogical design principles for e‐learning. This review tried to fill that gap.MethodsBased on a systematic literature review, 42 studies (out of 1857 unique hits) were included that address e‐learning design in higher education. Open and axial coding was used for analysis.Results and conclusionsThere were two continuums distinguished as important for e‐learning: (1) the active learning continuum and (2) the authentic learning continuum. Those continuums appear to be useful to give a visual representation of included studies through an active and authentic learning continuum. This resulted in four clusters with (slightly) different properties. These properties vary from a relatively low to a high level of authenticity, and from teacher to student centred. Analysis also revealed four crucial aspects for e‐learning design: (1) content scaffolding, (2) process scaffolding, (3) peer‐to‐peer learning, and (4) formative strategies. In general, most of the e‐learning approaches demand an educational design that facilitates authentic learning and self‐regulation.TakeawaysTo help practitioners in realizing e‐learning design, this paper will provide some concrete suggestions and tips for e‐learning design. Furthermore, this research shows that more well‐founded research is necessary to gain more insight in didactic and pedagogical design principles for e‐learning.

Principles of pedagogical design of a safe educational environment

The article is devoted to one of the most important, one might say global problems - the problem of educational security. Within the framework of the study, the authors, based on the study of the phenomenon of security of the educational environment in domestic and foreign studies, reveal such concepts as "pedagogical design", "educational security"; based on the analysis of a document aimed at regulatory in the field of education - the Federal State Educational Standard of Basic General Education, approved on 31.05.2021; they offer their vision of the principles of pedagogical design of a safe educational environment. The article may be useful for researchers involved in the design of a safe educational, socio-cultural space; and the principles proposed by the authors: consistency and goal-setting; targeting; aestheticization and accessibility of the educational environment by means of pedagogical design and the constructing principle will increase the efficiency; and productivity of pedagogical design of the educational environment as a whole.

Pedagogical design of “inverted” learning resources for home study

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.

Using gamification as an online teaching strategy to develop students’ 21st century skills

This paper reports on a study investigating the use of gamification as a teaching strategy in an online setting for developing upper -secondary students’ 21st century skills (i.e., collaboration, critical reasoning, communication, solving complex problems, and being able to use and manage digital tools and devices). More specifically, the study aimed to empirically explore pedagogical design perspectives as well as students’ and teachers’ experiences on what opportunities and challenges they perceive about gamification teaching designs in this context. University students co-created the gamification activities’ design and the participating teachers chose virology and immunology (Biology 2 for upper-secondary schools in Sweden) as the topics. The study was conducted during Spring 2020 and in total 26 upper-secondary students, 2 teachers, and 7 engineering students studying in the Master of Science programmes participated. The empirical material is based on observations during the online tests in which the school students tested the university students’ design, a survey with the school students, post-interviews with the teachers and the university students, and the university students’ written report as a mandatory assignment in their course. The findings illustrate three themes: 1) developing pedagogical design principles for online gamification activities, 2) the school students’ experiences, and 3) the participating teachers’ experiences. The findings show that designing for gamification teaching in an online setting with a specific purpose in developing students’ 21st skills is quite a complex process. The participating teachers, for example, perceive gamification teaching designs as a catalyst for motivating and engaging students’ learning to a high extent, but the challenges they experience concern foremost how to design tasks and assess an individual student’s knowledge in collaborative assignments. The collaboration between the university and K–12 education concerned combining the different competences in the TPACK-model, and in addition aligning expressed motives and goals towards an applied teaching design. This presented study is an aspiration and a practical example of directing towards development of smart learning ecosystems.

Pedagogical design in the design of educational materials when creating electronic courses

The article indicates the importance of the principles of pedagogical design and pedagogical design in ensuring the effectiveness of e-learning. The author considers the features and advantages of blended learning for both students and university teachers in general, shows the possibilities of using the electronic environment within the framework of full-time and distance learning. The practical aspect of these problems is considered, which is associated with the fact that few teachers are ready to master the latest technologies, design the content and organizational aspects of the digital educational space, adapt the educational process to the requirements of an innovative society, since there are no ideas about the digital educational space as a whole.

Application of design and technological activities as a method of improving the professionalization of specialists of higher educational institutions

In this article we developed the concept of design and technological activities. We tested the need to develop design competence in educational process of the Faculty of Law of the National Economic University with 50 teachers and 200 students of the Faculty comprising Law, International Law, Law Enforcement, Social Work, and Psychology. Design competence is knowledge for preparation of pedagogical projects and their implementation, developed in the educational process. The current stage is characterized by globalization of problems requiring involvement of the world community, changes the paradigm of education, posing new challenges to the educational sphere. Accelerating pace of socio-economic development requires to plan and evaluate life and professional prospects. It becomes important for teachers to learn how to design pedagogical reality, predict the consequences of its transformations and teach students to build their lives on the basis of design. These trends urge the problem of design, make it interdisciplinary, exceptionally large-scale and pressing. Promising areas for development of design and technological activities include: identification of new patterns and principles of pedagogical design; identification of new factors and conditions for successful operation and development of design activities; development of theoretical background for training, retraining and advanced training of personnel in the field of pedagogical design; detailed development of methodological and technological support of the pedagogical design process; improvement of the qualimetric tools of design activity. Verification of the concept against the background of the identified set of pedagogical conditions showed an increase in the efficiency of design and technological activities.

Developing a Pedagogical Framework and Design Principles for STEM Learning Environment Design

The need for effective and attractive learning environments (LEs) for science, technology, engineering, and mathematics (STEM) has been internationally recognized. Additionally, the connection between STEM learning and cross-curricular skills such as creativity, innovation, and entrepreneurship has garnered attention. A deep theoretical and empirical understanding is required when designing STEM LEs. In this study, a pedagogical framework for STEM LEs has been developed based on feedback from students, aged 10–18 years old, teachers, school directors, parents, and STEM professionals, and supported by the literature. First, representatives of key stakeholder groups in Belarus, Finland, Germany, Greece, and Spain (total n = 132) were invited to co-design focus group (FG) 1 sessions to collect their wishes related to STEM LEs. The data was collected through an online survey with open-ended questions. The analysis of the data led to the design of the pedagogical framework, which was validated by the same stakeholder groups (total n = 137) in FG2 discussions. The empirically and theoretically grounded framework entails general design principles as well as principles related to ways of teaching and learning, socio-emotional aspects, and cross-curricular skills. Both the results of this study and the previous literature suggest that different pedagogical design principles are highly interrelated. For instance, novel tools and methods, collaborative methods, reflective learning, and entrepreneurial skills may support creativity and innovation, and vice versa. Therefore, instead of focusing on singular design principles, we recommend considering a wide range of different LE design principles to support multiple ways of teaching and learning, and to develop both subject-related and cross-curricular knowledge, skills, attitudes, values, and ethics.

I still miss human contact, but this is more flexible—Paradoxes in virtual learning interaction and multidisciplinary collaboration

AbstractTeaching and learning in universities have shifted towards online education, and there is not enough scientific knowledge about suitable pedagogical design principles to guide the construction of hybrid learning spaces for today’s university students. In this design‐based research, we studied the benefits and challenges in reaching the expected learning outcomes of an e‐course, “Collaboration and Professional Interaction Skills.” The practical purpose was developing the pedagogical design of this e‐course. The scientific objective was to build on the research about design principles that guide teachers in constructing e‐courses, enabling in‐depth learning in hybrid learning spaces. The pedagogical design was guided by six design principles. Empirical data (21 students’ assignments and reflections, teacher’s observations, data from the digital learning management system) were collected in two research cycles. Students were from different degree programmes of educational sciences. Thematic analysis of students’ individually and collaboratively authored assignments was carried out in both research cycles. The most emphasised benefits and challenges concerned the combination of working and creating knowledge together, virtually, in a multidisciplinary group. Based on the results, practical recommendations were made for university‐level pedagogical designs that facilitate effective and active collaboration and interaction, and learning of such competence. Practitioner NotesWhat is already known about this topic: In higher education, more emphasis needs to be placed on learning skills such as multidisciplinary teamwork and collaborative knowledge creation. There is a need for more personalised learning opportunities that offer flexibility in one’s studies and take learners’ diverse situations into account. Advanced understanding of suitable pedagogical design principles and knowledge from empirical cases is needed. What this paper adds: What to consider when technology is used to mediate the learning processes. How to tackle the demands of personalised study opportunities and demanding interaction skills by online collaboration. Implications for practice and/or policy: Pedagogical design exemplifying how students build shared knowledge objects iteratively. Students need guidelines and support for multidisciplinary collaboration and interaction online. Learning management systems are not fully tailored for iterative multidisciplinary collaboration; thus, the designer of the course must be aware of the limitations and develop ways of overcoming the discrepancies between the learning management system and learning objectives.

Педагогический дизайн в обучении будущих бакалавров дошкольного образования в области организации художественно-эстетического развития детей

We substantiate the relevance of the use of pedagogical design at different levels of education, including preschool, general, and higher education. It is noted that in order to ensure the development of future bachelors’ ability to organize the artistic and aesthetic development of pre-school children, taking into account the principles of pedagogical design, it is necessary to design and implement an educational discipline for bachelors of pedagogical education, the profile “Pre-school Education” – “Method of Artistic and Aesthetic Development of a Preschooler”. For this purpose, modern interpretations of the term “pedagogical design” are analyzed, and the stages of the ADDIE method of pedagogical design are studied. Pedagogical design is defined as the colla-borative process of developing a course using specific learning goals and pedagogical theories to define learning strategies, activities, and assessments to achieve the desired educational outcomes. It is revealed that pedagogical design uses design principles to promote student engagement and includes the development of structures, digital learning objects, and multimedia resources to im-prove the quality of teaching and learning. We disclose the conceptual and analytical stage of the pedagogical design of the course “Methods of Artistic and Aesthetic Development of a Preschoo-ler” taking into account Bloom’s taxonomy and knowledge types by L.W. Anderson and D.R. Krathwohl. The results of the survey of students are presented. It is noted that the use of pe-dagogical design is a promising direction that allows building mixed learning. It is established that the effective format of interaction between the teacher and the student in the framework of mixed learning will be Face-to-face driver, when the teacher gives the main volume of the educational plan in person and uses online training as an auxiliary.

Application of the principles of pedagogical design in the design of informatics lessons

Problem and goal. The article deals with different approaches to the use of pedagogical design for the construction of the educational process, the problem of designing lessons with the use of pedagogical design. The aim was to identify the features of using the principles of pedagogical design for the organization of the educational process. Methodology. The analysis of different approaches to the use of the principles of pedagogical design in the school curriculum, in teaching computer science. The analysis of curricula, manuals, dissertations, conference materials on GEF and the study of scientifi literature on pedagogical design and its application in the educational process. Results. The principles of the educational process of Robert Gagne with the use of pedagogical design are considered. Various approaches to the use of the principles of pedagogical design in computer science lessons, including multimedia resources, information technologies, the platform of the Moscow Electronic School, are analyzed. Conclusion. The study showed that to maintain the continuity of the educational process is a holistic approach to the development and implementation of training programs in informatics using principles of instructional design, which also contributes to support the educational learning environment.

Promoting knowledge practices in upper secondary schools: case studies from Finland and Bulgaria

ABSTRACTThis exploratory case study was conducted in two upper secondary schools in Finland and Bulgaria. The aim of the study was to investigate how to apply trialogical design principles could be used to improve students’ knowledge work competence, and teachers’ re-structured obligatory courses following pedagogical design principles for knowledge creation practices. The courses were organised in the form of students’ collaborative inquiry and project work. The research questions focused on the implementation of the design principles, students’ self-assessed learning of knowledge work competencies and the experiences of students and teachers. The main data consisted of students’ self-evaluation answers to a pre-questionnaire (N = 76) and a post-questionnaire N = 52), and teachers’ (N = 4) plans and interviews. The results showed that students’ experiences were positive, but they also found shortcomings in their knowledge work competences. The teachers were also satisfied with the experiences, but they found problems in teachers’ collaborative planning at the end of the process (in Finland) and in organising student teamwork and in reporting the contributions (in Bulgaria). The set of design principles was useful as a collaborative guidance tool for the teachers’ planning, and in these two cases, the form of an inquiry learning and project work. However, the teachers need practical guidelines to implement the trialogical design principles.

LibGuides by Design: Using Instructional Design Principles and User-Centered Studies to Develop Best Practices

LibGuides are an essential resource in academic libraries. Although librarians use LibGuides primarily as instructional tools there is little discussion about the application of pedagogical and learner-centered design principles to the design of LibGuides. Current research focuses almost exclusively on issues of usability, resulting in best practices that are user-centered but not necessarily learner-centered. This paper fills the gap in the literature by integrating the findings from user studies with instructional design principles to propose best practices for LibGuides that are both user- and learner-centered. The ADDIE model of instructional design is used as a procedural framework for implementing these best practices.