Problem and goal. Despite a significant amount of work on the creation of electronic textbooks, interest in them does not wane. Currently, when developing them, it becomes necessary to take into account the features of the Z generation. The purpose of the study is a didactic analysis and description of the concept of transformer books and an inverted textbook. Methodology. The idea of creating such intellectual teaching aids is associated with the use of mental schemes of the subject area, hidden psychoanalysis of the perception type of the learner and the question-task form of training. The textbooks being designed provide for a change in the learning strategy (from the paradigm accumulating knowledge to solve problems to the paradigm solving problems by mastering the necessary knowledge). In this case, the educational model of the white box is used, which allows visualizing the dynamics of the acquisition by student the knowledge of the subject area. Results. A procedure for developing inverted textbooks and transformer books is proposed. Prototypes of such electronic tools when used in a real educational process have shown their high effectiveness in self-educational activities of students. Conclusion. The use of transformational and inverted electronic textbooks allows not only to automate the learning process without real contact with the teacher, but also contributes to a significant increase in the motivation of modern students to self-study. The materials of the article are of practical value for developers of e-learning tools, as well as teachers who prefer to use innovative teaching methods.

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Problem statement. The digital transformation of education necessitates new approaches to the development of digital educational resources, the design of educational and scientific projects. They should provide a high degree of personification of training, structure the processes of organizing, monitoring and assessing the quality of educational products and results. In the process of digitalization of education, the goals of the educational system are expanding. In this regard, the work is devoted to the substantiation of the pyramid method for solving educational problems that meet the modern requirements of a digital society. Methodology. The analysis of the pyramid method, developed by Barbara Minto, used in the design of roadmaps for business development and contributing to the development of structural thinking, as one of the most sought-after qualities of a modern specialist, made it possible to highlight a number of advantages and benefits in the case of transformation of this method to solve educational problems. In particular, the method is convenient for the development of educational content in the format of a pyramidal tree of knowledge, for the formation of clear plans and assignments for students on the topics of coursework and diploma works, for monitoring and assessing the quality of educational results, complex systems and objects. Results. Examples of using the pyramid method for creating inverted educational resources, increasing interactivity during lectures and practical classes, organizing control and self-control of students knowledge, monitoring and assessing the quality of educational resources and objects are shown. Conclusion. The pyramid method facilitates the process of creating digital educational resources that correspond to the maximum extent to the characteristics of the modern generation and satisfy the principles of personification of learning. Its mastering and application in educational activities by the students themselves contributes to the development of their structural thinking.

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.