Pedagogical Model for Creating Individual Learning Paths Based on Educational Maps

Abstract

The problem of the structure of the learning environment, its properties and the technological basis for its creation is extremely urgent at present. This issue is addressed in numerous studies. An essential role in such an environment is played by individual learning paths. The question of developing a pedagogical model for creating individual learning paths based on educational maps, to which this study is devoted, remains open. The purpose of this study is to develop a pedagogical model for creating individual learning paths based on educational maps. The leading approach to researching the problem is based on ideas of project-based and student-centered active learning. The developed pedagogical model for creating individual learning paths on the basis of educational maps includes four main blocks-target, content, procedural and algorithmic and the block of implementation and evaluation. The target block consists of goals, requirements, methodological approaches and guidelines for creating individual learning paths based on educational maps. The goal is to increase the student's activity and independence, support positive motivation, and individualize the learning process. As leading principles, we define adaptability, projectivity, and subjectivity. The content block includes a description of the structure of educational maps, technology for creating individual learning paths based on those maps. The procedural and algorithmic block includes a description of the scenarios practical implementation of individual learning paths based on educational maps. The block of implementation and evaluation contains a description of the methods, criteria and the corresponding performance indicators for creating individual learning paths based on educational maps.

Educational Landscapes in the Context of the Digital Educational Environment

“…Другим аспектом, актуальным для современной педагогики, является информатизация образовательной сферы и соответствующий рост интереса к такой форме информатизации, как информационное образовательное пространство (цифровая образовательная среда). Проблема структуры такой среды, её свойств и технологий, которые обеспечивают её проектирование, является предметом многочисленных исследований (Boyarinov, 2019;Cañas, 2003;Cosentino de Cohen & Chu Clewell, 2007;Schwendimann, 2014 и др.). Естественным является рассмотрение современной образовательной среды, как основанной на применении современных через информационно-коммуникационных технологий, технологий искусственного интеллекта.…”