| Форма представления | Статьи в зарубежных журналах и сборниках |
| Год публикации | 2022 |
| Язык | английский |
|
Нурутдинова Аида Рустамовна, автор
|
| Библиографическое описание на языке оригинала |
A. Nurutdinova, E. Sabaeva, E. Dmitrieva (2022) The integrated personalised adaptive learning system in the educational process trajectory // 14th International Conference on Education and New Learning Technologies, EDULEARN22 Proceedings, pp. 4049-4057.
|
| Аннотация |
The higher education modernisation is currently underway, an important aspect of which is digital transformation. Digitalisation is driven by the digital society and the digital economy. A distinctive feature is the transition to a personalized and effective educational process in the developing electronic information and educational environment. At the same time, new scientific and pedagogical ideas are emerging about the role digitalisation can play in improving the quality of student learning. The approaches to personalised learning are mainly developed through the individual learning paths, providing the educational programmes with a personal set of modules and disciplines based on individual preferences or educational capabilities of students. Regarding the quality of education, it would be advisable to complement the models of individual educational trajectories within students' educational programmes with the models of subject-specific learning management providing automated formation of educational trajectories in an academic subject based on dynamic data analysis in the electronic information and educational environment.
It should be noted that a common problem in the educational reality of HEIs is the initial construction of learning content and then its artificial superimposition on curriculum competences and the educational outcomes formulation. This leads to the fact that the goals of the educational process are the knowledge acquisition rather than the competences' formation. We apply the main idea of reverse pedagogical design model in our study. Regarding the main stages of pedagogical design of personalised adaptive learning under conditions of offline and online component integration with regard to its specificity, we refer to the following.
I. Structuring the field of educational outcomes.
II. Designing a learner's profile.
III. Composition and creation of educational content.
IV. Establishing tools for diagnostics of learning outcomes and feedback.
V. Capacity building for learning management.
VI. Educational reflection.
Research results:
1) prospective areas for improving the educational process and justify the feasibility and effectiveness of its construction on the basis of adaptive learning technologies, conduct a conceptual analysis of the conceptual and terminological field of the problem, specify the concept and characteristics of personalized adaptive learning.
2) a concept of personalized adaptive learning that integrates the advantages of offline education approaches with online learning opportunities to organize the educational process
3) adaptation strategies based on the principles of both adaptive and personalized learning, which allow students to independently manage the formation of their educational trajectory. |
| Ключевые слова |
individual educational trajectories, digitalisation, personalised adaptive learning, pedagogical design. |
| Название журнала |
EDULEARN22 Proceedings
|
| URL |
https://library.iated.org/view/NURUTDINOVA2022INT |
| Пожалуйста, используйте этот идентификатор, чтобы цитировать или ссылаться на эту карточку |
https://repository.kpfu.ru/?p_id=268659 |
| Файлы ресурса | |
|
|
Полная запись метаданных  |
| Поле DC |
Значение |
Язык |
| dc.contributor.author |
Нурутдинова Аида Рустамовна |
ru_RU |
| dc.date.accessioned |
2022-01-01T00:00:00Z |
ru_RU |
| dc.date.available |
2022-01-01T00:00:00Z |
ru_RU |
| dc.date.issued |
2022 |
ru_RU |
| dc.identifier.citation |
A. Nurutdinova, E. Sabaeva, E. Dmitrieva (2022) The integrated personalised adaptive learning system in the educational process trajectory // 14th International Conference on Education and New Learning Technologies, EDULEARN22 Proceedings, pp. 4049-4057.
|
ru_RU |
| dc.identifier.uri |
https://repository.kpfu.ru/?p_id=268659 |
ru_RU |
| dc.description.abstract |
EDULEARN22 Proceedings |
ru_RU |
| dc.description.abstract |
The higher education modernisation is currently underway, an important aspect of which is digital transformation. Digitalisation is driven by the digital society and the digital economy. A distinctive feature is the transition to a personalized and effective educational process in the developing electronic information and educational environment. At the same time, new scientific and pedagogical ideas are emerging about the role digitalisation can play in improving the quality of student learning. The approaches to personalised learning are mainly developed through the individual learning paths, providing the educational programmes with a personal set of modules and disciplines based on individual preferences or educational capabilities of students. Regarding the quality of education, it would be advisable to complement the models of individual educational trajectories within students' educational programmes with the models of subject-specific learning management providing automated formation of educational trajectories in an academic subject based on dynamic data analysis in the electronic information and educational environment.
It should be noted that a common problem in the educational reality of HEIs is the initial construction of learning content and then its artificial superimposition on curriculum competences and the educational outcomes formulation. This leads to the fact that the goals of the educational process are the knowledge acquisition rather than the competences' formation. We apply the main idea of reverse pedagogical design model in our study. Regarding the main stages of pedagogical design of personalised adaptive learning under conditions of offline and online component integration with regard to its specificity, we refer to the following.
I. Structuring the field of educational outcomes.
II. Designing a learner's profile.
III. Composition and creation of educational content.
IV. Establishing tools for diagnostics of learning outcomes and feedback.
V. Capacity building for learning management.
VI. Educational reflection.
Research results:
1) prospective areas for improving the educational process and justify the feasibility and effectiveness of its construction on the basis of adaptive learning technologies, conduct a conceptual analysis of the conceptual and terminological field of the problem, specify the concept and characteristics of personalized adaptive learning.
2) a concept of personalized adaptive learning that integrates the advantages of offline education approaches with online learning opportunities to organize the educational process
3) adaptation strategies based on the principles of both adaptive and personalized learning, which allow students to independently manage the formation of their educational trajectory. |
ru_RU |
| dc.language.iso |
ru |
ru_RU |
| dc.subject |
individual educational trajectories |
ru_RU |
| dc.subject |
digitalisation |
ru_RU |
| dc.subject |
personalised adaptive learning |
ru_RU |
| dc.subject |
pedagogical design. |
ru_RU |
| dc.title |
THE INTEGRATED PERSONALISED ADAPTIVE LEARNING SYSTEM IN THE EDUCATIONAL PROCESS TRAJECTORY |
ru_RU |
| dc.type |
Статьи в зарубежных журналах и сборниках |
ru_RU |
|
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