Formation of Individual Educational Trajectory as a Component of Practice-Oriented Learning Environment

Introduction. Individual educational pathways are widely used in higher education to optimize the educational process and harmonize the personal needs of students. The problem of their further development consists in improving scientific and methodological support and meeting the requirements of documents regulating educational activities. The purpose of the article is to present the results of theoretical substantiation, development and implementation of a model for individual educational pathways in engineering education. Materials and Methods. As a research toolkit, a methodological system, including an integrated and interdisciplinary (combine all components of the model of individual educational trajectories into a system), systemic, substrate and structured (for designing new models of individual educational trajectories) approaches was used; hypothetical-deductive, analysis-synthesis, morphology and classification (to analyze all possible models of individual educational trajectories), modeling and design (to create various individual educational trajectories) methods were also utilized. Results. In the course of the study, the definition of an individual educational pathway was formulated. As a result of the joint work of the authors from Mordovia State University and the engineering universities of the Republic of Kyrgyzstan, individual educational trajectories were developed for students of engineering specialisms at these universities. A generalized combinatorial model of possible individual educational pathways of engineering specialism has been developed. Discussion and Сonclusion. The results obtained contribute to the development of the curriculum design theory in the context of individual educational pathways. The materials of the article will be useful to researchers dealing with the problems of personalization of learning based on the use of individual educational trajectories.

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“…-повышение эффективности реализации сетевой формы обучения [25] и освоения инженерных дисциплин [26];…”

Section: обзор литературыunclassified

Development of a Model for Individual Educational Pathways in Engineering Education

Naumkin

Ageev

Sadieva

et al. 2021

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“…Например, в работе [9] выделяются такие типы восприятия как визуальный, аудиальный, кинестический и предлагается введение для них специальных видов контента:…”

Section: модель обучаемогоunclassified

Formation of Individual Educational Trajectory in Adaptive Learning Management Systems

Шамсутдинова

2021

Otkryt. obraz. (Mosk.)

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Purpose of the study. The purpose of this article is to consider the theoretical and practical aspects of designing adaptive training courses aimed at creating an individual educational trajectory, taking into account various mechanisms of adaptation.Materials and methods. This study includes a review of bibliographic sources on the formation of an individual learning path and the implementation of adaptive learning in e-learning courses. It also includes constructing of a structural model of an adaptive learning management system with a description of possible adaptation mechanisms that act as parameters for the formation of a personalized learning path, and a description of an example of the implementation of an adaptive course in the LMS of the Bashkir State Agrarian University.Results. An analysis of factors that influence the choice of a professional educational trajectory is presented. At the same time, different levels of formation of factors are described, for instance, such groups as macrofactors, mesofactors and microfactors are distinguished and characterized. The concept of a flexible adaptive learning model is considered and possible resources (mechanisms) for its adaptation are analyzed. With regard to the management model of the formation of an individual trajectory of training, such parameters as the form of training, the content of training, training methods, the organization of e-learning in the electronic training course, the model of a student, and the trajectory of training are distinguished as adaptation resources. A structural model of an adaptive learning management system is being made, including the following series of structural elements: block of educational content; block of the knowledge control, skills and abilities; communicative block; reflection block; personal identification unit; navigation system; learning path control module. Various approaches to the concept of a learner’s model are also considered (in particular, scalar, overlay and cognitive models).To test the adaptive learning model, an electronic course in the discipline “Informatics and Information Technologies” was designed and implemented in the e-learning management system of the Bashkir State Agrarian University on the LMS Moodle platform. The e-course is used in the educational process for full-time and parttime education, as well as a form of support for distance learning during periods of self-isolation. A comparative analysis of the progress of students who study by using linear and adaptive versions of the e-course is carried out. Students studying with the adaptive version of the e-course showed better learning outcomes. From this, it is concluded that the adaptive course allowed students to better adapt to the conditions of forced distance learning in the new reality.Conclusion. An individual educational trajectory is one of the effective ways of realizing the professional and educational potential of an individual and is based on certain forms, methods, technologies and learning mechanisms. Modern e-learning technologies provide vast opportunities for implementing the concept of personalized flexible learning, in particular, using adaptive training courses. In this case, both the parameters of the learning management environment and the characteristics of the students can act as a resource (parameter) of adaptation.

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“…-«цифровой» [4]: ведущими инструментами выступают информационные системы, позволяющие реализовать дистанционные технологии и методики непрерывного образования в высшей школе.…”

Section: Summary: the Paper Studies The Specifics Of Managing The Eduunclassified

Реализация Индивидуальной Образовательно-Карьерной Траектории Как Инструмент Формирования Конкурентоспособности Будущих Специалистов

Александровна¹

2019

ТиПОР

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Абдрахманова Анастасия Александровна кандидат экономических наук, доцент кафедры менеджмента и бизнес-аналитики Севастопольского государственного университета РЕАЛИЗАЦИЯ ИНДИВИДУАЛЬНОЙ ОБРАЗОВАТЕЛЬНО-КАРЬЕРНОЙ ТРАЕКТОРИИ КАК ИНСТРУМЕНТ ФОРМИРОВАНИЯ КОНКУРЕНТОСПОСОБНОСТИ БУДУЩИХ СПЕЦИАЛИСТОВ Аннотация: Статья посвящена изучению специфики управления образовательно-карьерной траекторией студентов высшего учебного заведения с позиции формирования конкурентоспособности будущих специалистов на рынке труда. Выполнено исследование ведущих карьерных ориентаций, рассмотрены их особенности в зависимости от направления подготовки обучающихся вуза. Полученные результаты позволили автору осуществить группировку анализируемых карьерных ориентаций, а также формализовать векторы профессионального развития для каждой из описанных групп. На основании итогов кластерного анализа разработана классификация типов карьерных стратегий в зависимости от качественного состава и степени выраженности ведущих карьерных ориентаций. Определены возможности для наиболее эффективной карьерной самореализации молодых людей, а также ее характерные черты. Предложенный подход обеспечивает решение комплекса вопросов, затрагивающих повышение уровня адаптации специалистов, в том числе молодежи, на рынке труда.

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Formation of Individual Educational Trajectory as a Component of Practice-Oriented Learning Environment

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Development of a Model for Individual Educational Pathways in Engineering Education

Development of a Model for Individual Educational Pathways in Engineering Education

Formation of Individual Educational Trajectory in Adaptive Learning Management Systems

Реализация Индивидуальной Образовательно-Карьерной Траектории Как Инструмент Формирования Конкурентоспособности Будущих Специалистов

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