Svetlana V. Kalmykova

The relevance of the issue under study is due to the fact that modern society has a need for life-long education. Rapidly changing technologies initiate the need for prompt updating of the materials of the studied disciplines. At the same time, there is a need to design the content of the discipline in such a way as not to lose the basic, essential foundations, to show how this or that concept was formed, while preserving the content aimed at developing skills that are relevant at the moment. The aim of this article is to propose and justify the effectiveness of the instructional design model based on the image of the result for heterogeneous disciplines. The authors believe that the proposed model should be considered as an integration of systemic and activity-based approaches, focused on the development and implementation of a holistic picture of the image of the discipline learning result. This approach ensures the most effective mastering of heterogeneous disciplines consisting of blocks of materials that are poorly integrated. It is noted that the implementation of the proposed design model is quite obvious for "homogeneous" disciplines with a clear structure and a single methodological approach, the structure of such disciplines is quite uniform and is built on the principle "from simple to complex". The authors define a new terminological concept of "heterogeneous discipline", meaning disciplines that do not have a clear structure and a single methodological approach, containing, as a rule, disparate information suggesting interdisciplinary intersections of different disciplines contents, and analyze the main principles and stages of the model implementation. A comparative analysis of the proposed model with existing models is carried out. The definition of a digital designer of an educational product is introduced. The conclusion emphasizes the importance of using the model to transform the educational process of the university in the context of digitalization. The theoretical significance of the study consists in the analysis of modern approaches to the category of "instructional design" of both Russian and foreign scientists and the addition of new definitions to the conceptual apparatus of the category. The practical significance of the study is in the development of recommendations on the prospect of implementing the proposed model for designing the content of heterogeneous disciplines and implementing the model for the discipline of "Basic Informatics".

The relevance of this article is due to the problem of insufficient speed and efficiency of the education system development in the context of digitalization and its consequences: rapidly growing information flows, which create the problem of student orientation, as well as the rapid development of digital technologies. The aim of this article is to justify the effectiveness of backward design technology in planning the educational process of a university in the context of the digital transformation of society. It is noted that changes caused by digitalization affect not only the goals of the educational process, but also its components, however, the dynamism of changes should not disrupt the systematic nature of the educational process. In the article, the educational process at a university is considered as a dynamic system with changing parameters and the influence of external conditions, and the concept of backward design is proposed to be used for planning and developing educational programs and educational materials, since it allows you to build changes in individual elements depending on changes in the result. The author notes that backward design should be considered as a strategic approach for the development and implementation of innovative teaching methods and models based on digital technologies. The article also examines the basic principles and stages of backward design, including defining learning objectives, developing effective assessment methods, creating content, and selecting appropriate technologies. The advantages and challenges associated with the introduction of the concept of backward design into the educational process are considered. The need to develop the competences of participants in the educational process, including teachers and students, for the successful implementation of this concept is noted. Particular attention is paid to the problem of uncertain formulation of terms in pedagogy during the transition to the digital environment. The author notes that the digital environment requires a clear and structured description of objects, especially when using algorithms and machine learning. In conclusion, the importance of applying the concept of backward design for the effective transformation of the educational process of a university in the context of digitalization is emphasized and several practical recommendations and resources are proposed that can be used to support the process of implementing backward design in educational institutions.