Keyword: «adaptive learning»

In the conditions of modern economic development in our country, the revision of the basic paradigms of education and the radical transformation of the models and mechanisms of the school teachers’ work are required from pedagogical and methodological science. The dynamics of the current changes in professional methodological language reflects the unprecedented accelerated renewal of school teaching technology. It is very relevant to approbate intersubject technologies of school education, improving the content of training in a particular lesson in accordance with federal state educational standards, and characterizing the experience and methodological potential of the educational organization. Thus, the purpose of the article is to describe the intersubject technology of adaptive learning and testing in school education. The authors of the article determine the methodological aspects of implementing adaptivity in school educational programs. The leading approach in this case is the modeling of the methodological system of teaching in general and additional school education with the inclusion of intersubject technology of adaptive learning and testing. Intersubject technology contributes to the achievement of unified learning results for schoolchildren in shorter time due to the most relevant content for each student. As a result of the study, the authors of the article differentiated the main components of adaptive learning technology, the development and implementation technologies of adaptive testing. The theoretical significance of the article is due to the contribution to the development of scientific ideas about intersubject learning technologies aimed at matching new knowledge to the level of the student's abilities development. Practical use of the described technology makes it possible to organize the step-by-step introduction of intersubject technology of adaptive learning and testing into the work of an educational organization. The article may be interesting both for theorists of school educational system and for practicing teachers and students who are trained in the field of "Pedagogical education".

In the modern world, digitalization has spread into all spheres of human activity, including education. It is supposed to help students in obtaining various competences like digital literacy while adapting digital technologies to the needs of the educational system. Educational institutions have been interested in using elements of digital learning since the early 2000s, and the COVID-pandemic accelerated this process. As a result, many schools and universities have built their own electronic educational environment, but, unfortunately, not all their teachers are competent in using the opportunities of digitalization in the educational process; many of them still have only a vague idea of the benefits that teaching on the base of digital media give. The progress has been moving forward, and digital learning is very perspective, so teachers need appropriate information and education. The purpose of this article is to analyze a number of modern didactic concepts based on digital education which are useful in higher education. The paper provides examples of the advantages and problems related to such concepts, certain options for their application in the educational process of higher school. The authors note that there are very few empirical studies now comparing some models of digital learning with traditional one, and the results of such surveys are very contradictory. At the same time, the traditional forms and methods of teaching at universities definitely need to be modernized, requiring the use of modern means to overcome the shortages of existing learning equipment. The paper uses the main methods of theoretical research: content analysis, characterization, comparative analysis, systematization and generalization. The novelty of the work is confirmed by the justification of the possibility of using digital didactic models in teaching specific disciplines in the conditions of pedagogical process modernization at the university. The theoretical significance is represented by the analysis and generalization of the problem of using digital didactic models in teaching higher school students, the justification of the advantages and disadvantages of individual models (flipped classroom, mobile learning, adaptive learning). The practical significance of the results is determined by the illustration of examples of their use in the pedagogical process of the university.

Adaptive learning technologies are considered very effective in the field of additional and corporate education, where the student has high external motivation. However, in case of university education, many training courses offered to students as part of the curriculum are of little use for conversion into electronic adaptive training courses, and most importantly, they do not arouse the cognitive interest of students. The article specifies the signs of such training courses. Traditional advice to a teacher to explain to students the benefits of this training course for a future profession or to apply original teaching methods does not work. Students "work out technologies for submitting reports" on the academic discipline, focusing on the minimum level of academic achievements necessary to obtain an acceptable grade. The paper describes the main tenets of the original system of assessing students' academic achievements developed by the author, which allows overcoming the uncooperative attitude of students to the study of such training courses. In the described technology, students compete for resources, which are knowledge of the academic discipline. The key feature of the proposed competitive assessment system is that an increase in the student's submitted papers, that is, an increase in his rating score, leads to a decrease in the rating score of other students of the academic group. The described technology has characteristics of adaptive learning, but the individual educational trajectory is not assigned by the training information system, but it is chosen by the student. In addition, it uses gamification technology in a special way that develops students' cognitive motivation. Repeated experience of using such technology has shown its high efficiency. The students gain both the total amount of knowledge and cognitive interest. The theoretical significance of the work is in showing new directions in the development of adaptive learning technologies, it allows for a better understanding of the potentials of gamification technology in learning. The materials of the work can also stimulate new directions in the study of educational motivation of university students.