Keyword: «instructional design»

The paper discusses the features of modular training and programmed instruction, applied to the problem of designing of information educational space of students’ personal development. The structure of the frame and steps in the theory of programmed instruction is discussed. The structure of modules and blocks in the theory of modular training is considered. The features of the educational process constructed in accordance with the ideas of modular training are discussed. The author indicates the way the process of programmed instruction and modular training can be adjusted so that it meets the requirements of the learner-centered learning process. A number of provisions of the concept of modular training program which can be effectively used in the design of information educational space of students’ personal development is highlighted.

The article analyzes the results of foreign and Kazakh research on blended learning and identifies the potential of digital learning technologies. In the conditions of transformation of higher education, the methodological concept of blended learning is actualized on the basis of development of integrated model of technological systems of blended learning management in higher education institution. Theoretical significance of the study is determined by the definition of the methodological concept of integration of digital educational resources of blended learning based on the analysis of world science and practice. The practical significance is represented by the proposed mixed learning management system based on the integration of LAMS, LMS, CMS, which will provide a holistic approach to the implementation of procedures for the organization, monitoring, evaluation and changes in the educational process of the university. At the same time, this paper identifies the criteria of educational process participants' readiness level to use blended learning technologies and analyzes the obtained results. The methodological bases of the study are systemic, constructivist, competence-based, project-based, multimodal and interdisciplinary approaches. Based on systematization and design methods, the technological learning environment, management systems, components and structure of blended learning model are developed. As a result of the comparison and synthesis of the studied normative documents and scientific literature, conclusions were formulated, systematization and processing of the empirical research data were carried out. The results of the first phase of the study are the definition of the scientific foundations and methods of instructional design of blended learning. The interim results are a prerequisite for further modelling the structure and content of blended learning in higher education.