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.

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".