Using Self-paced Multimedia Courses to Create Individual Student Trajectories

Abstract

The connection between the learning process should have a close interaction with changes in the student's personality, manifested in a change in the structure of educational motivation and the hierarchy of motives; in the formation of such value orientations as interesting work, knowledge, productive life, education, responsibility, efficiency in business; in the formation of readiness for self-development and adequate self-esteem. The formation of an adequate self-esteem is very important, since a student's critical attitude towards himself will allow him to competently correlate his own strengths and capabilities with tasks of various difficulties and with the requirements of the people around him. In addition, this will allow in the future to successfully master new digital competencies, to have a flexible orientation of the individual in the digital professional world. The goals set cannot be carried out in the course of mass training for the formation of a creative style of professional activity.

To this end, the authors propose to develop an information and technical program model that reflects the basis for creating a system for constructing individual educational trajectories of students, using SMART technologies based on artificial intelligence. In addition, such a model can be used to create inclusive training and testing complexes for persons with disabilities based on SMART-technologies. To do this, it is necessary to take into account the existing experience, established traditions, the ability to perceive new things, the readiness to use modern various infocommunication solutions in the organization of education, not only of the students, but also of their teachers, as well as the readiness of the corresponding educational and methodological materials. Thus, it is required to form not only educational and methodological materials, but also an adequate control and measuring environment that allows one to obtain objective assessments that characterize the process of studying the discipline and the quality of mastering the material.

When implementing the specified information and technical software model, it is necessary to ensure the timing of the study time of the material and answers. And also the ability to fix and record the number of correct, erroneous and missed answers during testing, followed by the formation of a report, which reflects the time spent on the tests, the total number of questions asked, the number of incorrect answers, as well as the numbers (or text with the task) of those questions where mistakes were made and so on. And the development of adaptive methods for data analysis will draw the attention of students to the existing gaps in their knowledge and pay more attention to re-studying the exact section where mistakes were made.

Development of recommendations for the use of the accumulated information, which, depending on the goals and methodological tasks to be solved, can be displayed on the screen, printed out, or saved as a file, should be available for further analysis. This will make it possible to form an individual portrait of the learner, which will be the initial data for the adequate work of “artificial intelligence”, performing a controlling, consulting and teaching role.