Instructional design as a learning technology that improves the effectiveness of modern education
Abstract
Introduction. This article provides a philosophical and methodological analysis of the concept of pedagogical design proposed by T.I. Rudneva and A.M. Sanko in the context of the classical didactics as well as to the pedagogical design as a technology of study. Results. Based on her analysis of the article, A.V. Rostova concludes that there is no consensus within the academic community regarding the strategy for educating students – future teachers – in the context of the emergence of the pedagogical designer role: specifically, whether to train the student as a “universal practitioner” of pedagogical design or to cultivate their readiness for collaborative interaction with a specialized expert. The quality of the educational environment will depend on the content of the Basic Professional Educational Programs for Higher Education (BPEPs HE), the chosen field of study, as well as the specific characteristics of psychological preparation of these students – future teachers. V.V. Sokhranov-Preobrazhensky believes that the emergence of instructional design and the profession of instructional designer speaks to the improvement of educational theory and methodology in line with the digitalization of learning and the increased effectiveness of modern education. Conclusion. The analysis of the presented materials indicates a sufficient scientific insight into the technological possibilities of influence of pedagogical design on the cultural possibilities of training specialists for new living conditions.