MODELS OF INDIVIDUAL EDUCATIONAL ROUTES IN DIGITAL DESIGN LEARNING

Abstract

The article describes a model of designing an individual educational route based on the diagnostics and analysis of the digital footprint of students. The model is based on components of an individual educational route: target-oriented, meaningful, technological, diagnostic, organizational and pedagogical. The article indicates at possibilities of individualization of educational routes, the model may be used to construct them: a sequential educational trajectory and variable educational trajectories. Much attention is paid to the description of variable trajectories including studying of course topics consistently though providing the choice what educational content should be studied and what practical tasks are to be solved; the studying of the course topics in a sequential-free version (some of the course topics are compulsory, some of the course topics can be chosen by the students according to their interests). The article describes ways to collect a digital footprint to use it further on to choose an educational trajectory, to alter the content and structure of the program, to assess the effectiveness of the program. The presented model can be implemented in teaching first-year students the Kuboro design in additional educational organizations while using distance technologies.