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CHALLENGES OF APPLYING INDIVIDUAL EDUCATIONAL TRAJECTORIES IN PERSONALIZED LEARNING
Шевалдышева Елена Зигфридовна, Лях Яна Викторовна, Белорусский государственный университет информатики и радиоэлектроники, г. Минск, Беларусь
E-mail: yanaliakh2104@yandex.ru
Abstract. The article deals with the problem of introducing the format of individual learning trajectories into higher education with the aim of enhancing competence based and personalized education.
Key words: personal goals, own schedule, initiative, profession immersion.
Over the years, the education system has become flexible and variable, and new trends are emerging in this sphere replacing standardized curricula. In the competency-based model of education the personality of a student with his needs, abilities, interests and his educational activity is in the center of educational process. One of the ways to realize the personal potential of each student is by applying the principles of individual educational trajectory or path [1]. It can be defined as a personalized way of learning and professional development based on the strategy adopted by a person to achieve personal long-term goals. What is the essence of individual educational trajectory in higher education? The idea of implementing individual path in education is based on the fact that each student can independently, in accordance with his/her wishes, make his/her own schedule and list of curricular to be mastered. Learning is effective only when these factors are taken into account.
Educators point out three directions of implementing individual educational trajectories: content (individual curriculum), activity (modern educational technologies, IT-technologies) and procedures (features of the organization of training). An individual educational trajectory is a program of educational activity of a student, drawn up on the basis of his/her interests and educational needs, and fixing educational goals and results achieved. The algorithm of implementation comprises the following steps: preparation, granting freedom of choice, feedback and self-reflection, motivation, control on the part of a teacher, feedback and self-reflection.
A unique study plan (trajectory) is drawn up under the guidance of educational consultants and the student becomes an active participant in the learning process,
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responsible for his/her choices. Individual educational paths can be set both for long-term and short-term planning. In order to achieve the set goals, the teacher acts as a mentor, competent adviser or consultant who determines what knowledge the student has and decides what skills to develop over the planned period. His role is to assists in selecting educational tools and strategies, to compare the results achieved with the indicators planned in the program, to checks the student's self-organization and to recommend adjustments if necessary. With this detailed data, teachers can then interpret the data to make ongoing instructional changes to support and improve student learning [2].
А student is given the opportunity to show initiative in choosing the format of tasks, identifying topics and choosing the number of challenging or creative assignments. The choice is also the student's responsibility for the result. Students can adjust the difficulty levels of the discipline themselves (for example, they can choose basic, advanced or Olympiad mathematics), as well as choose the format of mastering the discipline (in the traditional way-in the classroom with a teacher or in the format of independent mastering of the online course or educational platform).
Feedback is necessary. It allows to see and evaluate the results achieved, to make changes in the educational program (trajectory) at the right moment. The student should learn to adequately evaluate the academic results as evaluation criteria are developed by a teacher or a consultant.
Students should achieve specific personal, meta-subject and subject results: personal results include readiness and the ability of students to self-development and personal self-determination, the formation of their motivation for learning and purposeful cognitive activity, a system of significant social and interpersonal relations, values and meaningful attitudes reflecting their personal characteristics, the results of the study of the problem of choice. Researchers claim that the introduction of individual educational trajectories is positively perceived by students as representatives of generation Z [3].
Tyumen Industrial University was one of the first engineering universities in the Russian Federation to introduce this innovative format of education. According to it 1st and 2nd years students study core disciplines. Further, they study disciplines aimed at immersing them into their future profession, the disciplines that provide an opportunity to expand the range of knowledge in the chosen area of training, the so called elective disciplines necessary for the development of a student in the related areas of training. This format is oriented at students' mastering both professional and universal competencies with the help of which university graduates can be in demand and effective in their profession.
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References:
1. Advancing the conceptualization of learning trajectories: A review of learning across contexts [Electronic resource]. - Mode of Access: https://doi.org/10.1016/ j.lcsi.2022.100658. - Date of Access: 02.04.24.
2. The Daggett System for Effective Instruction - Where Research and Best Practices Meet [Electronic resource]. - Mode of Access: https:// teacher.scholastic.com/products/scholastic-achievement-partners/downloads/ Daggett_System_For_Effective_Instruction.pdf. - Date of Access: 12.04.24.
3. The Daggett System for Effective Instruction - Where Research and Best Practices Meet [Electronic resource]. - Mode of Access: https:// teacher.scholastic.com/products/scholastic-achievement-partners/downloads/ Daggett_System_For_Effective_Instruction.pdf. - Date of Access: 12.04.24.
3. Accounting for Individual Trajectories in L2 Learning: A One-Year Pilot Case Study with Adult Professionals [Electronic resource]. - Mode of Access: https:// journals.openedition.org/lidil/11259. - Date of Access: 15.04.24.
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