Strategies for the development of learning in the field of digital culture formation
S. I. Chernykh
Novosibirsk State Agrarian University, Novosibirsk, Russia
Keywords: higher education, institutional approach, product approach, modeling of educational interactions, learning, digital culture
Abstract
Introduction. In the context of rapid digitalization of all levels of social and individual life, research related to the convergence of traditional education into the digital space is particularly relevant. The article is devoted to a comprehensive review of the correlation of learning strategies in higher education within the framework of digital culture as a procedural sociotechnical phenomenon. The methodology is based on a combination of institutional and product approaches as the most representative in the analysis of dynamic digitalization processes. Discussion. There are many discussions about the advantages and risks of the process of mutual convergence of classical learning and digital culture. New educational practices are being considered, including personalization, gamification, micro-learning, the use of big data and neural networks in modeling learning trajectories and the use of educational content, etc. The advantages of these practices are formulated (as possibilities and as consequences): individualization of learning, increased motivation and involvement of subjects in educational interactions, the effect of continuity in the development of an individual’s educational potential, etc. Along with the advantages, the risks are also analyzed. Traditionally, these include fragmentation of knowledge, delegation of responsibility, lowering the threshold of critical thinking, cybersecurity issues, the anthropologization of gadgets, the “devaluation” of living experience, and much more. This indicates a steady trend of considering the subject of education not only as a “productˮ of educational systems, but as an “integrated system of functionsˮ that he can perform based on the personal potential developed in the education system. Conclusion. The formation of a model of correlation between classical and digital learning formats is in its infancy. Today, a kind of “asset redistribution” is taking place, in the process of which “digital ownersˮ (neural networks, educational platforms, chatbots, AI agents, etc.) “captureˮ the space of educational entities, starting from the state and ending with family and individuals. The effect of such strategies is not determined.
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