IMPROVING THE CONCEPTUAL MODEL FOR THE AESTHETICIZATION OF THE “FUNDAMENTALS OF INTERNATIONAL ASSESSMENT” COURSE IN A DIGITAL LEARNING ENVIRONMENT
Keywords:
digital learning environment, aestheticization, conceptual model, instructional design, pedagogical aesthetics, multimedia learning, cognitive load, visual perception, international assessment, PISA, TIMSS, PIRLS.Abstract
This article examines the theoretical and methodological foundations for the
aestheticization of teaching the course “Fundamentals of International Assessment
Studies” in a digital learning environment. Based on the integration of digital pedagogy,
pedagogical aesthetics, multimedia learning theory, and cognitive load theory, a
conceptual model for the aestheticization of the teaching and learning process is proposed.
The model is structured around the interconnectedness of target-oriented,
methodological, content-related, technological, process-and-activity, diagnostic-and-
assessment, and outcome-oriented components. Particular emphasis is placed on aligning
the visual and aesthetic characteristics of digital educational resources with didactic
objectives, presenting educational information in a cognitively optimal form, and
enhancing students’ learning motivation, visual perception, and engagement in the digital
learning environment. The proposed model is designed to facilitate the effective
acquisition of content related to PISA, TIMSS, PIRLS, and TALIS through digital and visual
educational tools within the course “Fundamentals of International Assessment Studies.”
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