IMPROVING THE PEDAGOGICAL AND METHODOLOGICAL MODEL OF SOFTWARE DESIGNED TO DEVELOP STUDENTS’ PRACTICAL SKILLS
Keywords:
practical activity, digital education, pedagogical and methodological model, software, AmaliyLab, adaptive learning, individualized learning pathway, diagnostics, feedback, reflection.Abstract
This article investigates the improvement of a pedagogical and methodological
model of software designed to develop the practical activities of higher education
students. It substantiates the need to assess students’ performance of practical tasks in a
digital learning environment not only by their final outcomes but also through indicators
such as task execution sequence, time spent, errors made, use of assistance, level of
independence, and reflective activity. To this end, a pedagogical and methodological
model based on the interaction between “student – AmaliyLab – teacher” is proposed. The
model consists of goal-oriented, diagnostic, content-related, process-adaptive, monitoring
and assessment, and outcome-oriented components, interconnected through a
continuous feedback mechanism. The improved aspects of the model involve dynamically
adapting task complexity, the extent of methodological support, and subsequent learning
pathways based on diagnostic results, as well as transforming students’ digital activity
traces into tools for pedagogical decision-making. The proposed model is aimed at
systematically developing students’ abilities to apply knowledge in practical situations,
work independently, identify and correct errors, analyze results, and engage in reflective
assessment.
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