Design of Individual Educational Trajectories in the Information Educational Environment

The article considers the issues of designing individual educational trajectories for University students in the informational educational environment from the perspective of personal-oriented, environmental and professionally oriented approaches. The leading research methods are comparative statistical analysis and modeling, the first of which helps to analyze quantitative data that reflect parameters that are important for students' academic performance and progress in the information educational environment, while the latter allows to model linguistic profiles designed for the individual educational trajectories. The informational educational environment as a unit of the educational space of the discipline "Foreign language" is a set of the following components: resource, informational components and so-cio-methodological, subject-operational and didactic-methodological sub-components, as well as subject-activity and procedural components. The selection and organization of the content of these components of the educational environment intended for the design of the individual educational trajectories is carried out taking into account the principles of professional orientation, informational richness, personal and subjective individualization, problem-informational sufficiency of educational content. The design of individual educational trajectories for students takes place in the procedural component of this environment, equipped with a set of material and multimedia tools (text material, Internet resources and Internet technologies), allowing the teacher and students to engage in equal and equally active interaction to achieve the planned result. The students of Tomsk state University and Vyatka state University take part into a questionnaire survey that provides an opportunity to study their language progress and identify factors that affect the learning process. It also analyzes the organizational parameters of the educational process (interest, usefulness of classes, etc.) from the subjective point of view of the students. The parameters are controlled in the statistical analysis and allow to compare the practice of two universities in order to help teachers to work with specific criteria for further designing individual educational trajectories based on the analyzed data. The important aspect of the designing is the sociolinguistic profile of the student, the characteristics of which are identified in the article using the practical experience of teachers as well as the common European Framework of Reference for Languages, which is the basis for the evaluation. The organizational aspects of teaching a foreign language in the informational educational environment and sociolinguistic profiles of students help to make methodological recommendations for the designing of the individual foreign-language educational trajectories. This helps to create individual trajectories for students and help teachers conduct the detailed learning process, taking into account the individual characteristics of students. The material of the article will be useful for those who study the issues of preparing students of non-linguistic universities for productive interaction in professional activities in the informational environment.

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