The pyramid method in the conditions of the digitalization of education
- Authors: Pak N.I.1, Barkhatova D.A.1, Khegay L.B.1
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Affiliations:
- Krasnoyarsk State Pedagogical University named after V.P. Astafyev
- Issue: Vol 19, No 1 (2022)
- Pages: 7-19
- Section: INFORMATIZATION OF EDUCATION: A GLOBAL PERSPECTIVE
- URL: https://journal-vniispk.ru/2312-8631/article/view/321317
- DOI: https://doi.org/10.22363/2312-8631-2022-19-1-7-19
- ID: 321317
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Abstract
Problem statement. The digital transformation of education necessitates new approaches to the development of digital educational resources, the design of educational and scientific projects. They should provide a high degree of personification of training, structure the processes of organizing, monitoring and assessing the quality of educational products and results. In the process of digitalization of education, the goals of the educational system are expanding. In this regard, the work is devoted to the substantiation of the pyramid method for solving educational problems that meet the modern requirements of a digital society. Methodology. The analysis of the pyramid method, developed by Barbara Minto, used in the design of roadmaps for business development and contributing to the development of structural thinking, as one of the most sought-after qualities of a modern specialist, made it possible to highlight a number of advantages and benefits in the case of transformation of this method to solve educational problems. In particular, the method is convenient for the development of educational content in the format of a pyramidal tree of knowledge, for the formation of clear plans and assignments for students on the topics of coursework and diploma works, for monitoring and assessing the quality of educational results, complex systems and objects. Results. Examples of using the pyramid method for creating inverted educational resources, increasing interactivity during lectures and practical classes, organizing control and self-control of students’ knowledge, monitoring and assessing the quality of educational resources and objects are shown. Conclusion. The pyramid method facilitates the process of creating digital educational resources that correspond to the maximum extent to the characteristics of the modern generation and satisfy the principles of personification of learning. Its mastering and application in educational activities by the students themselves contributes to the development of their structural thinking.
About the authors
Nikolay I. Pak
Krasnoyarsk State Pedagogical University named after V.P. Astafyev
Email: koliapak@yandex.ru
ORCID iD: 0000-0003-2105-8861
Doctor of Pedagogical Sciences, Full Professor, Head of the Department of Informatics and Information Technology in Education
89 Ada Lebedeva St, Krasnoyarsk, 660049, Russian FederationDarya A. Barkhatova
Krasnoyarsk State Pedagogical University named after V.P. Astafyev
Email: darry@mail.ru
ORCID iD: 0000-0001-5121-7419
Candidate of Pedagogical Sciences, Associate Professor, Associate Professor of the Department of Informatics and Information Technologies in Education
89 Ada Lebedeva St, Krasnoyarsk, 660049, Russian FederationLyudmila B. Khegay
Krasnoyarsk State Pedagogical University named after V.P. Astafyev
Author for correspondence.
Email: hegail@yandex.ru
ORCID iD: 0000-0003-4163-9436
Candidate of Pedagogical Sciences, Associate Professor, Associate Professor of the Department of Informatics and Information Technologies in Education
89 Ada Lebedeva St, Krasnoyarsk, 660049, Russian FederationReferences
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