English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

espanolEste trabajo presta especial atencion al concepto de Next Generation Digital Learning Environment (Entorno Educativo Digital de Proxima Generacion, NGDLE) y proporciona una lista de componentes tipicos que se pueden integrar en el entorno educativo de acuerdo con el modelo NGDLE. Consideramos la posibilidad de sumergir la teoria del socio-constructivismo de Lev Vygotsky en un entorno digital. El significado de la teoria sociocultural del desarrollo cognitivo consiste en el cambio sucesivo de zonas de desarrollo de acuerdo con el esquema "zona de desarrollo real⇒ zona de desarrollo proximo⇒ zona de desarrollo posterior". Para este proposito se plantea la tarea de construir un modelo matematico de la zona de desarrollo proximo, basado en la teoria de medicion de rasgos latentes y psicometria computacional. Para comparar el ancho de la zona del desarrollo proximo del valor numerico, utilizamos la idea de su proporcionalidad al nivel de capacitacion, que a su vez se considera como una variable latente. Para una descripcion formal de este indicador, se propone una lista de indicadores de medicion: indicadores de actividad educativa y el patron de interaccion del usuario con el entorno digital. El modelo construido de la zona de desarrollo se utiliza para la gestion adaptativa del E-learning, el cual presenta un algoritmo de gestion adaptativa que implementa el aprendizaje del desarrollo. Se describe la tecnica de evaluar la conveniencia de aplicar el modelo de la zona de desarrollo proximal. Para evaluar la viabilidad, se utiliza material experimental: datos sobre los resultados de las actividades educativas de los sujetos. Como resultado del estudio, se confirmo la hipotesis de que el nivel de preparacion alcanzado en el curso del desarrollo de la educacion es mayor que los resultados del aprendizaje electronico, sin tener en cuenta la teoria del desarrollo de la educacion. Ademas, se consideran enfoques de la arquitectura del moderno entorno educativo digital. EnglishThe focus is on the Next Generation Digital Learning Environment concept and a list of typical components that can be integrated into an educational environment using the NGDLE model. The possibility of immersion of the theory of developing learning into the digital environment is considered. The meaning of developing learning consists in the successive change of development zones according to the scheme "zone of actual development ⇒ zone of proximal development ⇒ zone of subsequent development". The task of construction a mathematical model of the zone of the proximal development is set based on the latent trait theory and computational psychometrics. To compare the width of the zone of the proximal development by numerical value the idea of its proportionality to the training level is used, which in turn is considered as a latent variable. To formally describe this indicator, a list of measurable indicators is proposed: indicators of learning activities and the pattern of user interaction with the digital environment. The constructed model of the development zone is used for adaptive control of e-learning. The algorithm of adaptive control, which implements the development learning, is given. The methodology for assessing the expediency of applying the model of the zone of proximal development is described. To assess the feasibility of using experimental material - data on the results of the educational activities of the students. As a result of the study, the hypothesis that the training level achieved in the course of developmental learning is higher than that of e-learning without taking into account the theory of developmental learning is confirmed. In addition, the approaches to the architecture of modern digital educational environment are considered.

Modelación matemática y algorítmica de los términos de la teoría del socioconstructivismo para un entorno educativo digital