Дидактика и педагогический дизайн: что общего и что особенного?
One of the key characteristics of the modern world is high volatility. Accelerating changes cannot but affect the education system, requiring it to constantly improve itself, including the development of new solutions, proposals and approaches. As a result, in recent years, in foreign educational science there is a reassessment of the importance of such an approach as instructional design. An analysis of domestic research shows that in Russia more attention is paid to such a branch of pedagogical science that studies various problems of teaching, such as didactics. A study of the traditions of didactics and instructional design has shown that they have a lot in common. Taking this fact into account, it would be interesting to understand what similarities and differences between the two approaches are. The article attempts to compare didactics and instructional design by the method of content analysis on the following grounds—subject (focus), key questions to which they answer and their functions. The history of the development of the two directions is briefly shown, the characteristics that determine their general and special are presented. In conclusion, it is concluded that didactics and instructional design essentially answer the same questions about the goals, content, methods, forms of organization, means and methods of assessing learning outcomes. Their key difference is that instructional design is more practice-oriented and is associated with the development and study of new tools and technologies, primarily digital ones, based on the theory of learning