Цифровая платформа образования

Вестник Российского фонда фундаментальных исследований. 2022. № 1(113). С. 87–103.

Бахтеев О. Ю., Гафаров Ф. М., Гриншкун В. В., Дятлова О. В., С.Г. Косарецкий, Кудинов В. А., Леонов А. Г., Сергеев А. Н., Щербатых С. В.

available through it. A digital integrated implementation of the following functions is required, regardless of how we
define their relationship with the platform:
— support for group communication with the ability to record the process;
— accounting for the roles of the student, teacher, administrator, parent; automatic generation of digital journals
and report cards;
— formation of the history of individual work and recording of educational events of the student, teacher, class;
including it in the big data of education;
— designing an individual path for students to achieve educational goals with a choice of those posted on the
platform; selection and implementation of tasks offered by the teacher;
— placement the goals, assignments, feedback and assessment tools, other learning materials;
— accommodating student learning requests and suggestions from teachers, organizations, and educational
programs that go beyond the boundaries of one school;
— recording learning outcomes; displaying and forecasting on the basis of big data of the educational process
with varying level of detail.
The digital platform helps the teacher get rid of routine reporting. It opens up new possibilities for pedagogy of
dignity and cooperation.

Keywords: group communication, групповая коммуникация, результаты обучения, digital journalism, цифровая платформа, introspection, Digital platform, electronic report card, earning outcomes, цифровой журнал, цифровой дневник, самоанализ