Концепция цифровой доступности электронного обучения в контексте педагогических теорий
Аннотация
Содержание концепции цифровой доступности электронного обучения анализируется с позиций психолого-педагогических теорий, применимых к обучению с использованием информационно-коммуникационных технологий, с учетом действующих требований к организации доступного цифрового контента, в том числе Руководящих принципов доступности веб-контента (Web Content Accessibility Guidelines, WCAG). Анализ положений когнитивизма, бихевиоризма, конструктивизма и коннективизма позволил аргументировать необходимость обеспечения цифровой доступности для реализации на практике всех рассмотренных теоретических подходов, а также выявить на основании ключевых факторов, определяющих результативность и доступность электронного обучения, взаимное соответствие между различными подходами к обучению и главными принципами WCAG 2.2. Показано, что теоретические модели, объединенные школой когнитивизма, наиболее точно объясняют суть цифровой доступности электронного обучения как облигатной базы, обеспечивающей возможность восприятия, обработки и записи в долговременную память учебной информации. Ошибки цифровой доступности провоцируют разрывы информационных процессов, что может привести к нарушениям функционирования всей системы обработки информации — от регистрации сигналов из окружающей среды до накопления в памяти новых знаний. Теория когнитивной нагрузки, утверждающая, что эффективное обучение возможно только при адекватной учебной нагрузке на оперативную память обучающегося, согласуется с идеей цифровой доступности, подразумевающей адаптивность, гибкость, лапидарность, простоту и понятность представления цифрового контента. Перспективы развития концепции цифровой доступности электронного обучения связаны с практическим исследованием ее применения в комбинации с различными теориями обучения.
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