Кто такой педагогический дизайнер: компетентностный профиль и выбор модели подготовки
Аннотация
На основании обзора исследований выявлены наиболее часто упоминаемые, типовые компетенции педагогического дизайнера, относящиеся к разным областям: к теории обучения, владению «мягкими» навыками и навыками делового общения, умению анализировать потребности целевой аудитории и подбирать адекватный инструментарий для проектирования учебных материалов и др. Полученный компетентностный портрет педагогического дизайнера сопоставлен с набором требований, которые выдвигают к специалистам в области дизайна обучения российские работодатели в текстах объявлений о вакансиях на HeadHunter. Обнаружено, что исследователи определяют компетенции педагогических дизайнеров более полно и более детально, чем работодатели. Тем не менее авторы считают целесообразным класть в основание проектирования или перепроектирования образовательных программ подготовки таких специалистов и выявленные исследователями, и сформулированные работодателями профессиональные характеристики.
Вклад данной статьи в изучение вариантов проектирования подготовки педагогических дизайнеров, состоит, в частности, в том, что при рассмотрении этих вариантов учитываются запросы работодателей к квалификации такого рода специалистов. В русскоязычном сегменте научной литературы отсутствуют публикации, которые бы представляли аналогичный материал. В статье показана применимость одной из моделей педагогического дизайна, а именно четырехкомпонентной модели дизайна обучения (four-components instructional design model, 4c/id), для создания образовательных программ по подготовке педагогических дизайнеров, востребованных на рынке труда.
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Литература
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