Educational technology information support

Abstract

The paper shows that the educational process in a university is a purposeful sequence of pedagogical operations which is determined, directed and ensured by the accompanying informational support of educational tasks. Information technologies of stationary, correspondence and distance learning are the basis for building the structure and content of both specific academic disciplines and individual specialties. The literature analysis on the issues of philosophy and theory of education in universities has shown that improving the quality of education and the development of its new forms is a steady trend of recent times. To some extent, this is confirmed by the emergence of appropriate structures at the local (departments for ensuring the quality of education at universities) and state (the National Agency for Quality Assurance in Higher Education) levels. We have witnessed the Bologna education system with its corresponding pros and cons. We are currently facing a new challenge associated with a paradigm shift in education. The essence of the new education paradigm is to replace the knowledge-based approach with the so-called competencybased approach. The paper proposes a new "technological" approach to the strategy and tactics of the higher education pedagogical system development (within the framework of the well-known trend of "sustainable development"), in accordance with which such new concepts as the pedagogical system, pedagogical operations and their components are introduced, which together predetermines the methodology for constructing curriculum programs and teaching technology. It is shown that the curriculum of the academic discipline (course) is complex hierarchical systems, the elements of which are at different levels of subordination (in accordance with the goal tree) and depend on the individual initial training of students. Moreover, the methodology for constructing a hierarchical academic discipline also determines the method of its assessment in quality control of both the academic discipline (course) and the specialized educational department in which this discipline (course) is created. The features of recently adopted studentcentered (student-oriented) education technology are reflected, in accordance with which the share of selective disciplines (courses) is increased, and traditional academic programs of disciplines (courses) – curricula – take the form of the so-called syllabus. The interrelation of the research and educational activities of the teacher is shown, which should be reflected in the developed curriculum of the course. It is proposed to evaluate the quality of this curriculum and the activities of the corresponding profile department according to the criteria of consistency, problematicity and activity of the course.