Purpose of research. In conditions of digitalization of society and economy, information is considered to be the main value, not the material wealth. That is, information and information technologies are of particular importance today. Since the term “informatics" means both information science and the whole field related to the use of information and communication technologies, it can be concluded that the importance of students’ training in informatics, regardless of the specialty chosen, is increased. The main aim of the work is to identify the most effective technology of students’ training in informatics at the technical university, as representatives of the digital generation and to organize from these positions the methodology of training in informatics in the digital educational environment.Materials and methods. This article analyzed two models of training: face-to-face and electronic training revealed their positive and negative aspects. It has been established that in modern conditions of digitalization of society and education it is possible to optimally combine strengths of traditional education with advantages of electronic training technologies. The blended technology of the informatics training of the technical university students is offered as a harmonious combination of face-to-face and electronic training technologies. The use of blended learning technology in the informatics training leads to a change of the lecturer role and a reorganization of both the content of the discipline and the methods and means of learning. The reference points are the requirements for the specialists of digital society, the peculiarities of the digital generation of students and the principles of digital didactics, which ensure the formation and development of the competences required today.Results. The stages of design of the course “Informatics" on the blended training technology are described: design of the results of training on discipline; development of evaluation activities; development of a system of interaction between participants. According to the principles of the personal-centered approach to training, the content of the discipline has a modular structure. This allows the student to create their individual trajectory of informatics learning. In order to take into account the peculiarities of perception of information by representatives of the digital generation, the content of the course is presented using traditional methodology and nonlinear technologies of informatics training: concentric, parallel and cognitive; lectures are given as text, presentations and infographics; for each module a mental map is created, allowing to cover the content of the module in its entirety and study it not sequentially, but at its own discretion. Each module specifies the respective objectives and expected results of the training with an indication of the level on Bloom taxonomy. Control questions for theoretical material, execution of practical tasks, intermediate and final testing by module are identified as evaluation measures.Conclusion. It is shown that training in informatics according to a blended model provides an increase in the level of students ’ motivation to learn and the level of theoretical material understanding; increasing their level of activity in the informatics learning in the information and educational environment and forming communication competences; students mastering new activities; flexibility, mobility, and learning availability. All this in the end contributes to the formation of competences required for successful professional activity in modern conditions.
The Blended Learning Science Training
