The importance of value-oriented context in the e-learning content

Abstract

Edukologijos mokslo krypties mokslininkai ir Metimo sistemos darbuotojai pastaruoju metu į švietimo sistemą bando grąžina vertybinio ugdymo ftame tarpe ir e. mokymosi vertybinio ugdymo) paradigmą. Tuo siekiama išvengti globalizacijos, kultimnes niveliacijos, brutalios masines kultūros produktu invazijos, pilietiškumo ugdymo ir kiti, problemų bei kylančių grėsmių švietime. Šio straipsnio autoriai, analizuodami e. mokymosi turinio projektavimo metodologijų vertybtmo ugdymo komponentu įgyvendinimo galimybes, išskiria esmines teorines prielaidas kurios yra reikšmingos e. mokymas, turimo vertybinio konteksto (gyvendinimo pedagoginiuose repertuaruose

The paper deals with theoretical assumptions, which are important in the educational repertoires of implementation of the value-oriented context in the e-leanting content. The theoretical research results obtained on the methodological basis of logical empiricism and structuralism show that the authors of different educational products (educators, psychologists, technologists) in developing the e-learning content, focus mainly on reaching the objectives of the appropriate level of knowledge and skills. The value-oriented context of e-learning content is still considered irrelevant or of secondary importance. Most educators maintain that the level of learning content and the learner's performance results (competence) are difficult to estimate and predict, therefore, designing of the e-learning content most often occurs in the level, of the learner "s knowledge and expression of abilities. In seeking to diversify the estimation methods and methodologies of teaching and learning quality>, so that assumptions of positive change in the learners' attitudes to values are purposefully promoted, the factors which are essentia} for values expression of the individual, i.e. for instrumental knowledge and skills of professional cognition, for development of abilities to estimate different objects and social phenomena in the level of meta-reflection, for the improvement of not management (behaviourist) but. rather, comtructmst and holistic paradigms of e-learning, should be studied. In implementing the methodological position of the authors, the idea that the learner's value-orientation can and must be promoted by practical demonstration of knowledge and skills, is highlighted; therefore, the. content of e-learning should be personalized, and, during the educational interaction, value-orientation of the educator and the learner should be actualized and practically demonstrated, because it is values that the constructive critica