Abstract:

The digitalisation of all spheres of human activity, which is a prerequisite for the development of a high-tech economy, requires competent personnel. In order to train them, it is necessary to properly modernise the entire education and training system, to bring educational programmes in line with the needs of the digital economy, to widely introduce digital tools of learning activities and integrate them holistically into the information environment, to ensure that citizens can learn throughout their lives - at any time and in any place. It should be understood that such learning must be built on an individual educational trajectory, as each learner has their own set of competencies, their own speed of learning, their own learning style, their own demand for learning outcomes. For this reason, it is impossible to use the traditional model of lifelong learning designed for the "average" student.

The article deals with the peculiarities of the introduction of digital technologies in the educational environment, which led to the need to develop specific terminology related to the development of digital learning environment: digital education, digital environment, digital content, digital footprint of the learner, etc. The paper analyses different interpretations of these terms, as well as different solutions for analyzing a large array of mixed data (Big data) to quickly process learning analytics data on the digital footprint of learners.

The aim of the article is to formalize the data related to intentional and automated digital footprints of learners to form an adaptive learning model.

Keywords:

Digital footprint, adaptive learning, adaptive learning model, digitalisation of the educational process.