Chapter 2. Digital pedagogy of open education: essence, content, effectiveness

The section is devoted to the study of the essence, content, and effectiveness of digital pedagogy of open education. The state of implementation of digital pedagogy in global and Ukrainian education and science is analyzed. The current state of development of domestic digital pedagogy in the conditions of digitalization of educational institutions and distance learning is studied through a review of the results of sociological surveys. Based on the results of the conducted questionnaires and interviews, the unique role of digital pedagogy in formal, non-formal, and informal education, its effectiveness in educational and scientific activities, is confirmed. The essence, content, and effectiveness of digital pedagogy in open education are analyzed, and it is established that this is a new branch of pedagogical science, the purpose of which is to use online and hybrid learning environments to improve individual learning, to create a methodology that combines digital tools to facilitate and enhance the effectiveness of educational and cognitive activities. Based on the study of the essential characteristics of digital pedagogy, researchers have characterized it as integral, critical, humanistic, innovative, etc. New opportunities for digital pedagogy to implement educational and cognitive activities have been explored by addressing the limitations of the traditional approach to learning, in particular, a clearly defined scope of learning, materials in various media formats, limited resources and the number of hours of the classroom educational process, communication between teachers and students, and supplementation with forms and methods of digital technologies at any time and in any place. A methodological toolkit for the educational action of digital pedagogy for modern preschool children, younger schoolchildren and adolescents has been formulated.