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Media Literacy Education
Designing a media educational concept of developing lifelong self-learning
individual readiness
Dr. S.V. Akmanova
Magnitogorsk State Technical University, Lenin Ave., 38. Magnitogorsk, 455000, e-mail: svet.akm_74@mail.ru
Dr. L. V. Kurzayeva
Magnitogorsk State Technical University, Lenin Ave., 38. Magnitogorsk, 455000, e-mail: lkurzaeva@mail.ru
Dr. N.A. Kopylova Ryazan State Radio Engineering University, Gagarina Str., 59/1, Ryazan, 390005. e-mail: nakopylova@yandex.ru
Abstract. High rates of world science development are partly due to the rapid growth in the media information volume with constantly improving mechanisms of its management and expansion, as well as the ever growing influence of the media environment on people's consciousness, the penetration of media technologies into various spheres of human life and activity. In this regard, there is an urgent problem of training an individual with highly developed media educational competencies, and therefore, ready for life log self-learning and, as a result, lifelong self-education. The article gives a comparative description of the self-learning and self-educational processes, the content of the concept "the self-learning individual readiness" is revealed, taking into account media education trends in the human society development. The conceptual bases of the formation and development of lifelong self-learning individual readiness are presented, including target reference points, the theoretical details of the projected concept and practice-oriented conclusions. The target reference points (the leading idea, the goal and the objectives of the project concept) are formulated from the position of media education. The theoretical details are based on special interrelated multidimensional model representations of the considered process, which ensures the requirements' harmonization for the realization of self-learning individual readiness development process, taking into account internal and external factors. Moreover, internal and external influence factors are determined by media processes and technologies, rapidly developing and spreading into all spheres of life and activity of an individual, which is taken into account when formulating practical-oriented conclusions and constructing a normative model of the considered process. Thus, the article presents and justifies the structure of the innovative media education concept of the development of lifelong self-learning individual readiness, and shows its design process in continuously changing media conditions.
Keywords: media education, a media competence, a media environment, media education concept, self-learning, readiness for self-learning, self- learning skills, lifelong learning, formal education, informal education.
Introduction
Trends in the development of a modern society dictate the needs for a person to continue uninterrupted and life-long learning after the university graduation, both in a professional sphere and in terms of a personal development. In other words, a rapidly changing reality with constantly evolving forms and ways of expressing media requires a continuous improvement of the media and information literacy skills that must be realized in the course of an individual self-
learning. A necessary condition for a successful self-learning is the presence of the developed self-learning competences in an individual, i.e. knowledge, skills and attitudes related to the self-learning process. These competences must be formed at the stage of individual university training. They include, among other things, media and information literacy skills, hence media safe use skills, critical thinking, information analysis and its use for self expression, independent learning skills through a media environment. Based on the formed competences a person can independently carry out self-learning and continuously improve his/her media educational level, and therefore develop his/her media competence, which is the main goal of media education.
Materials and Methods
Research materials: scientific achievements in the field of university students' self-learning, the development of their self-learning skills, as well as, in the field of national and world media education, the experience of media educational activity in the schools and universities of Russia and the whole world.
The object of the research is the professional students' training in a higher educational establishment and a person's media education training in the process of self-learning or informal education.
The theoretical and methodical basis of the research is the ideas of the competence (E.F. Zeer, I.A. Zimnyaya, E.Ya. Kogan, A.V. Khutorskoy and others), system (V.G. Aphanasyev, I.V. Blauberg, V.P. Bespalko, A.I. Uemov and others), project (A.L. Khovyakova, E.N. Veraksa, L.D. Morozova and others) and environmental (Z.I. Vasilieva, O. Dolzhenko, N.B. Krylova, Y.S. Manuylov and others) approaches. The main research methods were an analysis, a synthesis, a generalization, a concretization, a modeling.
Discussion
Modern media education has several approaches, one of them is an independent (lifelong) media education, realized throughout a person's whole life. In order for a person to realize it, it is necessary, even in the period of a university training to form self-learning readiness and form the basis of a media competence.
It should be noted that in psycho-pedagogical literature, as a rule, more attention is paid to the issues of a person's self-education than to the questions of self-learning, while the term "self-learning" is practically absent in educational and scientific literature of this type. We mean self-learning as "a purposeful, systematic, autonomous activity of an individual in obtaining, absorbing and creative processing of knowledge" [Akmanova, 2017, p. 54]. In the process of such an activity an individual independently determines the purpose and the content of his/her training and also controls his/her level of training.
If we compare self-education and self-learning, then the first one is associated with the overall development of an individual, and the second one is associated with his/her professional growth or developing a new profession, so self-education is impossible without self-learning, so the skills that a person develops in self-learning, allow him/her to be successfully engaged in self-education. If the goals of self-learning are obtaining, absorbing and creative processing of knowledge, then the goals of self-education generally include self-upbringing, self-understanding, self-improvement, spiritual growth, and self-realization. Self-education is connected to the search and absorption of the social experience accumulated by mankind, as well as with psychological, theoretical and practical individual readiness for self-learning.
As for self-learning individual readiness, especially in the context of media preparedness, this concept is hardly covered in pedagogical science. As a rule, scientists consider individual readiness for self-education, meaning a person's mastery of all self-educational activity components.
The following definition of such readiness, namely as self-learning individual readiness is a complete, integrative, dynamically developing personality quality based on a stable internal belief in the importance of self-learning, which contributes to the successful self-learning realization, is low accurate [Nogovitsina, 2008].
Firstly, the specific essence of this quality is not clear, and secondly, the question arises whether there is always enough a stable inner conviction in something for a person to develop the necessary qualities to the required level. Of course, not, much depends on a person's abilities, the volition development, and the ability to adequately respond to changing external factors.
We believe that self-learning individual readiness in the context of media preparedness means a person has developed self-learning skills, n amely automated actions for self-obtaining, absorbing and creative processing of knowledge that have a positively reproducible result [Akmanova, 2017]. Based on the classification feature (the type of performing actions), we distinguish three groups of self-learning skills:
- skills of scientific work organization (the rational organization of working and free time, intellectual self-regulation, self-control, safe behavior in media area, etc.);
- communication skills (the skills of a proper operation with a book, media information, competent "reading" of media texts, quick information retrieval, the transformation and correction of media information, etc.);
- skills of scientific-research activity (the skills of the analysis and synthesis, generalization, concretization, reflexive creative thinking, critical creative thinking, media literacy, etc.).
At the same time, the active development of these skills is facilitated by the education organization in a university, which assists the actualization of the positive students' self-identity, the expansion and strengthening of interdisciplinary relationships, and active students' involvement in research activities, starting with the first year.
The presence of the developed self-learning skills forms self-learning individual readiness through media technologies, i.e. lays a cornerstone of a media competence, which contributes to the continuous development of this readiness in accordance with the rapidly changing media reality. Herewith, a media competence is generally defined as an integrative personal quality appeared in the readiness for selection, usage, stocktaking, assessment, creating and sending media texts in different sorts, forms and genres, difficult processes analysis of media functioning in a social medium [Fedorov, 2014]. According to J. Potter a media competence consists of three components: communication experience with media and a real world, active skills usage in a media area and readiness for self-education [Potter, 2001]. In addition to this, the excellence of media competence is characterized by the excellence of such self-learning competences as scientific-research activity skills.
Now education and self-education is represented to be detached from reality out of media and media texts. I.V. Chelysheva defines the purpose of modern media education as the development of "a media competent person capable to creative interaction with the works of media culture, to their independent analysis and evaluation, to the fully usage of educational and developmental potentials of media in various spheres of his/her life" [Chelysheva, 2016, p.71]. Such media education can be carried out in the process of a person's informal education that means any type of a systematically organized activity that may not coincide with the institutions' activity included in the formal educational system (schools, colleges, universities and others).
Meanwhile informal education is an integral part of lifelong personal education and should be based on innovative teaching methods and exercises, "by which a student desists to be a passive information recipient and teachers become largely consultants, mentors and mediators" [Roitblat, 2013, p.27]. The purpose of such education is to create conditions for flexible knowledge and skills updating of the adult population, and the principal difference from the traditional educational model is to accept education as an attribute of a person's life.
Such education will help an adult to develop and improve individual knowledge continuously in the areas of an educational segment, that is exposed to quick changes due to the constantly accelerating processes of society informatization and that is relevant to a student in virtue of his/her profession or a personal development.
Informal personal education helps self-learning and the development of readiness to it throughout the whole life, and with the greatest efficiency where the following conceptual conditions are met:
1) an increased cognitive individual need in the opening (discovery) of new knowledge or a plan;
2) the availability of an actualized positive self-learning personality Self-concept;
3) the active and continuous inclusion of an individual in media educational processes.
The above-noted circumstances are interrelated. Indeed, the success of self-learning largely depends on an individual's stable motivation to learning new things and a cultured will. The factor of forming a stable cognitive motivation is cognitive needs, the implementation of which is carried out through the formation of cognitive attitudes and a cognitive individual orientation. A cognitive attitude promotes a long-term stable state of a person, manifested as a positive attitude to the cognitive activity, stable cognitive interest, and stability of cognitive needs. At the same time the presence of a developed volition will allows a person to support the cognitive attitude to carrying out a cognitive activity up to the realization of their own cognitive needs and thereby form a stable motivation in the discovery of new knowledge.
The presence of a stable motivation and cultured will is inherent in a person who has a positive Self-concept, since the latter is closely connected with the processes of reflection, self-organization, self-regulation, self-determination, self-realization and self-affirmation [Akmanova, 2017]. That's why if a person is motivated to self-learning readiness, then his/her Self-concept will contribute to the formation of his/her stable motivation for this activity, raising it to the rank of a continuous educational process. According to R. Burns a positive personality Self-concept is determined by the three factors:
1) a solid belief in impressing other people;
2) a confidence in the ability to a particular type of an activity;
3) a sense of self-importance.
The actualization of such a Self-concept implies its formation and further manifestation, and contributes, first of all, to the development of scientific labour organization skills and contributes to the development of all self-learning skills in general, if a person sets such a goal.
Since the modern civilization, culture, society, man - all these concepts are inextricably linked with media culture [Chelysheva, 2016], then the development of self-learning individual skills cannot be viewed in isolation from the media educational processes. In the era of the evergrowing flow of media information, they are actively implemented in the system of both formal and informal education, contributing to knowledge acquiring, upbringing, the development of techniques and technologies, and this actualizes self-education and self-renewal of an individual. Therefore, media education involves the development of self-learning individual readiness, which is associated with the current involvement of various media technologies in the sphere of obtaining new knowledge and their application, both in standard and non-standard situations, increasing the degree of accessibility and adaptability of knowledge for students. It is recommended to introduce into the national curricula of all states, in the system of additional, informal and "lifelong" education. Education existing in the modern media environment is require «the continuous development of interdisciplinary work. In the specific case of teachers, this work becomes part of a continuous training process and, beyond aesthetic or technical matters, further develops into lifelong learning» [Marfil-Carmona, Chacón, 2017, p. 1171].
Media education of a person solves the following problems - "to teach "to read" a media text correctly; to develop the ability to perceive and evaluate information rationally, to develop the independence of judgments, critical thinking, preferences, an aesthetic taste; to integrate knowledge and skills obtained in various training sessions, in the process of the perception, analysis and creative activity, etc." [Fedorov, 2014, p.18]. It can be seen as a research process in which existing "knowledge is not simply passed over by teachers or "opened" by students. This is the subject of a critical research and a dialogue during which new knowledge is actively acquired by teachers and students" in the process of formal education [Fedorov, 2014, p. 36]. Media education can also be considered as a research process of decoding media texts on topics concerning the studied problem and as a process of getting your own conclusions during self-learning. In the opinion of Erkan Bal «the social media improves the cooperative learning skills and helps students to have communication with their teachers easier» [Bal, 2017, p.177]. Moreover, media technologies' usage increases both the educational process effectiveness and the process of education management [Rueda, Benitez, Braojos, 2017].
The concept of Personal Learning Environment (PLE) defined as "a potentially promising pedagogical approach for both integrating formal and informal learning using social media and supporting a student self-regulated learning in higher education contexts" is very interesting. Inherently, it is the implementation of the environmental approach in media education. Herewith, the authors use the definition of "self-direction" that is however semantically close to "self-learning" [Dabah, Kitsantas, 2012].
The modern educational environment includes the components of media environment actively: social media, tweets, blogs, Youtube channels, etc.
The students are engaged in social media within the class environment, and the teachers use that environment. The hidden curriculum is the lessons where it is very important what teachers "do" rather than what they "say" and it is very important in professionalism. Social media is an environment where students feel the ownership (as opposed to university-administered online environments), that facilitates improved communication, problem solving, and a student authentic reflection. Social media not only fosters professionalism, but it also develops trust and respect among students and with teachers [Currie et al., 2014].
The ubiquity of social media (e.g., Facebook, Twitter) is no more apparent than at the university. Social media is increasingly visible in higher education settings as instructors look to technology to mediate and enhance their instructions as well as promote active learning for students. Many scholars argue for the purposeful integration of social media as an educational tool [Tess, 2013].
No doubt, media education is not only an effective instrument for forming self-direction and readiness for self-learning, but is a way of creating an environment for the development in the sphere of individual and group activities. Possibly, the greatest pressure in the current higher education environment is the ability to match a student and institutional expectations against sustainable, cost-effective innovation. The classroom mobilization offers a powerful tool for enhancing educational outcomes of graduates and satisfies the current trend of globalization in the sector. The flexible delivery of materials and the advantages of authentic online applications allow a rich and diverse educational environment that is driven by a student. The essence of mobile learning adds the value to the context of learning in our global world. Social media connects individuals and students via an online network. This environment is a large group of socially autonomous, flexible, and active consumers. The role of social media in higher education includes responsibilities in hidden curriculum education as a deliverable. The particular advantage is seen as a framework for experiential learning in the environment and the powerful process of reflection. It is well placed to provide autonomy to the current generation of students in an environment in which they are comfortable communicating [Currie et al., 2014].
Consequently, a modern environment, full of different media, bears in mind the potential for self-learning processes. In particular, MOOCs (Massive Open Online Courses), which are open-access online courses that allow unlimited participation, as well as SPOCs (Small Private Online Courses), and are said to have revolutionized universities and the corporate educational environment [Kaplan, Haenlein, 2016].
The peculiarities of organizing the educational environment are examined while using MOOCs for providing self-direction processes, the formation and consolidation of self-learning skills, expressed in the following instructor, co-learner, design and implementation effects:
1. Instructor behaviour (instructor-learner interaction, instructor support and an instructor feedback) in MOOCs will have a positive impact on learner retention.
2. Instructor behaviour (instructor-learner interaction, instructor support and an instructor feedback) in MOOCs will have a positive impact on perceived effectiveness.
3. Learner-learner interaction in MOOCs will have a positive impact on perceived effectiveness.
4. Learner-learner interaction in MOOCs will have a positive impact on learner retention.
5. A course content of MOOCs will have a positive impact on perceived effectiveness.
6. A course content of MOOCs will have a positive impact on learner retention.
7. A course structure of MOOCs will have a positive impact on perceived effectiveness.
8. A course structure of MOOCs will have a positive impact on learner retention.
9. Information delivery technology will have a positive impact on perceived effectiveness.
10. An information delivery technology will have a positive impact on learner retention [Hone, Said, 2016].
Specialists' quality training for media education can help them to look about into the constantly expanding flow of information confidently and quickly, critically assess this information and use it as intended. At the same time, according to Maria Claudia Cuc, «learner can develop his communication competence, critical thinking, cultivate his responsibility, tolerance, develop his aesthetic sensitivity, and capitalize his own experience by relating to experiences and social reality» [Cuc, 2014, p.68]. It can allow them to study correctly and work in the media space selecting valuable media culture products and avoiding negative manipulate impact of media texts. Thus, it will improve media literacy of a self-learning and self-developing person positively contributing to the growth of communicative and research-related skills for scientific activities.
A dynamic and continuous engagement in media educational processes allows a person not only to successfully develop self-learning competencies and execute self-learning effectively, but also to be a media enlightener and knowledge creator for the sake of composing their own media texts in various shapes and forms. The actualization of a positive Self-concept and the continuous growth of cognitive individual activity is contributed by everything mentioned above, so does constant individual expansion of cognitive wants, and therefore will avoid the negative impact of the media [Florescu, 2014]. So all three of the conceptual conditions function as a complex system, and media education of a person is a sufficient condition for a guaranteed preservation of this system and its effective operation while constantly expanding limits of new knowledge and transforming self-learning into a process of new things familiarization throughout a person's whole life.
Results
Reviewed theoretical bases and conditions for developing a person's willingness to self-learning throughout his/her life (within the framework of formal and informal education) define the way of the further research on designing and developing an appropriate media-educating concept which includes objective reference points, theoretical details and practice-oriented conclusions.
In science-studies a concept (Latin - conception) is "a definite way of comprehension and interpretation of any phenomenon, a major point of view, a ruling idea of their specification; a leading intent, the constructive principle of different types of activities [Soviet Encyclopedic Dictionary, p. 624]. "A concept is a complex of key statements fully and comprehensively revealing the nature, contents and features of the research phenomenon and also its existence in a real life and a practical individual activity" [Yakovleva, 2006, p. 10].
Thereafter, we should consider "a media-educating concept of developing a person's willingness to self-learning throughout his/her life" to be a way of comprehending this willingness that exercises the ideas of media education and defines a system of key statements and constructive principles of its existence in a real life and practical implementation in the processes of formal and informal education.
The objective reference points of the developed concept include a leading idea, a goal and objectives of developing a person's willingness to self-learning throughout the whole life.
The leading idea of a media educational concept is that in the modern world the constructive formation and development of a person's willingness to self-learning while studying at a university should be exercised by the actualization of informative and cognitive wants of a person within the framework of a project-productive educational activity in both formal and informal forms. This is possible through the expansion of the information and educational environment of the university in demand for solving the assigned objectives of the external educational media environment resources.
The goal of the developed concept is to determine the underpinnings for the pedagogical design of developing lifelong self-learning readiness.
The desired goal sets the necessity to determine the theoretical grounds and practice-oriented conclusions for the solution of the following problems:
1. The expansion of the information and educational university environment using the resources of the external educational media environment, which implies:
a. The system formation of the adaptive management of the educational process information support.
b. The harmonious implementation of open educational resources, mass open online courses, etc.
2. The teaching staff competence development in the pedagogical project field of the educational process at the forms' junction of formal and informal education, namely:
a. Improving the quality of information and assessing the suitability of available media resources in external to the institution environment.
b. Forming readiness and ability to develop educational media resources.
c. Developing readiness and ability to realize the educational process at the forms' junction of formal and informal education, actively using the resources of the media environment.
3. The actualization of the students' information-cognitive needs in the framework of project-productive learning activities, which means:
a. Forming professional valuable orientations in students determining the information and cognitive needs for searching the solutions to the professional activity objectives.
b. Forming the positive self-learning personality Self-concept.
c. Including students in design and productive educational activities, providing the development of scientific work organization skills, communication, and readiness for scientific research activities.
d. Pedagogical maintenance of an activity and continuity of a person inclusion in media educational processes at all stages of participation in a design-productive educational activity.
The theoretical details of the concept include a categorical apparatus, methodological approaches, theoretical models of developing lifelong self-learning readiness.
When formulating the presented objectives, the following interrelated key categories of the concept are used:
- in relation to the systematicity of the phenomenon under consideration: "lifelong self-learning readiness";
- in relation to the context and the environment affecting the qualitative characteristics of the phenomenon under consideration: "an informational and educational university environment", "media resources", "a media environment", "formal and informal education", "media educational processes";
- in relation to special conditions that determine the effective management of developing the phenomenon under consideration: "a pedagogical design of the educational process at the junction of formal and informal education", "a pedagogical support of an activity and continuity while including an individual in media educational processes".
Within this article, the manifestation of the marked categories is not provided; however, a complex categorical structure provides the necessity to examine the research problems within the framework of three methodological approaches: system, environmental and competency-projective.
The system approach is considered as a general scientific basis of the research developing lifelong self-learning individual readiness.
Research peculiarities of the problem set up from the positions of the system approach are briefly described:
1. It is necessary to single out the development process of self-learning individual readiness from the totality of other educational activity processes, since it acts as an integral system in relation to the environment and has its own specific functions, develops according to its own laws.
2. The readiness for self-learning should be considered as a part of a higher level system - formal and informal education - and at the same time as an independent part acting as a single whole in the interaction with the environment.
The complexity of the object under consideration requires its description using multi aspect model presentations: structural, functional, dynamic, etc.
The environmental approach provides a strategy for improving the process of developing lifelong self-learning readiness using media environmental resources, allowing the specification of the system approach applied to the problem under consideration and determining the specific scientific level of the methodology.
Let's describe briefly the research features of the problem from the environmental approach position:
1. The development of lifelong self-learning readiness is considered in educational and professional activities in cooperation with the information and educational environment.
2. The development environment of lifelong self-learning readiness is purposefully formed when implementing the educational process at the junction of the forms of formal and informal education within the framework of the intersystem interaction of the information and educational environment of an educational institution and the external media environment.
3. The development process of lifelong self-learning individual readiness in an entire system "the development environment of lifelong self-learning readiness - personality" and the pedagogical design of this process are carried out under the influence of the factors of the external educational media environment, the information and educational environment of a higher education organization, intrapersonal factors, which can be reflected by the factor model.
The competence-projective approach determines the practice-oriented research tactics that allows to build a pedagogical system that ensures results' achievement on the basis of
defining and understanding the requirements for the expected results developing self-learning readiness.
We will describe briefly the research features of the desired problem from the competence-projective approach:
1. The readiness content for self-learning is determined by the specific knowledge, skills and individual qualities;
2. Self-learning readiness has level nature, determined by the stages of socialization and professionalization throughout the whole life;
3. The pedagogical design of developing self-learning readiness in a university should be conducted with the support of a competence model, taking into account the qualitative increment and change in knowledge, skills and personal qualities from one level to another.
In this connection, it is advisable to construct a competence model of developing lifelong self-learning individual readiness, which characterizes this competence in two coordinate planes - a content (knowledge, skills and personal qualities) and levels (for example, in accordance with the framework of lifelong qualifications).
Table 1 shows the application of the methodological approaches in working a media educational concept of developing lifelong self-learning individual readiness.
Table 1. The theoretical details structure of a media educational concept of developing lifelong self-learning individual readiness
Approach Functional Use The use result in developing theoretical details of a media educational concept (theoretical models)
System General scientific research basis A structural-functional model of developing lifelong self-learning individual readiness. A dynamic model of developing lifelong self-learning individual readiness.
Environmental Research strategy A factor model of developing lifelong self-learning individual readiness.
Competence-projective Research tactics A competence model of developing lifelong self-learning individual readiness.
These theoretical models are to disclose different aspects of developing lifelong self-learning individual readiness:
- the structural-functional model of developing lifelong self-learning individual readiness describes the structure, the component structure and the realized functions in the system internal and intersystem interaction, setting a normative reference point in the development of the remaining models of the concept;
- the dynamic model of developing lifelong self-learning individual readiness reveals the stages of the process under consideration in correlation with the stages of individual socialization and professionalization, defining the process component of the concept;
- the factor model of developing lifelong self-learning individual readiness establishes the main mechanism of the interrelation between an individual and the environment of its development, determining the factors' groups and their role in providing this mechanism;
- the competence model of developing lifelong self-learning individual readiness describes the result - mastering competences in the terms of knowledge, skills and personal characteristics in the level taxonomy.
The designed theoretical details of the media educational concept of developing lifelong self-learning individual readiness assure the scientific and theoretical function realization of the projected process, revealing the essence and regular interrelations, as well as the principles of developing lifelong self-learning individual readiness. For introducing theorizes in practice it is
necessary to develop a normative model for implementing the media educational concept of developing lifelong self-learning individual readiness, including a system of pedagogical design and pedagogical conditions for its realization at the junction of formal and informal education. The current model is to perform the methodological and technological function: that is, to form an imagination of how to ensure the necessary level of lifelong self-learning individual readiness at the stage of studying at a university.
The development of the normative model is carried out on the basis of the theoretical details of the concept and determines the practical conclusions of the designed media educational concept, which will be related to the prediction and formulation of pedagogical conditions for developing self-learning readiness in a university, as well as further self-educational activities outside a university with using media resources.
Forecasting self-learning individual readiness is the most important stage of the process under consideration, without which it is impossible to carry out the whole complex of organizational and methodic events for developing lifelong self-learning individual readiness, so the near and further goals of the process under consideration must be determined in the normative model.
The complex of pedagogical conditions should ensure a consistent, systematic update of the self-learning readiness content at the junction of formal and informal education.
The developing lifelong self-learning individual readiness is a contradictory, regular process of quantitative and qualitative changes in knowledge, self-learning skills and qualities of a person, which determine self-learning readiness under the influence of external and internal factors (upbringing, education, a social and media environment, a self-activity). The best way to facilitate is the organization of an educational process in a university on the basis of the normative model of developing self-learning individual readiness, that consists of four interconnected units: objective, organizational, content-technological and evaluation (fig. 1).
In accordance with the current model, a student's personality is considered as a self-organizing system which has the following features: an openness, a randomness and an irregularity of the development, a nonlinear thinking, a freedom of choice, an integrity, a purposefulness in the development, an ability to glean and use their own experience.
As noted, the development of the normative model units is carried out with the support on the models of the concept theoretical details.
The content of the objective unit (goals, objectives, requirements for the level and the content of self-learning individual readiness) is determined using structural- functional and competence models of developing lifelong self-learning individual readiness.
The organizational unit (approaches, principles, pedagogical conditions, stages) is determined by the means of structural-functional and dynamic models of developing lifelong self-learning individual readiness.
The filling of the content-technological unit (forms, methods, techniques and means) is determined on the basis of structural-functional and factor models of developing lifelong self-learning individual readiness.
The evaluation unit contains control-diagnostic tools (methods of control and means) of developing self-learning skills and a result which must correspond to the requirements of the competence model of developing lifelong self-learning individual readiness for a concrete level of education.
Figure 1. The normative model of developing lifelong self-learning individual readiness (at the stage of studying at a bachelor degree course and Master's degree course)
An objective unit
Social control: a graduate of a bachelor degree course / master's degree course with lifelong self-
learning readiness
Objectives
A near objective - the development of lifelong self-learning readiness while expanding an information educational environment using the resources of an external educational media environment A further objective - providing self-learning readiness in conditions of changing a professional environment and a culture of life
Requirements to the level and content of lifelong self-learning readiness
An organizational unit
Approaches: system, environmental, competence
Principles:
a person ' s activity, goal-setting, individualization, problematicity, reflection, optimization
Pedagogical conditions
1) the actualization of a positive personality Self-concept;
2) expanding and consolidation of the interdisciplinary relationships during a project activity;
3) the active learners ' incorporation into a research activity;
4) the stimulation of a cognitive individual need in knowledge deepening and a way of proceeding;
5) the active and continuous individual incorporation into media educational processes_
Educational levels and stages
A bachelor degree course (stages: diagnostics, motivationally -orientational, educative, developmental, control-corrective)
A Master's degree course (stages: diagnostics, motivationally-orientational, developmental, control-corrective)
A content-technological unit
Forms:
■ traditional and innovative forms of formal education (individual and cooperative) 1 forms of informal education (professional E-communities, webinars, roundtables, eMOOC, cMOOC, taskMOOC, etc.)
Methods:
• methods of diagnostics; • teaching methods; •methods of self-upbringing.
Techniques:
■ emotional-intelligent stimulation, • advanced trust,
• elitism, • algorithmization,
• reflective
• training,
• dialogue.
Means:
• projects (research, productive-
practical, etc.); open educational resources (OER);
• educational media resources;
• cases (chair, field); • exercises, tasks, questions; • games.
An evaluation unit
Control:
control-diagnostic methods and means
Result:
the level of developing lifelong self-learning _individual readiness_
As the leading skills in developing self-learning individual readiness are a person's self-learning skills, then we point out four levels of developing such learners' readiness, keeping in mind the sole distinction in bachelors' and masters' readiness levels is determined by the peculiarities of the environment where this development flows. A learner with a low level of self-learning readiness doesn't know the algorithms corresponding with self-learning skills; orients badly in a media space, often makes mistakes and has a low productivity rate; isn't able to complete research and creative tasks. A learner with a below average level knows the algorithms, corresponding self-learning skills; orients in a media space, however he/she can't complete research and creative tasks, i.e. he/she can't transfer his/her skills into non-standard situations. A learner with an average level of these skills' development uses these skills quickly and qualitatively in standard situations; has some formed media educational competences, has a high level of aspiration to plan and solve research and creative tasks, however, while performing such tasks makes mistakes in some cases. At last, a learner with a high level of these skills' development has self-learning skills well, both in standard and non-standard situations; has well formed media educational competences; is able to get knowledge individually, to process it creatively.
Conclusions
The designed media educational concept includes the multi-aspect model presentation about the process of developing lifelong self-learning individual readiness. Such a description of each offered theoretical model is a topic for separate research papers. Each of these models has a distinct functional meaning for the identification of general and specific requirements when realizing the considered process at different educational levels (secondary general education, vocational secondary education and higher education). Within this article the construction of the normative model of developing lifelong self-learning individual readiness at the stage of studying at a bachelor degree course and Master's degree course is demonstrated.
The approaches' complexity and the depth of the research allow us to view about the potential effectiveness of the designed media educational concept of developing lifelong self-learning individual readiness. It may be supposed that the realization of the educational process on the basis of the normative model will allow a learner to acquire self-learning readiness, both in standard and non-standard situations, hence he/she could learn the continuously changing a media environment and increase his/her professional and media competences. For this reason, the shown concept of developing lifelong self-learning individual readiness designs individual readiness for both self-learning and media education, establishing a framework of a media competence.
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