Discussion: Digital Tools Make Education Visible—But Also Dehumanize / ITech content

Contents:

• How deeply has digital penetrated education?
• How Coursera changed the attitude of universities to digital
• What current problems can digital solve?
• What problems does digitalization of education cause?
• What ethical issues does digitalization raise?

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• What three stages of digital maturity do experts identify, and which stage is Russian education at?
• How have universities realized the benefits of digital tools with the advent of Coursera and other similar online platforms?
• How digital is already helping to personalize learning, develop practical skills, and assess teacher competencies and content quality?
• What are the potential negative impacts of digitalization—from an "information bubble" to dehumanization and increased inequality?
• About the ethical issues that digitalization poses for education.

Digitalization raises both hopes and concerns. How deeply have digital technologies already been embedded in modern education? What tasks are they currently used to solve, and what difficulties and ethical issues arise when using them? These questions became central to the Skillbox meetup, dedicated to the topic "Digital Education: Does Digitalization Improve the Quality of Education?", which was held on February 20. During the event, both positive and negative aspects of introducing digital tools into the educational process were discussed.

Representatives of academic education and the EdTech sector took part in the discussion.

• Ivan Karlov, Head of the Laboratory for Digital Transformation of Education at the Institute of Education at the National Research University Higher School of Economics.
• Dmitry Abbakumov, Head of the Psychometrics and Learning Analytics Group at Yandex Praktikum.
• Kirill Prudnikov, Head of Pedagogical Practice Programs at Skillbox.
• Maria Anikina, Associate Professor at the Department of Sociology of Mass Communications at the Faculty of Journalism at Lomonosov Moscow State University.

The discussion was moderated by Marina Kharakhordina, Head of the Methodology Department at Skillbox. She actively participates in the development of educational content and teaching materials, which contributes to the high-quality learning and development of students.

We have prepared the main ideas and conclusions from the speakers' presentations.

How deeply has digital penetrated education?

Ivan Karlov shared information about various methods for assessing "digital maturity" in various sectors, including education. One approach involves identifying three key stages that help determine the level of digital maturity of an institution. Each stage is characterized by certain features and requirements that must be taken into account to improve the effectiveness of the digitalization of educational processes. Understanding these stages will allow educational institutions to optimize their strategies and implement modern technologies, which in turn contributes to the development of skills and competencies in students.

• Digitalization. This is the primary transition from analog to digital storage media. In education, this refers to electronic textbooks, diaries, and journals, as well as the maintenance of various documentation in digital rather than printed form. Only the form changes—paper media are replaced by electronic ones, but the essence remains the same.
• Digitalization. This stage involves the automation of certain processes. Educational organizations introduce an LMS, electronic student records, a system for creating timetables, and so on. However, nothing fundamentally changes in the university or school's operations.
• Digital transformation. At this stage, the primary focus is no longer the implementation of digital technologies, but rather the transformation of the activities themselves. This is a transition to new principles of organizing the educational process, to personalization and data-based management.

The speaker noted that educational institutions in Russia are at various stages of digital transformation. Research by the Digital Transformation of Education Laboratory at the HSE Institute of Education shows that most schools and universities are just beginning the transition from simple digitization to deeper digitalization. At the same time, there are educational institutions that are just beginning the digitalization process, while some schools and universities have already reached the stage of full digital transformation. This demonstrates the diversity of approaches and the readiness of educational institutions to implement modern technologies.

Maria Anikina noted that research by the Department of Sociology of Mass Communications at the Faculty of Journalism at Moscow State University confirms previous findings. These studies show that the implementation of learning management systems (LMS) in higher education institutions does not depend on geographical proximity to the capital. A specific university's development strategy has a much more significant impact on digitalization. As the speaker reported, Moscow State University is currently in the second stage of digitalization of its processes.

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Digital Transformation in Russian Universities: Key Challenges and Prospects

Digital transformation is becoming an integral part of the educational process at Russian universities. Amid rapid technological change, universities face a number of challenges that require attention. One key task is the implementation of modern information systems that ensure effective management of the educational process.

Furthermore, curricula must be updated to take into account digital technologies, which requires faculty to adopt new approaches to teaching and methodology. It is also important to ensure the training of personnel capable of working with new tools and technologies. An equally significant issue is the need to create a secure information infrastructure to protect student and faculty data.

Furthermore, universities must take into account the needs of students, who increasingly expect interactivity and accessibility from the educational process. This implies not only the use of online courses, but also the implementation of digital platforms for interaction between students and faculty.

Thus, successful digital transformation in Russian universities depends on a comprehensive approach that includes technical, pedagogical, and organizational aspects. Developing digital competencies and adapting to new conditions is not only a challenge but also an opportunity to improve the quality of education and the competitiveness of universities on the international stage.

How Coursera Changed the Attitude of Universities to Digital

Unlike traditional universities and schools, which are gradually switching to digital technologies, there are educational organizations that were initially created in a digital environment. This applies to distance learning platforms in the EdTech field. For example, Dmitry Abbakumov emphasizes that Yandex Praktikum has been focused on data-driven management from the very beginning, which affects all aspects: from business and educational content to the student experience. Such approaches allow for more effective adaptation of educational programs to student needs and a rapid response to changes in the labor market. The speaker notes that the use of data by digital educational platforms has significantly changed the perception of technology in traditional education. The emergence of Coursera has given universities the realization that the information collected by the platform can be useful for analyzing and improving the educational process. This discovery has prompted educational institutions to reconsider their approaches to using data and integrating digital technologies into education, which in turn can improve the quality of education and adapt it to modern requirements.

During lectures, instructors can observe how students are absorbing the material, allowing them to assess its level of difficulty and, if necessary, address difficult topics in more detail during seminars. However, when lectures are hosted on online platforms, it becomes difficult for instructors to independently monitor students' understanding of the material presented. This makes it difficult to adjust the teaching approach and identify areas requiring additional attention. Therefore, it is important to implement tools for analyzing student interaction with content, which will help optimize the learning process and increase its effectiveness.

According to Dmitry Abbakumov, there has been a significant shift in the academic environment in terms of perception of digital technologies. Instructors have realized the importance of learning analytics, which helps identify, for example, whether students repeatedly return to the same lecture fragment. This may indicate difficulties in understanding the material. Understanding these nuances allows us to adapt the educational process and improve the quality of learning, which, in turn, promotes more effective knowledge acquisition.

Since then, educational platforms have evolved significantly and are now capable of tracking a wide range of metrics. However, the core purpose of learning analytics remains the same: to support educators in their efforts to improve the quality of instruction and help students achieve better academic results.

Kirill Prudnikov emphasized the importance of cooperation between universities and online educational platforms, especially in the context of creating joint educational products. He noted that the high adaptability of online platforms allows for a more rapid response to market needs, while universities provide a deep theoretical foundation. Prudnikov also emphasized the importance of analyzing students' digital footprints on online platforms, which allows for testing hypotheses about the effectiveness of various educational strategies for specific target groups. This, in turn, facilitates more accurate formation of educational trajectories for different categories of students, making learning more personalized and effective.

In schools, digitalization occurred rapidly, practically overnight. The forced transition to distance learning in the spring of 2020, caused by the COVID-19 pandemic, became a catalyst for this process. Teachers had to quickly master new digital tools for their work. According to expert Kirill, most schools are now in the second stage of digitalization, which indicates the need for further development and integration of technologies into the educational process.

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EdTech Development: A Threat to Universities or an Opportunity for Transformation? Expert Opinion

The educational technology (EdTech) sector is rapidly evolving, and its impact on traditional universities is becoming increasingly noticeable. Many experts wonder whether this development poses a threat to traditional education or opens new horizons for educational reform.

On the one hand, online courses and distance learning platforms offer alternative pathways to knowledge acquisition that may be more accessible and flexible for students. This may lead to a decrease in the number of applicants wishing to enroll in traditional universities. On the other hand, universities can take advantage of EdTech by integrating new technologies into their curricula and creating hybrid learning models.

Experts emphasize that universities have unique advantages, such as accreditation, diploma recognition, and networking opportunities. However, to remain relevant, educational institutions need to adapt to new realities by introducing innovative approaches and technologies into the educational process.

Thus, the development of EdTech is not necessarily a threat to universities. Rather, it is an opportunity for their evolution and improvement, which can lead to the creation of more effective and modern educational systems.

What current problems can digital tools solve?

Experts have identified several key problems in which digital tools play an important role in education. These tools contribute to the improvement of the educational process, the increased availability of educational resources, and the provision of an individual approach to each student. The use of technology helps teachers adapt materials to the needs of students and facilitates interaction between teachers and students. The introduction of digital solutions into the educational process opens up new opportunities for learning and development, making education more effective and modern.

Ivan Karlov emphasizes that digital technologies can significantly increase student engagement through the personalization of the educational process. The main idea is to adapt learning to the individual needs of students. The speaker identifies two main types of personalization that digital tools can implement quickly and effectively. Individualized educational trajectories, where students are not limited to a specific program but can choose their own courses. Karlov noted that this type of personalization has existed for quite some time, but digital tools make it much faster and easier to create schedules for individual curricula. Adaptive learning – in this type of personalization, personalization is not manifested in the choice of courses, but in the fact that the educational process is adjusted to the characteristics of a specific student. Some grasp a topic quickly, while others need more time; some only need brief explanations, while others will require a detailed analysis. Instead of "averaging" the delivery of material, as is done in the traditional classroom-lesson system, digital adaptive systems personalize it. Digital tools play an important role in the development of basic skills, especially when practicing from scratch on real equipment can be difficult or expensive. Virtual simulators simulating a nuclear reactor, an operating table, or an airplane instrument panel provide students with the opportunity to master key operating principles in a safe virtual environment. This allows them to confidently transition to hands-on training on real equipment, significantly reducing risks and improving the quality of training. The use of such technologies in the educational process contributes to a deeper understanding of the material and the development of necessary professional skills.

Virtual and augmented reality are becoming important tools in the educational process of schools and universities. These technologies provide students with unique opportunities to immerse themselves in and visualize learning content. Virtual reality enables the creation of immersive learning environments where students can interact with 3D models and scenes, fostering a deep understanding of complex concepts.

Augmented reality, in turn, overlays digital elements on the real world, allowing students to see additional information and interact with it in the context of their environment. This is particularly useful in fields such as medicine, engineering, and the natural sciences, where visualization and practical application of knowledge play a key role.

The use of these technologies in educational institutions not only increases student engagement but also develops their critical thinking and problem-solving skills. Institutions are beginning to integrate virtual and augmented reality into their curricula, helping prepare students for the demands of a modern world where digital skills are increasingly in demand. Thus, the introduction of VR and AR into the educational process opens new horizons for learning and promotes deeper knowledge acquisition.

Dmitry Abbakumov asserts that digital tools make education more transparent in both the learning process and its outcomes. At a basic level, analyzing digital data allows us to determine how much time a student spends in the learning environment, how many attempts it takes to solve problems, and what difficulties arise during the learning process. Measuring educational outcomes is also important: whether the student achieved their goals and what level of mastery they attain upon completion of the curriculum. This data helps optimize the educational process and improve its effectiveness, which is especially relevant in the modern world, where digitalization plays a key role in education.

The speaker emphasizes the importance of analyzing process and outcome indicators. By studying their interrelationships, it is possible to identify which changes in the process influence the final results. This creates opportunities for experimentation and continuous improvement of processes, which in turn contributes to improved results.

Kirill Prudnikov noted that modern educational platforms focus on the zone of proximal development. Their goal is to select tasks that students can solve independently, thereby facilitating their progression to the next level of learning and solving more complex problems. In this context, the mechanism described by Dmitry Abbakumov could have a significant impact on improving the educational process.

Dmitry shared how digital Technology facilitates the assessment of the quality of instructors' work. Yandex Praktikum uses data analysis to determine how objectively reviewers evaluate student projects. This information helps identify those who are overly lenient or, conversely, strict, which makes it possible to conduct training on objective assessment. According to the speaker, the results of the training are clear: afterward, reviewers begin to give more fair grades. Collecting data on the questions students most frequently ask instructors can serve as an indicator of a lack of clarity in lectures. This helps identify instructors' strengths in various teaching areas, opening up opportunities for sharing experiences. For example, instructors' competencies can be assessed in key aspects of foreign language teaching, such as writing, reading, and listening. Abbakumov noted that this approach has helped optimize the work of instructors at HSE: "One instructor is responsible for one unit, another for another, or they exchange teaching practices, which is made possible by clearly identifying differences in their skill levels." Effective analysis of student-teacher interactions helps improve the quality of the educational process and enhance student performance.

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Data Analytics in Education: Barriers to Implementation in Universities

Data analytics in education is an important tool for improving the quality of teaching and managing the educational process. However, many universities face difficulties in its implementation. Key barriers include a lack of qualified personnel, a lack of necessary technology, and limited financial resources.

Furthermore, many educational institutions lack a clear strategy for integrating analytical tools into their educational processes. Existing data is often stored in isolated systems, which hinders its analysis and use. Another important factor is the lack of awareness among faculty and administrators about the capabilities of data analytics and its benefits.

To successfully implement data analytics in universities, it is necessary to overcome these barriers by developing comprehensive strategies, training staff, and investing in technology. This will allow universities to better understand student needs, optimize educational programs, and improve the overall effectiveness of the educational process.

Marina Kharakhordina noted that Skillbox uses data analysis to assess the quality of asynchronous lectures. If metrics indicate problems in a module, necessary adjustments are made. Furthermore, analytics helps monitor and optimize the homework process. The company closely monitors assignment grades, the number of iterations required to complete them, and the speed and quality of instructor review. A systematic approach to analyzing this data contributes to the continuous improvement of students' educational experience, which in turn increases the overall effectiveness of training at Skillbox.

What Problems Does the Digitalization of Education Cause?

Digital tools can indeed have a significant impact on education, offering many benefits. However, it is worth paying attention to the limitations and negative aspects associated with digitalization in the educational process. It is important to consider that excessive use of technology can lead to a decrease in attention and a deterioration in communication skills. Moreover, unequal access to digital resources can exacerbate educational disparities. Therefore, when introducing digital tools, it is necessary to carefully analyze their impact on the educational process and develop strategies to minimize possible negative consequences.

Kirill Prudnikov discussed the negative aspects of personalization and adaptation of educational content, focusing on the risk of "tunneling" or an "information bubble." This is a situation when a student receives only those materials that match their interests, which limits their opportunities to expand their horizons. As a result, education loses its momentum, making it harder for students to discover new things, experience unexpected things, and possibly change their educational trajectory. This approach can hinder the development of critical thinking and reduce motivation to learn, so it's important to find a balance between personalized content and the opportunity to explore a variety of topics.

Maria Anikina identifies two negative aspects of digital technology. The first concerns the dramatic increase in the amount of information made available by technological advances. She emphasizes that this vast amount of data is difficult to digest, especially without the appropriate skills and habits. As a result, experts note that students are experiencing a decline in their ability to read thoughtfully and critically analyze texts.

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Research shows that students face serious difficulties in understanding the meaning of texts. This may be due to a lack of critical reading skills, as well as the necessary strategies for analyzing and interpreting information. Improving text comprehension is a critical task for educational institutions, as it directly impacts the quality of learning and student success. Effective teaching methods, such as developing analytical and discussion skills, can significantly improve students' comprehension.

Maria noted that the second negative aspect of the widespread adoption of digital technologies is the dehumanization caused by mediated communication in the online environment. She emphasized that while digital tools facilitate the creation of personalized educational trajectories, they do not foster a sense of community.

Ivan Karlov notes that many professionals in the new digital environment continue to work according to old habits, which often leads to inefficiency. As an example, he cites the situation with teachers in 2020 who tried to conduct lectures on Zoom in the same way as in traditional classrooms. This approach was unsuccessful, as the online environment deprives students of the feeling of live communication with the lecturer. The expert emphasizes the need to use digital tools to foster meaningful interaction. One solution could be to organize collaborative work on virtual whiteboards, which promotes more active engagement in the learning process. Ivan Karlov highlighted another serious drawback of digitalization: the worsening of educational inequality. Although distance learning technologies should have equalized opportunities for students, providing access to high-quality online education from anywhere in the country, the reality is different. The speaker notes that educational inequality is only growing. This is primarily due to access to digital technology. Not all schoolchildren have a computer and a stable internet connection. This problem is compounded by the fact that even with the availability of computers in schools, children from affluent families, who have access to digital devices from an early age, have more developed digital skills by the time they enter first grade than their peers from less affluent families. Thus, digitalization, instead of leveling out differences in access to education, creates new barriers and deepens existing inequalities.

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Reasons for academic failure in Educational inequalities are often rooted in educational inequality and educational poverty. Educational inequality manifests itself in differences in access to quality education, resources, and support received by students from different social backgrounds. Educational poverty, in turn, is characterized by a lack of necessary knowledge, skills, and experience, which hinders successful learning. These factors negatively impact student achievement, creating barriers to obtaining a quality education. It is important to identify and address these issues to ensure equal opportunities for all students and improve the level of education in society.

According to the expert, there are successful examples of combating educational inequality, one of which is Uruguay's program, launched in the 2010s to provide every schoolchild with a home computer. However, as Ivan Karlov noted, there are no universal solutions to this problem. It is important to study the causes of inequality in each specific situation and develop comprehensive measures to eliminate it. For example, in communities without internet access, digital platforms can be created and the necessary educational materials can be hosted on local servers. This approach will ensure access to quality education for all children, regardless of their location.

What ethical issues does digitalization raise?

The digitalization of education, in addition to potential negative consequences, also raises a number of complex ethical issues. The introduction of new technologies into the educational process can lead to a decrease in the quality of education, as well as the loss of personal interaction between teachers and students. Ethical aspects of digitalization include issues of data privacy, accessibility of educational resources, and the impact of algorithms on knowledge formation. These issues require a careful approach and the development of strategies to minimize risks and ensure high-quality education in the context of digital transformation. Kirill Prudnikov emphasizes that excessive emphasis on the measurability of all educational outcomes can lead to technocracy in education. This means that educational processes will focus exclusively on the development of quantifiable practical skills. However, an important aspect of education is also the impact on the student's personal development, which cannot be assessed using quantitative indicators. Prudnikov insists on the need to consider this impact when developing educational programs to ensure the harmonious development of students' personalities and skills. Dmitry Abbakumov emphasizes the importance of considering the human aspect when analyzing data. Behind every number and diagram stands a specific student, and the data may indicate that they are not coping with the curriculum. However, before deciding to transfer to a simpler program or change the educational track, it is necessary to ensure the reliability of the collected data. This is the only way to ensure a fair approach to each student and avoid unreasonable decisions.

The expert noted that data errors typically arise for two main reasons.

One of the main problems faced by online tests is technical errors. For example, if the developer incorrectly indicates the correct answer to a question, the system may mistakenly interpret students' correct answers as incorrect. This leads to data distortion, and an analyst, based on such results, may mistakenly conclude that students have not mastered the material, although this is actually the case. Such situations highlight the importance of thoroughly validating tests before launching them to ensure the accuracy of student assessment and avoid unreliable analytics.

The second aspect concerns instrumental problems associated with data validity. These problems arise when task instructions are unclear or insufficiently detailed. As a result, students may not understand what is required of them and begin to guess how to answer questions. This leads to the analyst, based on incorrect data, drawing erroneous conclusions about student performance. High-quality assignment formulation and clear instructions are key to obtaining reliable results and effective performance analysis.

The speaker supports the opinion of Duke University professor Cynthia Rudin, who argues that important decisions concerning people should be made only on the basis of transparent models. This means a thorough understanding of the digital tools used to process data and confidence in the logic underlying decision-making are essential. Transparency in algorithms and models increases trust in the results and minimizes errors in decision-making. Dmitry Abbakumov raised the important issue of voluntary data collection and processing in education. He is confident that in the future, students will be able to independently determine the scope and depth of processing of their personal data, similar to how modern smartphone apps request permission to track information. Kirill Prudnikov added that the concept of informed student consent will be a key aspect of this process. In online education, algorithms will be built based on the student's digital footprint, shaping their educational trajectory. Students will be able to choose whether to follow this algorithm fully or only partially—for example, 30%—leaving 70% of their learning uncertain. This approach will allow educational processes to be better tailored to the individual needs and preferences of each student, which in turn will enhance learning effectiveness.

Maria Anikina raised important ethical issues regarding the formation of community in the digital environment. Online educational programs bring together participants with diverse backgrounds and varying levels of digital proficiency. The speaker emphasizes the critical importance of maintaining equality within this community, acknowledging existing differences, establishing common rules of conduct, and developing appropriate values. This will create an inclusive and supportive environment for all participants, which promotes more effective learning and interaction.

In today's digital space, according to Maria, horizontal connections play a more important role than vertical hierarchy. This means that, although complete equality may be difficult to achieve, the form of community in a digital environment will differ significantly from traditional university structures. In such an environment, interaction and collaboration become key factors facilitating development and knowledge exchange.

At the end of the discussion, Ivan Karlov emphasized that digitalization in education is not being implemented for the sake of digitalization itself, but rather to improve the quality of education and enhance the learning experience. At the same time, it is important to maintain an element of challenge for students that fosters their development. The speaker noted that it is critical that the introduction of digital technologies does not deprive students and schoolchildren of one of the key aspects—the right to choose. According to the expert, digital tools should support students in determining their educational trajectory, but not make decisions for them.

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