Perspective Chapter: New Approaches for Learning Design – Course Architecture and Media Educational Technologies

1. Introduction

The learning process has not just changed today. It is constantly changing. Many factors affect the focus of learning, how it is structured, the use of educational technology, etc. As we have already noted, today there are many factors that have a significant impact on this process. Thanks to the development of media and digital technology, the format of education is changing. MOOCs have become one of the most popular formats. They are training courses with mass interactive participation, using e-learning technology and open access through the Internet.

MOOC is a form of distance learning that is highly sought after today. The demand for distance education in both the educational and corporate sectors is conditioned by a change in the learning paradigm due to the fundamental change of generations. Within the framework of the theory of generations, Generation Y is the basis of the education market in the corporate sector, and Generation Z is in the educational sector. Despite the dissimilarities between these generations, they share common features such as a focus on digital learning technologies and distance education (exacerbated by the COVID-19 pandemic), widespread media use in education, and a focus on practical education.

For the corporate sector, MOOCs have significantly optimized training costs and shifted replicated courses with simple and easily replicable skills to a distance learning format. MOOC also provides an opportunity for individuals outside the corporate sector to independently implement the concept of lifelong learning during their lives, acquire new skills and change specializations. Given the pace of scientific and technological advancement and technological changes in both life and business, this is essential for any career path. However, the demand for distance learning forces and is highly attentive to the design of the educational process. Just putting together, a MOOC course as a learning space where all course materials are stored is simply not enough.

It seems necessary to start by understanding and defining what learning design is in modern education. There is no single well-established and established definition yet, despite the fact that the idea itself is quite old. Nevertheless, within the framework of today and the importance of learning or educational design for the education system and for the learning process as a whole, it seems necessary to focus on several definitions. Today, under the learning or instructional design, we understand the following.

First, there is the systematic process of interpretating principles of learning and instruction into plans or specifications for instruction: materials or activities [1].

Also, learning design is a systematic approach to the creation of educational solutions, which uses learning principles and theories to ensure high quality of education [2]. A more modern and voluminous definition is the understanding that learning design is a system of procedures for developing ways to deliver educational content (educational products) to students, created to help them develop the required competencies [3]. An approach that defines two key tasks in the field of modern design of the learning process is also important: combining and “synchronizing” different narrow experts on the same program, organizing their content, and observing all known rules of learning, so that it is optimal for the student [4]. Thus, learning or educational design today is an approach that “assembles” the learning process in particular, or the educational process as a whole, in such a way as to make it as effective and efficient as possible using modern technologies aimed at developing the necessary competencies. With this understanding of learning (educational) design, it becomes extremely important to understand which factors will have the maximum impact on this process.

Educational design is influenced by many factors. These include the demands of the generation, the ability to use media educational technologies, and approaches to course architecture.

Paying attention to learning design, it is also important to note the following. Educational design is of particular importance today for distance education. When in an offline format, the educator has the opportunity to closely monitor not only the progress of the student or course participant. In the offline format, all errors in the acquisition of knowledge can be seen almost in real time. In the online format today, regardless of the type of distance course, such a real-time mode in tracking errors is only possible in real time. Then, you have to resort to the approach that prevails today in corporate mobile learning [5]. M-learning is the short information block of material with instant verification through gadgets [6]. However, this approach does not work in the MOOC course. MOOC courses require more time; they are fundamental, unlike short mobile learning aimed at practicing soft skills, for example. The motivation for this study was the interest in analyzing existing experience and combining it with existing practice to understand what factors and approaches should be taken into account when designing MOOC courses today, maintaining the interest and motivation of participants on the one hand and implementing fundamental learning on the other. The experience of corporate mobile learning turned out to be a motivational trigger for the research.

The main knowledge gap in this area is the imbalance between the new requirements for the educational process of Generation Z and the previous experience of the educational system as a whole. MOOC courses, as part of distance learning and e-learning, are always fundamentally filled in terms of knowledge, but due to the format, they are technologically poor in terms of motivational tools for maintaining interest for long-term course completion [7]. Identifying opportunities and approaches and expanding the framework for finding solutions became a way to fill this gap.

The importance of this study lies in the following fact. Several numbers have important meanings. Worldwide, 49% of students have completed some sort of online learning. The online learning sector will grow to be a $240 billion dollar industry by 2022. More than 200 million learners signed up for at least one massive open online course last year. Only 60% of students are able to complete the course [8]. We see the corporate and university investments in this sphere on the one hand and not so outstanding results for completing the courses on the other one. The second factor which is important in this case. Gen Z is now changing the situation with the education process. Most researchers agree that the clip-like nature of consciousness, focus on the practical application of knowledge, unwillingness to study theoretical approaches, and digitalization of the perception of the world as a whole as factors in the behavior and perception of Generation Z have turned approaches to the learning process upside down [9]. This has become especially noticeable in the situation of traditional offline learning. Here, it was necessary to actively implement digital technologies in order to create familiarity in the educational environment [10]. As for online learning, these factors are, in some way, to some extent facilitating the learning process, but they raise the question of motivation to complete a long course and maintain interest in learning [9]. This theoretical study, supported by experience and the practice of Mongolia International University and Russian State University for Humanities, allows us to implement and offer opportunities and technologies for distance MOOC learning that will be successful in solving the above-mentioned problems.

Generations Y and Z clearly demand different requirements for both learning processes and course materials. All of this must be taken into consideration within the framework of educational design for learning processes. In the current conditions of generational change in the education market and the development of modern technologies, it seems necessary to determine what new approaches, technologies, and opportunities will be appropriate to the prevailing changes. First of all, we need to consider the need to change the learning design paradigm. How should we build educational programs? How can we combine various activities to better assimilate material? Which activities are generally appropriate for Generation Z? These questions force us to rethink the learning paradigm in a different way.

Speaking about the methodology used, it is important to pay attention to the following. Within the framework of this material, an empirical analysis of the problem and the results of the study on it was carried out. The main approaches analyzed in this study were the most famous and used theories in the framework of learning design. First of all, this is the ADDIE model, one of the oldest and most frequently used in learning design to form the learning process and course architecture [11]. Infosys 4A Model (any content anytime, anywhere, and in any device) which is response to the request of Gen Z [12]. Analyzing new approaches in the environment of modern MOOC problems, we can use the ideas of onlife reality, which is important for understanding the profits and possibilities of media technologies use [13]. Building the architecture of the MOOC course and assuming the use of media educational technologies, it is important to note the possibilities of a single educational space [14]. At the same time, speaking about the possibilities of expanding and diversifying the use of media educational technologies in general, it should be noted that it is the approach within the framework of educational design that is able to fully utilize these possibilities. A variety of digital educational technologies today (that is, the use of media space and media within a course) is becoming an everyday reality, responding, among other things, to the demand of Generation Z for new approaches to learning [15]. And finally, one such digital educational technology that is becoming the most widespread within the framework of educational design is E-mentoring [10]. As the examples of using certain models and media educational technologies given below have shown, these technologies really enrich the methodological reality of MOOC courses. Students do not simply perceive them as a familiar reality (of any digital ecosystem or communication tactics), which largely helps to keep attention on the course and ensures the passage of the material. MOOC courses differ significantly from the usual offline standards and examples of training, which also allows you to keep attention due to the novelty of the environment (onlife environment, for example). Such a combination of familiar and long-used methods and approaches of educational design and new media educational technologies, or other additional opportunities from the point of view of teaching methods, creates a new perspective for the development of MOOC courses and distance education in general.

Further, the structure of the material assumes the following division. Further, we are talking about learning design in the modern times. Here, we consider the practices of learning design that exist today and the approaches that are being implemented. We also analyze the factors that influence learning design today, and opportunities for the new approaches and technologies’ implementation. Next, the MOOC course architecture in the learning design paradigm is considered. Here, the greatest attention is paid to the essence of the distance nature of MOOC courses and problems with the motivation of participants to complete the course.

The next part of the study is devoted to the influence of Gen Z in the distant learning process. Here, the factors of the educational environment and the educational process that influence the learning process of representatives of Generation Z are considered. This part of the study describes the way in which the influencing factors can be balanced by the architecture of the MOOC course and media educational technologies. Finally, the last part of the study considers and analyzes media education technologies in learning design for MOOC. It is in this part that the practice of using various educational technologies at Mongolia International University and Russian State University for Humanities is presented, and the possibilities of recommendations for the use of the declared and mentioned media educational technologies in the practice of learning design in MOOC courses are studied.

The results of the analysis are given in the conclusion of the presented material.

2. Learning design in the modern times

It is important to pay attention to the change in Generation Z’s request for the learning process as a whole. The key principles of learning today are the principles of communication. Modern students (and we are talking about higher education) adhere to the principles of communication in the learning process: simple, understandable, convenient, and familiar [10]. Speaking about educational design, it is important to note the following. Instructional design is a relatively new concept in the modern education system. The need to form high-quality knowledge is constantly growing, while traditional tools are suitable for relatively simple, “linear” training methods. When creating more complex programs, the use of traditional methods leads to a loss of time and resources. As a result, the concept of pedagogical design appeared—a discipline that development teams apply at the stage of designing, creating, and evaluating educational materials. It is based on the systematic use of knowledge about effective work, building an educational process with an “open architecture,” and creating a real learning environment. At the same time, the tasks of an educational designer are extensive and very difficult. First of all, this is an analysis of the needs of the target audience, its competencies, and expected learning outcomes. Then, it is necessary to talk about defining the goals and objectives of the educational material. The next stage is the analysis and structuring of materials in accordance with the goals. The choice of means and methods of educational work is also important. A mandatory stage in this case is the development of tests and assignments, control tools, and information collection. Finally, creating a distance course using appropriate tools, or assigning tasks to team members to develop specific elements. Thus, pedagogical design, being a multifaceted concept, is defined in world science on the basis of various aspects and areas of activity (pedagogical design as a science/discipline/process/reality/practice).

An important element of the paradigm is the principles of instructional design. They were developed by Gagne [16]. Among them, the following principles are distinguished. First, this is attracting the attention of students, motivating them to learn, and awakening interest in the topic and methods. The second principle is explaining the goals and objectives of learning. This not only answers the question “why?,” but also forms a certain level of expectations from the results of the process itself. The third important principle is the presentation of new material. This is the most difficult part of the process, since the selectivity of perception of any new material is inherent in the human psyche. This means that it is necessary to provide for certain elements in advance that will allow you to keep the student’s attention on important points and convey to him the main idea of the project in the most accessible form. An important process within the paradigm is training support. This is the management of students and the semantic formation of the installation for retaining the received material in long-term memory. Practice has also become an important element of the system of principles. It is necessary to quickly, while new knowledge is still fresh, test it in real conditions or simply confirm it with an appropriate experiment, which will clearly and very effectively link the theory and application of knowledge. Considering that communication is very important in training, the importance of feedback was specially noted. Evaluation of the selected teaching method and its effectiveness is impossible without prompt analysis. Therefore, even at the stage of course development, a maximally flexible feedback system should be laid down (the results of the analysis of the target audience and its capabilities will come in handy here). Finally, it is necessary to evaluate the learning outcomes. The last principle was the definition of metrics for assessing the effectiveness of training, which necessarily include an assessment of academic performance and an overall assessment of the effectiveness of the course. Another important component of the paradigm of principles was the translation into the practical plane, helping students retain knowledge and apply it correctly. Unlike the fifth principle, it is important to transfer practical skills to new conditions not specified by the original framework of the course. This will allow you to assess the depth of knowledge acquisition.

An equally important component of the modern paradigm of learning (instructional) design today is the very request of Generation Z for the learning process. First of all, it is important to note that the approach to learning and activity has changed dramatically. Representatives of Generation Z are primarily not focused on the future; for them, the present is much more important [17]. This means that long programs or tasks with a long deadline will not be valid for them; they simply skip deadlines. The second important point in the learning process of Gen Z is a practical approach to learning. For them, practice is much more important than theory. For them, knowledge becomes important for the implementation of practical tasks [18]. Here, the main motivator for learning becomes interest. However, it also does not always work, and everything will not always be interesting in the learning process. An equally important point was the influence of gamification in general on the learning request. It was gamification and a certain type of games popular with this generation that partially predetermined the demand for project work and a project-based approach to learning. This means that working in groups is more than familiar and convenient for representatives of this generation [10]. If we talk about learning habits, then in this context it is necessary to talk about the use of gadgets or, in general, about media technologies in education. In general, the use of media education technologies or media technologies in the learning process has been known for a long time. But, speaking of changing approaches in modern learning design, it is necessary to talk about the possibility of wider inclusion in the learning process of educational platforms for performing tests, tasks in a digital environment, etc.

The paradigm shift in educational design has gone through several stages [19].

1. Multimedia-based learning (1970–1979)

2. Transition from audiovisual to computer-based learning (1980–1989)

3. Distance and interactive learning (1990–1999)

4. Collaborative online learning and ICT in school (2000–2009)

5. Learning analytics and collaborative learning on mobile devices (2010–2018)

These stages were characterized by changes in the educational design paradigm (in the formation of the learning process, changes in the course architecture, and the emergence of media educational technologies in the design of the learning process). For example, the stage of distance and interactive learning in the corporate environment led to the massive development of mobile learning, which in turn has an impact on the educational design paradigm [6].

It is safe to say that in recent years, two factors have had a fundamentally important impact on the educational design paradigm. These are the entry of Generation Z into the educational services market and the emergence of Artificial Intelligence technologies over the last 3 years. These challenges have led to the fact that the educational design paradigm has undergone significant changes. The influence of Gen Z on the educational design paradigm and on the change in course architecture will be discussed further.

The second important factor influencing modern approaches to learning design is artificial intelligence tools. As a MIL Talk Host (as a co-leader of UNESCO’s global initiative for the development of media-literate cities, I do webinars and meetings with experts from many countries and continents), I can note that last year the most popular issue, both in demand and in views, was the issue discussing Chat GPT and its role in the development of universities. During the discussion, experts from several countries and Universities (Brazil, Argentina, Mongolia, Kazakhstan) actively discussed both the ethical problems of using Chat GPT in teaching and, in general, the possibilities of using such tools.

Speaking about the development of AI technologies in education in general, it is important to pay attention to the fact that, in general, these technologies have been used for quite a long time. For example, appropriate technologies are used to analyze the behavior of students, personalize the learning process, proctor (control procedure for an online exam or test), check the level of knowledge and work of students, and perform other tasks. Nevertheless, AI technologies in general not only solve some of the problems but also form the whole directions and areas that can be included in the learning process through learning design technologies including them in the process. For example, checking educational assignments. The task of educational design is to form study assignments in such a way that it is possible to organize a quick automatic check. For example, when using MOOC (Massive Open Online Courses), AI can evaluate assignments and answer students’ questions automatically, which will save a lot of time and resources. Or Google Classroom has an automatic function for checking the level of the author’s text of an essay or written work of a student. For example, I use this tool to pre-check the level of the author’s text in writing assignments as a professor at Mongolia International University. This helps to immediately give the student feedback if there are signs of generated text or copying of other works.

AI technologies are also already widely used for data visualization (creating infographics, for example, or bots for interactive learning). For example, bots are widely used at Anna University (Tamil Nadu, India) both for testing knowledge and for the learning process. Also, at Amrita Vishwa Vidyapeetham University (India), faculty uses AI technologies to work with a mobile application for students and University staff. This is the implementation of both informational and educational tasks. Most of the educational and training content is in the mobile application.

Finally, the gamification of the learning process as a whole is quite a popular use of AI technologies in education. Educational games allow students to put their knowledge into practice and receive feedback, which contributes to a deeper understanding of the material and the development of skills. So, at the RSUH Faculty of Journalism, start-ups were launched in the form of a game for the development of literacy and the Russian language for schoolchildren. Moreover, the creators of start-ups are the students themselves.

In short, it is important to note that AI technologies today can not only be used pointwise in the learning process, but occupy an increasingly important place both in the learning process and in the knowledge assessment process. This is important to note, because from the point of view of learning or educational design, it is necessary to include AI technologies on an ongoing basis.

Thus, for the development of the paradigm of learning design in combination with AI technologies, it is important to pay attention to the need to understand the change in the request for training from Generation Z, the change in the request for educational activity, the use of media educational technologies in the learning process, and, finally, given the widespread entry of AI technologies into our lives—also including them in the learning process.

3. MOOC course architecture in learning design paradigm

Considering the issue of changing the concept of learning design in the context of digital transformation, it is also important to note that, in today’s world, learning designs must take into account several factors. These factors include the use of educational media and digital technologies in education.

The technologies used must meet certain conditions such as convenience and ease of use. We need to discuss the interfaces of these technologies and their simplicity, as well as how easy they are to master if necessary.

There are several models within learning processes and several characteristics that should be present in all of them. First and foremost, the design must be student-centered, with a focus on students’ academic performance. This focus is more than just an important factor; it represents a shift in the overall paradigm of learning and the role of teachers. Secondly, learning design is goal-oriented. Clearly defined goals are essential. Thirdly, the focus of learning design is on real-world productivity. It is necessary to create conditions where students must demonstrate the behavior expected of them in real life. This is a fundamental principle that becomes crucial in competency-based learning. Developing project management and communication skills and group work abilities are crucial tasks that learning designers must take into account in the context of digital transformation.

Learning design also focuses on measurable results [3]. Creating reliable and accurate measurement tools is essential. Understanding that pedagogy is an empirical process is another crucial aspect. Data analysis forms the heart of the learning design process, and learning designs often involve teamwork. There are several models of learning design, one of which is the ADDIE model. This model is widely used and consists of five stages: analysis, design, development, implementation, and evaluation [20].

The analysis stage is crucial because it helps to determine the purpose of the course and the desired outcomes. It also helps to identify the gap between the current and desired competencies and the level of development needed to achieve them. This stage forms the basis for the path toward discipline development [20].

A key component of this stage is defining the target audience and understanding their training needs [20]. This information is essential for ensuring the relevance of the content and material in the future and integrating modern education.

Another important stage is designing the course or discipline. This involves creating a plan for teaching and learning that is aligned with the goals and objectives [21]. It also includes choosing appropriate methods and materials to support the learning process. Within the framework of this stage, the format of teaching, the formulation of educational goals, and the choice of theoretical material are determined. Teaching strategies and formats are also chosen. For example, webinars and remote consultations with teachers may be included in the E-mentoring process. Additional formats could include master classes, lectures with group work, case studies, round tables, conferences, and more.

The next stage involves the development and creation of educational materials, such as scripts, assignments, videos, texts, and tests. Next, the actual implementation of the educational process takes place, with necessary adjustments or updates to the materials. I would like to emphasize the importance of being able to update materials during the study of a discipline. It is always necessary to include relevant interviews, links to interviews, or videos, and so on. Finally, there is an evaluation of the results. The assessment provides for the correlation of set goals and training objectives with real indicators after training, which helps to evaluate the effectiveness of training and develop solutions to improve the educational course.

Like design thinking, ADDIE can be considered a model of common sense. It describes a general process that seems obvious and logical. Most models fit within the ADDIE framework to some degree, as they all include analysis, design, development, implementation, and evaluation of results. Within this approach, students can answer questions about their familiarity with media, communication, and ease of interaction in the learning environment. Additionally, an important part of learning design is the verbal involvement of students in learning in a remote format [21]. It is no secret that motivation for learning, especially for active participation in distance learning, is not only an important component, but also a significant factor in success. Several solutions are mentioned below.

4. Gen Z in distant learning process

Gen Z has had a huge impact on the state of educational design today. Its appearance on the educational market and fundamentally new requirements for the learning process have forced educators and methodologists to significantly change the paradigm of educational design.

Motivation in distance learning is a big problem. MOOC courses may have different durations, but the problem of motivating participants is still open. According to statistics, only about 5% of MOOC students complete the course. This is a frighteningly low number. If MOOC platforms are used in hybrid learning, the percentage of students who complete the task will increase significantly. However, as experience has shown, problems with deadlines, sequence, and completion of modules remain relevant. What characteristics of Generation Z shape the specifics of their motivation for learning, and what should be taken into account in the design of distance learning? The difference between Generation Z and previous generations is as follows.

First, they are children of multimedia technology. They cannot imagine life without mobile phones, and are more reliant on digital technologies because they grew up in a digitally-enabled environment, receiving almost all information from the Internet. For them, virtual reality is almost as real as physical reality. Therefore, we can speak of the “onlife reality” in which we all now live [22].

However, Generation Z, along with the mix of Generation Y and Generation Z, has adapted significantly to this online world. They spend more time in virtual worlds, communicating more with computers than with parents or each other. Online communication is becoming increasingly important. That is why, in designing and architecting the learning process, it is worthwhile to pay attention to horizontal connections and the possibility of interaction with other participants [23].

This is a generation of entertainment media, which is why students are very susceptible to gamification elements in the course or learning process. As for the cognitive sphere, Generation Z representatives easily navigate information flows and quickly analyze large volumes of information. At the same time, they have low attention concentration (8 seconds), high task-switching ability, and low attention stability [3]. Generation Z is extremely susceptible to visualized information perception [24].

Representatives of Generation Z focus on practicality, so they have a habit of multitasking, which is practical for performing several activities at once. On the other hand, they focus on the practical value of knowledge. This affects, among other things, the popularity of podcasts, both video and audio. The popularity of these podcasts is growing rapidly worldwide, with over 504.9 million people expected to listen by the end of 2024 [25]. However, clip thinking has become a meme and leads to a lack of systematic perception of information, as well as an inability to think systematically and express thoughts consistently. Imagination, reflection, and understanding of texts and others are weakened [9].

This leads to two major challenges in designing MOOC programs: the problem of lengthy texts in materials and the need to provide more concise and clear content. Course participants simply do not read the materials. We need to revise the theoretical material and use short (no more than 5–7 pages) texts. Another important thing is the use of short videos, such as TikTok videos, in the course [24]. This is consistent with the habits of visual content Generation Z. As noted, members of this generation demonstrate an increased ability for multitasking (opening several bookmarks and files simultaneously, performing several tasks), but they are less likely to be diligent, persistent, and purposeful in their work. This feature prevents many from completing the course, so it is necessary to divide course information not only into modules, but also smaller parts (as described in the course architecture). At the same time, downloading ready-made information discourages interest in independent discovery. Representatives of Generation Z are characterized by poorer memorization (compared to previous generations) and a decline in long-term memory [10]. As part of the learning design process, in order to attract attention, it is important to vividly design and emphasize all the important points in the text, create a dictionary, and so on, that is, to use the same visual aids. Students do not remember information itself, but they remember where it is located. They only recall what is relevant and has practical significance. In terms of changing the approach to learning design, we need to constantly focus on the practical application of the material, or search for and create practical examples. Taking into account all the above, within the framework of educational design, it is necessary to create the following conditions for the learning process:

1. It is necessary to abandon reproductive methods of education.

2. It is important to use media education technologies and interactive teaching methods, such as games, interactive tasks, brainstorming, and problem-solving lectures with discussion. This should be done in an online format, using synchronous and asynchronous learning formats.

3. We see a change in the role of teachers, who now play unusual roles such as mentor, emotional leader, communicator, and navigator. They organize student interaction and help students to learn.

4. From the perspective of learning design, this involves putting into the learning process activities such as forums and chats for horizontal and vertical E-mentoring, forming project groups, and using interactivity to share knowledge. In order to ensure student independence and preserve interest and motivation, it is necessary to create a unified educational environment and use gamification elements to reward students for their achievements (while avoiding ratings). This system of encouragement allows students to maintain interest and keep moving forward. Generation Z representatives absolutely do not like negativity and only move forward with constant positive motivation [9]. As noted earlier, information should be provided in small amounts, and video materials should be short.

Speaking about the main requirements for a MOOC course from a learning design perspective, it is necessary to mention the following. As Julie Coats noted, it is necessary to structure the learning process well [26]. Modern students want to know exactly what is required of them and within what time frame. It is important to provide constant feedback and praise, even for small achievements. Some kind of allowance for excellent and simply good results works well in practice (moving the deadline depending on the outcome, etc.). This includes an element of competition by avoiding ranking. The maximum amount of time for monotonous activities should be no more than 25–30 minutes, after which the type of activity should be changed. In a synchronous hybrid learning format, a quick survey on a media platform is perfect, allowing you to consolidate material and introduce game elements into the learning experience. Information should not be repetitive. The new generation wants “concentrated” knowledge [26].

It also turned out that modern students from Generation Z cannot work without praise and rewards. The motivational success of learning, as practice shows, also consists in recognition and praise, even for some correct or correct answers during the seminar [18]. As mentioned earlier, long ideas do not work. Long motivation in this case (at least the end of the semester, for example) it is not in demand enough. Dividing the whole process into large parts, tasks become mandatory conditions of the game.

5. Media education technologies in learning design for MOOC

Within the framework of media educational technologies, media is used as a learning tool or the learning process itself takes place in a media environment. In this context, it is important to note that the very use of any media tools (e.g., Google and Moodle) is a form of media education technology.

As noted earlier, when discussing the architecture of a MOOC course, the ecosystem allows you to create a single educational space. The principles for forming a unified educational space fit fully into the modern paradigm of educational design. Given the practicality of representatives of Generation Z and their focus on concise and structured information (brief), it is necessary to structure information very clearly by sections and topics. The architecture of the space in this case may be as follows: The first level of division into studied topics. Further, within each topic, it is possible to divide materials into presentation materials (including mandatory texts from textbooks and mandatory articles for study), video materials (mandatory and optional), project assignments, a link to a final test or other format for assessing knowledge acquisition. Additional materials should be highlighted separately, such as additional videos, articles, blog posts, and so on. Given the difficulties with motivating representatives of Generation Z, it can be recommended to use clear and consistent task guidelines. It is also recommended to immediately post a link to a chat or forum for clarification. At Mongolia International University, students have access to a shared chat with their teacher, which allows them to implement the idea of horizontal E-mentoring. Students themselves answer questions from their classmates. What needs to be controlled, of course, is the quality of the content that is shared in the chat. However, it is important to also pay attention to media education technologies such as E-mentorship and student project work within the Google Classroom ecosystem.

As for E-mentoring, it should be noted that this educational and supportive technology is not new, but it certainly gained a second wind during the pandemic. The development of the mentoring system, especially in the digital environment, was primarily due to the need to implement a supportive learning function within the distance format. E-mentoring (or digital mentoring), as a media-based educational technology, allows you to solve problems both through comments on completed tasks and to support students’ project work (from the teacher). However, within a single information and education space, there is also an opportunity to design and implement mentoring opportunities for groups of students. Thus, both horizontal and vertical levels of E-mentoring are implemented [27]. It is the e-format that allows providing support as quickly, comfortably, and fully as possible within the context of correspondence via Google Classroom, for example.

Another important media education technology within the framework of the paradigm shift in learning design is project work in the media space. For example, as part of the discipline “Intercultural Communications in the Media Space,” students from the Faculty of Journalism at RSUH created videos about auto- and hetero-stereotypes. This was group project work. All work, discussions, scriptwriting, etc., took place within a unified information and learning environment. The results were published there. This approach allows group work to be converted into a digital format that is convenient and comfortable for Generation Z and the combination of Generations Z and Y. It greatly simplifies student communication, on the one hand, while giving them the opportunity to collaborate in the digital space, receive E-mentor support, and discuss scripting or filming options in a familiar format. Another example of project group work was the preparation of presentations based on the results of a mini-study within the framework of the discipline. The assignment included topics on the use of stereotypes in the modern media environment, as well as recommendations for practical use in the business sphere. The preparation of this assignment involved group work over a period of time. Group project work involves the development of several important types of competencies. These are communication competencies, project work skills, and project management in a digital environment. For Generation Z, it becomes important to adhere to the following principles in communication and pedagogy: convenience, comfort, familiarity, and simplicity. For training, the practicality of the acquired knowledge, skills, and abilities is added.

An important component of the approach to educational design in this case is interactivity with students, both in the traditional learning format and through distance learning. Interactivity also becomes an extremely important aspect in a mixed-mode learning environment, where some students are physically present in the classroom, and others are online for various reasons. In this type of blended learning, it is essential to create an interactive space for collaboration.

Within the framework of educational design, several technologies can be used to facilitate interaction while not interfering with the learning experience. One of the tools for forming and developing collaboration in an interactive environment is the use of an interactive media whiteboard (Jamboard). First of all, such an interactive whiteboard on any media platform allows individuals or groups to work remotely or in a classroom in both individual and group formats. Participants in the process can immediately see the work of the whole group and generate ideas during the process. Feedback and analysis of results is possible not only from teachers but also from the group itself, which is a plus. Students can see the entire landscape of opinions, ideas, and practices at once as a group. Another advantage is that the results of group work can be saved in the educational ecosystem and reused by students if needed. In this case, any MOOC education ecosystem can be used (Moodle, Google, etc.).

The second important point is the possibility of developing communication skills, group work skills, analysis and presentation of results, etc. The second important tool for implementing interactivity in the knowledge control process is rapid surveys (quizzes) on specialized media resources, such as Mentimetr and Ahaslides. A quick survey at the beginning or end of a lesson allows you to quickly assess the group’s level of knowledge. This is a traditional approach. Such surveys are an unobtrusive element of edutainment, allowing us to engage participants in the learning process and create a sense of team spirit.

An important media educational technology in the educational design paradigm is the Infosys BMP 4A Model (any content anytime, anywhere, any device) [12]. In short, this model appeared in 2010 [28]. Initially, it was aimed at interacting with clients on social media and included social media content. However, with the expansion of the number of young millennials in the educational market, accustomed to the fact that companies communicate with them anywhere and anytime, the 4A model became popular in the educational space. It was for various types of distance learning (e-learning, MOOC courses, and mobile learning especially) that the model turned out to be most in demand. This media technology solved several problems. First of all, it was aimed at the availability of educational content, which means it methodically ensured the asynchrony and synchrony of learning. This approach also allowed the student to study the course at his or her own pace. And finally, it ensured the convenience of seamless course completion on any device.

Why is it so important to pay attention to this model when designing a MOOC course? First of all, it is necessary to recall the principles of learning for Generation Z—familiar, convenient, comfortable, and simple [10]. Based on these principles, we have to admit that within the framework of a MOOC course on any platform, it is necessary not only to ensure the availability of educational content but also to make it technologically convenient for tablets and mobile devices, for example. A good example is the use of this 4A model in the Duolingo learning process. This content can not only be studied on any type of gadget. Within the media platform, all student achievements and the sequence of the entire course of study are visible. There are elements of competition, and the principles of E-mentoring are implemented. Duolingo has a mobile application and a website. As you can see, a practically completely modern paradigm of educational design has been implemented.

6. Conclusions

In conclusion, the following should be noted. Modern media education is undergoing a major transformation, influenced by new technologies and changes in the education market due to Generation Z. Generation Z has not just brought new demand for structure, dynamics, and tools in the educational process but also fundamental changes in pedagogical approaches to educational programs. First, it is important to understand that the changes in educational space as a whole have been significant. There are two main reasons for this, in my opinion: the dominant role of Generation Z and the mix of Generations Z and Y in the market, with a paradigm shift in training and an increased role of media and technology in learning processes. These factors become key for distance education in MOOC format and carry the greatest risk. The specifics of Generation Z make it necessary to simplify materials, use visualization extensively, and reduce course durations, without relying on long-term motivation. Focusing on simplicity, convenience, and familiarity with the environment forces us to strike a balance between student motivation and methodological learning opportunities. This balance becomes the foundation for the design of educational MOOC programs. The main risk and main challenge of distance education is a change in the learning paradigm. Student-centeredness is not just a demand from a new generation, but it fundamentally changes the role of educators. In this context, it seems necessary to expand tools for educators’ new activities—such as mentoring and coaching. This can be done through specially provided consultations on media platforms or MOOC platforms, active promotion of chat use, or built-in group tools, and other opportunities for interactive interaction. Similar consultations can also be provided after the survey results. For example, at Mongolia International University, I have added a link to my email and internal chat to allow students to ask questions. However, it is also important to understand other things. The modern paradigm of education and the student-centered learning process significantly increases the load on educators, both during the preparation of materials and in the learning process. Distance education and its implementation through MOOC platforms do not reduce but significantly increase educators’ time employment and involvement. The answer to the need for a new training request, including in a remote format on MOOC platforms, lies in the use of educational media terminology. As has already been noted, media educational technologies include the use of media in the learning process (video, etc.) as well as working in a media environment. For example, working with media platforms (conducting surveys and testing on media platforms). Generation Z is really more comfortable, clear, and familiar with the media environment, which means it is more convenient for this generation to learn and communicate there. In this respect, MOOCs in a distant format really meet demand and partially solve the problem of learning motivation. Also, using a media-rich environment helps solve the problems of long-term learning and achieving results. Breaking down the course into smaller theoretical pieces with immediate feedback, elements of mobile learning allow us to gradually progress toward the goal. At the same time, one of the main media technologies is the creation of a unified educational space in the course. The placement of all the necessary materials, the ability to instantly verify knowledge (slice of knowledge), and the opportunity for an individual student to return to certain materials create a feeling of familiarity. All of this is similar to your favorite media platform, such as Instagram, etc. It creates a familiar environment that works both for motivation and moving forward. Also, it is necessary to remember 3A rule: content must be accessible at anytime, anywhere, and in any form. Everything from the field of Internet marketing is used in distance education, including the use of video materials that are also familiar to students. Finally, interactive surveys and the use of suitable media platforms introduce gamification elements into the learning process. Thus, it is necessary to emphasize once again that a paradigm shift in educational design allows us to solve all the above-mentioned tasks and create a course within the framework of MOOC, which will be equally demanded by students in different forms of tertiary or secondary education.