Abstract
The article details the development of an interactive course on the work of D. A. Prigov using the iSpring platform as a model of digital pedagogy that integrates the poet’s textual, visual, and performative practices. The authors treat the computerization of education as a mode of student engagement that brings together Prigov’s poetry and his visual and performative strategies. The course aims to reactualize his legacy and to demonstrate contemporary pedagogical approaches through gamification and multimedia technologies. The authors proceed from an expanded understanding of educational computerization: not as automation, but as a means of engagement and of actualizing cultural heritage in light of media-social transformations.
The target audience comprises first- and second-year students in philology. The course architecture follows the “alphabetic” matrix of the six-volume set (P.R.I.G.O.V.) and is organized into seven intersecting modules (Introduction; Past; Investigation; Art; State; Ordinary Citizen; Conclusion), modeling the “Prigov Universe” as a system of Eulerian circles. The key didactic principle is gamification: dialogic interludes based on the prose “Prefatory Notices” and the “Investigation” quest (a route to “Belyaevo”) introduce learners to the Moscow text, the mythologization of urban space, and postmodernist play. Emphasis is placed on the poetic corpus as the primary arena where official and marginal discourses collide; visual and performative materials serve as a contextual backdrop.
A separate section considers the role of AI: its limitations in course-structure design (template-like conclusions) and its productivity as a research tool for stylistic generation, especially in a conceptualist register. Publication in iSpring Cloud and integration with the Desiiign platform are conceived as steps toward creating a coherent media “Prigov corpus” and addressing the problem of fragmentation in the available materials.
Keywords
D. A. Prigov, interactive course, gamification, artificial intelligence, conceptualism, digital pedagogy.