Personal learning environment of the lyceum student profile level as a part of blended learning models

- Рашевська, А.М. and Рашевська, Н. В. (2016) Personal learning environment of the lyceum student profile level as a part of blended learning models Вісник Черкаського університету, 7. pp. 16-23. ISSN 2076-586X

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Abstract

Introduction The problem ofusing mobileinformation and communication technologiesin the learning processcan be usedin preparation for the external independent testing. PurposeTo develop a personal learning environment for the students of senior class by the model of blended learning, which will help prepare student to the EIT. Results One of the componentsof blended learningmodelcan be considereda building of personallearning environment for the lyceumstudentprofilelevel. Personal student learning environment consists of two parts: external - open educational learning environment and internal – the personal environment of each student, the components of which depend on the tools and technologies entered into the system. The inner environment components should include personal web tools, web apps and personal learning network, giving the student a possibility to acquire knowledge necessary to accomplish the task at the present time. Originality In the process of building a personal learning environment for the lyceum student profile level whose purpose is high quality preparation for testing comprises three components: communication, search and training. All components depend on the inputted to mobile ICT environment and may be changed according to the task. Conclusion Creating a personal learning environment student of lyceum profile level gives the possibility to build own learning path, taking into account his psychological characteristics; the ability to independently acquire knowledge and apply them to solve tasks; ability to analyze a variety of learning resources, sources of information and data in order to systematize knowledge; forms of ICT competencies of pupils, confirmed knowledge, skills,attitudes and student's ability to independently and responsibly use in the classroom ICT for their own cognitive needs that promotes increase cognitive activity and independence of students.

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