Abstract:

The aim of the study is to find effective forms to organize educational environment for blended learning implementation.

One of the central problems of effective blended learning implementation today is to find ways to build a unified learning environment for it. In the ideal, such learning environment consists of two proportionate (three-dimensional) subspaces: real and virtual. Three-dimensional virtual educational environment is more attractive to humans because it completes the real one (in which learning takes place) in a more natural way. It is expected that organization of learning environment in such a way will increase motivation in blended learning mode.

The challenges that need to be overcome on the way to creation such learning environment are:
- entering such a virtual space has to be accessible and easy to implement for teacher and students from Computer or Smartphone;
- facilities construction of virtual component of learning environment and turning it into a didactical tool has to be accessible for teacher without the involvement of professional programmers;
- teacher in a virtual learning environment has to be in his/her real image, not as an avatar.

Implementation of three-dimensional virtual learning environment can be performed on Mark Space virtual reality platform. The article considers virtual pedagogical studio like a three-dimensional virtual educational environment.
A virtual lecture multimedia composition is a tool of educational interaction. It is a combination of 2D and 3D elements. The core component is a video monologue of a lecturer (live or recorded) on the plasma screen of the studio. Additional content components of various formats (video, audio, presentation, questionnaires) present in the 3D format. Thus a 3D environment for blended learning is formed.
Students have more freedom in virtual pedagogical studio, i.e. time for viewing lecturer composition, appeal to one or another didactical components of the studio. This increases the subjectivity of students and promotes cognitive activity.
Preparing and putting into practice a virtual multimedia compositional script requires from a teacher mastering a whole range of new competencies such as being a designer, engineer, scriptwriter, director, video editor, web editor. It appears that the competencies listed above will gradually become the ones of general culture and, as such, mandatory in the spectrum of professional competence of a teacher.

Keywords:

3D virtual pedagogical studio, professional competence of a teacher