Abstract:

Context:
Student-centered learning represents a revolutionary alternative in school development. The definition of the concept integrates multiple facets of pedagogy, psychology, but also multiple extensions and requirements stated in economics or sociology.
The specialized bibliography is full of analysis that highlight multiple aspects, usually vague and only exemplified, through the particular results of various experiences, in different school institutions or forms of learning.

The purpose of the research:
The modernization of the school as an institution can only be done by adapting the means and ways of working to the current technical level. The present research aimed to develop a student-centered learning environment as a specialized service. The design of the service is based on a specification that faithfully captures its operation and the way in which the technique is called upon to intervene in a process in which the actors are human beings in full creative intellectual effort.

Method:
The basis of the research is system analysis, currently used in the development of cybernetic applications. For this, every significant detail of the definition of the learning concept is taken and analyzed through the lens of the possibility of converting it into a requirement for a dedicated IT application. It is found in this way that the lack of unity and procedures makes the problem of design particularly difficult.
Building an application that serves a specialized service requires a complete set of rules organized into procedures. If the process that will be automated through the action of the dedicated service, its analysis, requires the intervention of the designer with individual solutions capable of being the basis of a technical achievement. It is anticipated that the individual solutions chosen by the designer will be some customizations involving some implementation.
As an example, from the completed analysis, the designer admits in this case that the learning will take place in groups comprising from 3 to 15 students, that it is required that the learning is done through distance actions, via the Internet with the use of written documents. Additionally, the designer may come with the restriction that the authors of the written documents be anonymous. Furthermore, the designer finds that technically, the working documents provided by any of the students must be accessible to the other colleagues.

Actual and anticipated results:
The applied system analysis allowed the construction of a specialized module called 'virtual teacher' which is the basis of the student-centered assisted learning service installed at www.cybertrainer.online.

Conclusions:
The systematic development of the 'virtual teacher' module also means a radical change in approaching the learning process. The most important consequences are those that relate to the fundamental change in the human student-teacher relationship.

Keywords:

Student-centered learning environment, learning dedicated service, virtual teacher.