Abstract:

Learning foreign languages is a lifelong process. To make it more efficient the learner should obtain skills and knowledge that could provide autonomous learning after formal courses have ended in the long run. During the last decades we can observe a paradigm shift in educational context from teacher-centered (behavioral) to learner-centered one that position a learner in active and participatory role that also implies acquiring responsibility on the learning process and its outcomes. These changes are mainly driven by rapidly developing digital information landscape and evolving digital culture that is based on participation, collaboration , cooperation, sharing, co-creation of new resources and opportunities, active choice on the one hand , autonomy and privacy, strong sense of ownership of own education, on the other.

Web2.0 brought about a variety of communicative tools to Education 2.0 related to participatory technologies such blogs, podcasts, social bookmarking etc., that make learners be involved in what information is available to them.

Just past the horizon is Web 3.0. that is described as Semantic Web, a place in which web content can be expressed both in natural language and other understandable forms, interpreted and used by software agents, thus permitting them to find, share and integrate information more easily. Scientists predict that Education 3.0 is likely to be self-directed, interest-based learning where problem-solving, innovation and creativity drive education. Education 3.0 is also about the three Cs but a different set – connectors, creators, constructivists.

Nowadays LMS is an inseparable part of educational process irrespective of its level. Moreover most of modern language courses provide substantial digital support. However, despite their evident advantages such as facilitating the level of personalization and individualization of learning required, they don’t contribute to develop a lot of skills that are important for self-directed learning.

That is why we consider the concept Personal Learning Environment (PLE) extremely important as it doesn’t only recognize that learning is a ceaseless process but also implies tools providing support that learning and also recognizes the role of the individuals in organizing their own learning.

The article describes the experience of students’ support in creating PLEs in foreign language teaching at the Department of Foreign Languages of South Ural State University.

Keywords:

Personal learning environment, foreign language teaching, paradigm shift.