PLE

PLE

1. WATH IS

   • the approaches and ideas for constructing PLEs and the effect of ICT instructional techniques on increasing student progress in foreign language
     • learning occurs in modern age “in a variety of ways – through communities
       • practic personal
       • networks
       • through completion of work-related tasks

2. MODELS AND PROCESSES AS ADAPTIVE LEARNING, LEARNING ANALYTICS, MASSIVE OPEN ONLINE

   • Courses (MOOCs), all having personalisation at their core . They rely on analytics to support adaptive learning using such components and processes as a language learner’s profile and user modelling, collecting and configuring digital e-learning content, aggregating content and tracking progress
     • it is the responsibility of a teacher to give students an overview about how ICT can be used effectively to enhance both formal and non-formal learning process
       • it is the responsibility of a teacher to give students an overview about how ICT can be used effectively to enhance both formal and non-formal learning process.
         • to improve vocabulary, reading and listening comprehension. Social networks, forums, videoconferences, blogging and video presentations are helpful to practice such productive skills as speaking and writing.
   • The CEFR also proposes a self-assessment orientation tool intended to help learners to profile their main language skills in four language activities, i.e. listening, reading, spoken interaction and/or spoken production, and writing activities.

3. In order to construct an effective foreign language learning in the learning environment must provide personalized assignments and/or formative feedback, and should include pedagogical strategies that support:

   • Conversation: the learning environment can engage the learner in a dialogue or facilitate a group dialogue on a relevant topic or problem
   • Reflection: the learning environment can generate self-assessment based on students’ progress and performance, preferably suggesting activities and attributes in the learning environment that can be adjusted to improve overall effectiveness
   • Innovation: the learning environment uses new emerging technologies and leverages innovative technologies in creative ways to support learning and instruction
   • Self-organisation: the learning environment can rearrange resources and control mechanisms to improve its performance over time based on data that are automatically collected and used to refine how the environment interacts with learners in various circumstances

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