ɉȿɌȺ ɇȺɐɂɈɇȺɅɇȺ ɄɈɇɎȿɊȿɇɐɂə ɉɈ ȿɅȿɄɌɊɈɇɇɈ ɈȻɍɑȿɇɂȿ ȼɔȼ ȼɂɋɒɂɌȿ ɍɑɂɅɂɓȺ - 139 - ɂɡɩɨɥɡɜɚɧɟ ɧɚ ɜɢɞɟɨ ɦɚɬɟɪɢɚɥɢ ɜ ɟɥɟɤɬɪɨɧɧɨɬɨ ɨɛɭɱɟɧɢɟ ɢ ɦɪɟɠɢ ɡɚ ɫɩɨɞɟɥɹɧɟ ɧɚ ɭɱɟɛɧɢ ɪɟɫɭɪɫɢ ɇɚɞɟɠɞɚ Ⱥɧɝɟɥɨɜɚ, Ʌɢɧɚ Ƀɨɪɞɚɧɨɜɚ Nowadays the roles of teachers and students are different and the expectations and requirements for the learning process have changed. The aim of this work is to explore new paradigms for e-learning and the capabilities of Web 2.0 for creating and sharing learning resources. A survey has been made among some students of Trakia University to investigate the adjustment towards video tutorials published in YouTube, their effectiveness in the learning process and the use of different tools for communication and learning resources sharing. Key words: Web 2.0, Pedagogy 2.0, YouTube, social networks, PLE, video sharing. ȼɔȼȿȾȿɇɂȿ ɋ ɧɚɪɚɫɬɜɚɧɟ ɧɚ ɞɟɥɚ ɧɚ ɢɡɩɨɥɡɜɚɧɟ ɧɚ ɫɦɚɪɬɮɨɧɢ, ɬɚɛɥɟɬɢ ɢ ɪɚɡɥɢɱɧɢɬɟ ɦɨɛɢɥɧɢ ɩɪɢɥɨɠɟɧɢɹ, ɧɚɪɚɫɬɜɚ ɢ ɧɟɨɛɯɨɞɢɦɨɫɬɬɚ ɢ ɡɚɜɢɫɢɦɨɫɬɬɚ ɨɬ ɩɨɫɬɨɹɧɧɚ ɂɧɬɟɪɧɟɬ ɜɪɴɡɤɚ ɢ ɤɨɦɭɧɢɤɚɰɢɹ. Ɍɨɜɚ ɨɬ ɫɜɨɹ ɫɬɪɚɧɚ ɩɨɡɜɨɥɹɜɚ ɧɚ ɩɪɟɩɨɞɚɜɚɬɟɥɢɬɟ ɞɚ ɢɡɩɨɥɡɜɚɬ ɢ ɪɚɡɥɢɱɧɢ ɫɪɟɞɫɬɜɚ ɢ ɤɚɧɚɥɢ ɡɚ ɨɛɭɱɟɧɢɟ, ɩɪɟɞɨɫɬɚɜɹɣɤɢ ɪɟɫɭɪɫɢ, ɤɨɢɬɨ ɫɚ ɨɧɥɚɣɧ ɛɚɡɢɪɚɧɢ. Ɍɚɡɢ ɦɨɛɢɥɧɨɫɬ ɢ ɂɧɬɟɪɧɟɬ ɞɨɫɬɴɩɧɨɫɬ ɪɟɮɥɟɤɬɢɪɚ ɢ ɜɴɪɯɭ ɧɚɱɢɧɚ ɧɚ ɭɱɟɧɟ ɢ ɩɪɟɩɨɞɚɜɚɧɟ. Ɉɫɧɨɜɧɢɬɟ ɯɚɪɚɤɬɟɪɢɫɬɢɤɢ ɧɚ ɧɨɜɚɬɚ ɜɢɡɢɹ ɧɚ ɩɟɞɚɝɨɝɢɱɟɫɤɢɬɟ ɩɚɪɚɞɢɝɦɢ ɫɚ ɜ ɫɢɧɯɪɨɧ ɫ ɢɡɢɫɤɜɚɧɢɹɬɚ ɧɚ ɞɧɟɲɧɨɬɨ ɩɨɤɨɥɟɧɢɟ ɨɬ ɨɛɭɱɚɟɦɢ. Ɍɟ ɨɱɚɤɜɚɬ ɩɨɜɟɱɟ ɢɧɬɟɪɚɤɬɢɜɧɨɫɬ, ɦɟɫɬɚ ɡɚ ɫɩɨɞɟɥɹɧɟ ɢ ɪɚɛɨɬɚ ɜ ɟɤɢɩ, ɫɴɡɞɚɜɚɧɟ ɧɚ ɝɪɭɩɢ ɫ ɨɛɳɢ ɢɧɬɟɪɟɫɢ. ɉɪɟɞɩɨɱɢɬɚɬ ɞɚ ɦɨɝɚɬ ɞɚ ɤɨɧɬɪɨɥɢɪɚɬ ɩɪɨɰɟɫɚ ɧɚ ɨɛɭɱɟɧɢɟ ɢ ɞɚ ɫɚ ɜ ɪɨɥɹɬɚ ɧɚ ɫɴɡɞɚɬɟɥɢ, ɨɬɤɨɥɤɨɬɨ ɧɚ ɩɚɫɢɜɧɢ ɫɥɭɲɚɬɟɥɢ ɢ ɩɨɬɪɟɛɢɬɟɥɢ ɧɚ ɩɪɟɞɨɫɬɚɜɟɧɢɬɟ ɢɦ ɪɟɫɭɪɫɢ. ɉɪɨɦɟɧɟɧɢɬɟ ɢɡɢɫɤɜɚɧɢɹ ɧɚ ɫɬɭɞɟɧɬɢɬɟ ɩɪɨɦɟɧɹɬ ɢ ɪɨɥɹɬɚ ɧɚ ɩɪɟɩɨɞɚɜɚɬɟɥɹ. Ⱥɤɰɟɧɬɴɬ ɧɚ ɜɪɴɡɤɚɬɚ ‘ɩɪɟɩɨɞɚɜɚɬɟɥ – ɫɬɭɞɟɧɬ’ ɟ ɢɡɦɟɫɬɟɧ ɢ ɩɪɟɩɨɞɚɜɚɬɟɥɹɬ ɜɟɱɟ ɧɟ ɟ ɜɨɞɟɳɚɬɚ ɮɢɝɭɪɚ. Ɂɚɞɚɱɚɬɚ ɦɭ ɟ ɞɚ ɛɴɞɟ ɦɟɧɬɨɪ ɢ ɧɚɫɬɚɜɧɢɤ, ɞɚ ɫɴɜɟɬɜɚ ɢ ɧɚɫɨɱɜɚ ɨɛɭɱɚɟɦɢɬɟ ɤɴɦ ɞɨɫɬɢɝɚɧɟ ɧɚ ɡɧɚɧɢɟɬɨ, ɞɚ ɫɴɡɞɚɜɚ ɫɪɟɞɚ ɡɚ ɤɨɦɭɧɢɤɚɰɢɹ, ɡɚ ɫɴɜɦɟɫɬɧɚ ɪɚɛɨɬɚ ɢ ɜɪɴɡɤɚ ɫ ɨɫɬɚɧɚɥɢɬɟ, ɞɚ ɫɴɡɞɚɜɚ ɦɚɬɟɪɢɚɥɢ ɡɚ ɨɛɭɱɟɧɢɟ, ɤɨɢɬɨ ɞɚ ɩɨɡɜɨɥɹɜɚɬ ɩɟɪɫɨɧɚɥɢɡɢɪɚɧɟ ɢ ɬɪɚɧɫɮɨɪɦɢɪɚɧɟ ɨɬ ɨɛɭɱɚɟɦɢɬɟ. [1] ȼ ɧɚɫɬɨɹɳɚɬɚ ɪɚɛɨɬɚ ɫɟ ɢɡɫɥɟɞɜɚ ɜɥɢɹɧɢɟɬɨ ɧɚ Web 2.0 ɢɧɫɬɪɭɦɟɧɬɢɬɟ ɡɚ ɫɴɡɞɚɜɚɧɟ ɢ ɫɩɨɞɟɥɹɧɟ ɧɚ ɭɱɟɛɧɨ ɫɴɞɴɪɠɚɧɢɟ ɢ ɩɨ-ɫɩɟɰɢɚɥɧɨ ɜɢɞɟɨ ɭɪɨɰɢ, ɫɴɡɞɚɞɟɧɢ ɩɨ ɞɢɫɰɢɩɥɢɧɢɬɟ ɂɧɮɨɪɦɚɬɢɤɚ 2 ɱɚɫɬ ɢ Ȼɢɨɫɬɚɬɢɫɬɢɤɚ ɡɚ ɫɬɭɞɟɧɬɢ ɨɬ Ɍɪɚɤɢɣɫɤɢ ɭɧɢɜɟɪɫɢɬɟɬ, ɤɚɤɬɨ ɢ ɢɡɩɨɥɡɜɚɧɟɬɨ ɧɚ ɫɨɰɢɚɥɧɢɬɟ ɦɪɟɠɢ ɤɚɬɨ ɫɪɟɞɫɬɜɨ ɡɚ ɤɨɦɭɧɢɤɚɰɢɹ ɢ ɪɚɛɨɬɚ ɜ ɟɤɢɩ. Ɂɚ ɰɟɥɬɚ ɛɹɯɚ ɚɧɤɟɬɢɪɚɧɢ 82 ɫɬɭɞɟɧɬɚ ɨɬ ɪɚɡɥɢɱɧɢ ɫɩɟɰɢɚɥɧɨɫɬɢ, ɢɡɭɱɚɜɚɳɢ ɬɟɡɢ ɞɢɫɰɢɩɥɢɧɢ. ɇɈȼɂ ɉȺɊȺȾɂȽɆɂ ɁȺ ɈȻɍɑȿɇɂȿ ȼɚɠɟɧ ɟɥɟɦɟɧɬ ɨɬ ɨɛɭɱɟɧɢɟɬɨ ɟ ɢɡɩɨɥɡɜɚɧɟɬɨ ɧɚ ɫɪɟɞɚ ɡɚ ɤɨɦɭɧɢɤɚɰɢɹ ɢ ɫɩɨɞɟɥɹɧɟ, ɤɨɹɬɨ ɟ ɛɥɢɡɤɚ ɞɨ ɬɚɡɢ ɧɚ ɨɛɭɱɚɟɦɢɬɟ. ɑɪɟɡ ɫɴɜɦɟɫɬɧɚɬɚ ɪɚɛɨɬɚ ɢ ɫɩɨɞɟɥɹɧɟɬɨ ɧɚ ɪɟɫɭɪɫɢ ɬɟ ɨɬ ɟɞɧɚ ɫɬɪɚɧɚ ɫɟ ɫɚɦɨɨɛɭɱɚɜɚɬ ɢ ɟɞɧɨɜɪɟɦɟɧɧɨ ɫ ɬɨɜɚ ɩɨɞɩɨɦɚɝɚɬ ɢ ɨɛɭɱɟɧɢɟɬɨ ɧɚ ɨɫɬɚɧɚɥɢɬɟ ɜ ɝɪɭɩɚɬɚ, ɤɨɟɬɨ ɟ ɨɫɧɨɜɧɢɹ ɟɥɟɦɟɧɬ ɜ ɬɟɨɪɢɹɬɚ ɧɚ ɤɨɧɫɬɪɭɤɬɢɜɢɡɦɚ. 1. ɋɨɰɢɚɥɟɧ ɫɨɮɬɭɟɪ ɉɨɧɹɬɢɟɬɨ “ɫɨɰɢɚɥɟɧ ɫɨɮɬɭɟɪ” ɦɨɠɟ ɞɚ ɫɟ ɞɟɮɢɧɢɪɚ ɤɚɬɨ “ɫɨɮɬɭɟɪ, ɤɨɣɬɨ ɩɨɞɞɴɪɠɚ ɝɪɭɩɨɜɨ ɜɡɚɢɦɨɞɟɣɫɬɜɢɟ” [2]. Ȼɥɨɝɨɜɟɬɟ, ɫɨɰɢɚɥɧɢɬɟ ɦɪɟɠɢ, ɫɚɣɬɨɜɟɬɟ ɡɚ ɫɩɨɞɟɥɹɧɟ ɧɚ ɪɟɫɭɪɫɢ, wiki ɢ ɞɪɭɝɢ ɫɚ ɩɟɞɚɝɨɝɢɱɟɫɤɢ ɫɪɟɞɫɬɜɚ, ɢɡɩɨɥɡɜɚɳɢ ɨɫɧɨɜɧɢɬɟ ɯɚɪɚɤɬɟɪɢɫɬɢɤɢ ɧɚ ɬɟɡɢ ɢɧɫɬɪɭɦɟɧɬɢ. ɋɩɨɪɟɞ ɧɹɤɨɢ, ɜɪɴɡɤɚɬɚ ɦɟɠɞɭ ɫɜɨɣɫɬɜɚɬɚ ɧɚ ɨɛɪɚɡɨɜɚɬɟɥɧɢɬɟ ɞɟɣɫɬɜɢɹ ɢ ɯɚɪɚɤɬɟɪɢɫɬɢɤɚɬɚ ɧɚ ɨɛɭɱɚɟɦɢɹ, ɩɨɪɚɠɞɚɬ ɩɪɨɜɟɠɞɚɧɟɬɨ ɧɚ ɤɨɧɤɪɟɬɧɢ ɧɚɱɢɧɢ ɧɚ ɭɱɟɧɟ.