The paper addresses the issue of unusual ICT tool application in the development of communicative competences during drama classes. It also presents the practical implementation of a case study method with the application of ICT tools. The case method was used for an interesting combination of acquiring communicative competences including drama skills by means of applying modern computer software. The target group was the 3rd form pupils of Klaipeda primary school. The activities planned to cover skills of language, drama and ICT.
The significance of the presented case is based on the following: pupils' communicative skills are improved; learning is based on the integration of inherently different subjects, such as drama, language and ICT; skills of the three subjects are educated in a creative way. ICT can act as a promoter of educational change only if learners and teachers have an access to the new technology and it is intensively used as a tool for learning in various subject domains.
We investigate the possibility to apply a known machine learning algorithm of Q-learning in the domain of a Virtual Learning Environment (VLE). It is important in this problem domain to have algorithms that learn their optimal values in a rather short time expressed in terms of the iteration number. The problem domain is a VLE in which an agent plays a role of the teacher. With time it moves to different states and makes decisions which regarding action to choose for moving from current state to the next state. Some actions taken are more efficient than others. The transition process through the set of states ends in a final (goal) state, one which provides the agent with the largest benefit possible. The best course of action is to reach the goal state with the maximum return available. This paper introduces a way of definition of a rewards matrix, which allows the maximum tolerance for the changes of a discounted reward value to be achieved. It also proposes way of an application of the Q-learning that allows a teaching policy to exist, which maps the situation in the learning environment.