This  paper  aims  to  show  the  possibilities  of  the  use  of  plug-avatars  "hhh" technology education as a service-oriented virtual learning environment (SOVLE) in Sliding  Mode  (SM).  This  allows  teachers  to  create  an  integrated  learning environment  using  tools  that  have  been  selected  to  best  meet  their  academic requirements and  individual abilities of each  student's  full  training  in  the  system of distance  education  (DE). The work reported in this article engages with all aspects virtual learning environment (VLE) design and architecture. Thus, created  software of plug-avatars “hhh”  technology education  for SOLVE   applicable  for using  in DE process and in virtual research collaboration works at the Astrakhan State University, Penza Institute of Education Development, (Russian Federation), at HHH University  (Australian  Federation  and  the  Republic  of  Armenia),  at  Hildesheim  University (Germany).  We  suggest  the  concept  of  e-learning  as  a  student  in  the  learning  process creates its own icon that represents it in the virtual learning space (halls, laboratories, etc.). Apprentice manages Text with the appropriate commands that mimic the action, familiar to the usual situation in training (lifting arms - pay attention, ask a question, or any other actions, nodding his head in agreement, etc.). It is obvious that modern students  with  experience  in  computer  games  will  soon  find  an  opportunity  to understand  the  principle  of  learning  and  to  acquire  knowledge,  gain  experience  in testing and control of  the knowledge gained. Everyone want that his avatar was not like the others, it’s like a piece of individuality. The teacher also provides Text and serves as support for student learning material, test and control tasks. The  closest  to  our  proposed  the  idea  came  up  during  the  drafting  Virtual  Academy (http://vacademia.com).  The main points of our proposed the concept of e-learning with technologies is: 

1. Held  a  joint  educational  activity  in  the  virtual  space  through  coordinated  interaction of the student - an avatar; 

2. The interaction (student - avatar) implies feedback on stage training, testing and control of knowledge; 

3. Possible  interaction  in  the  form  is a not only  individual  learning  (student  -  avatar), but also a collective.

4. Actions  and  results  of  students  agree  (responses  to  the  use  of  educational  material) are discussed using online communications. 

Learning environment can be an element of virtual  reality  is presented  in  the  form  of  2D/3D-realizatsii,  and  the  interaction  with  the  student  is  done  by  Text  Control  - an object  representing a  teacher  in  the virtual world. One of  the  forms  is  "determinate" when all options pupil predetermined. Another form is "indeterminate"  when  identified  only  original  members  of  the  educational  material  and  the  characteristics of the learning process are not strict and depend on many factors (such  as knowledge, experience, desire, curiosity, etc.). Since the process of studying each  student  is  unique,  specify  all  the  results  of  his  actions  or  anticipate  every  possible  combination of its errors is not possible. It is this fact pushes the idea of introducing technology in the learning feedback element SOA  has become  the  predominant  architecture  for  enterprise  solutions  in  the business world. There are a few lessons that come through loud and clear. One of the most  important  of  these  is  that  introducing  a  SOA  is  not  easy.  There are few problems when the number of services is small and basically owned and managed by the same small group of people. As a SOA expands it will need institutional policies to  be  observed  in  order  to  extract  benefits  such  as  re-use  of  services  and  the maintenance of up-to-date information in service registries.   As  the  number  of  deployed  services  increases  it  will  become  necessary  to decentralize their management. This will require central IT services to introduce new procedures to manage the networks.  The  UDDI  service  registry  will  have  to  be extended  to  create  a  comprehensive  «system  of  record»  for  the  SOA.  UDDI 3.0 introduces the idea of federated service registries. These might be useful when Web service management is devolved to different institutional domains such as faculties or research institutes [1-6]. 

In the future we will develop workflows that explore teaching in immersive environments, especially that involving student collaboration[7-9]

2. Mkrttchian, V. (2012). Avatar manager and student reflective conversations as the base for describing meta-communication model In Demiray, U., Kurubacak, G., & Vokan Yuzer, T. (Eds), Meta-communication for reflective online conversations: Models for distance education (pp. 75-101). Hershey, PA: IGI Global.

3. Mkrttchian, V., Stephanova G. (2013) Training of Avatar Moderator in Sliding Mode Control. In Eby, G., & Vokan Yuzer, T. (Eds). Project Management Approaches for Online Learning Design (pp. 175-203). Hershey, PA: IGI Global.

4. Mkrttchian, V., (2013) Training of Avatar Moderator in Sliding Mode Control Environment for Virtual Project Management. In. Enterprise Resource Planning: Concepts, Methodologies, Tools, and Applications. (pp. 1376-1405) IRMA, IGI Global.

5. Mkrttchian, V., Kataev M., Hwang W., Bedi S., Fedotova A. (2014).Using Plug-Avatars “hhh” Technology Education as Service-Oriented Virtual Learning Environment in Sliding Mode. In Eby, G., & Vokan Yuzer, T. (Eds). Emerging Priorities and Trends in Distance Education: Communication, Pedagogy, and Technology. (pp. 43-55) Hershey, PA: IGI Global.

6. Mkrttchian, V. (2014), Modeling using of Triple H-Avatar Technology in online Multi-Cloud Platform Lab. In Mehdi Khosrow-Pour (Ed). Encyclopedia of Information Science and Technology (3rd Ed.). (261-270) Hershey, PA: IGI Global.

7. Mkrttchian V., Shmid K., Graumann O., Belyanina L., Zaynutdinova L., Matveeva E., Ponomariova O., Vayndorf-Sysoeva M. Triple H-Avatar is Technology Supported Assessment in Distance Education Актуальные проблемы естественнонаучной подготовки педагогов. Сборник материалов IV Межрегиональной научно-практической конференции с международным участием. 5-7 ноября 2013 г. / Под ред. Э.Ф. Матвеевой. – Астрахань: Издатель: Сорокин Роман Васильевич, 2013. – 312 с. (С. 8-12)

8. Mkrttchian V., Shmid K., Graumann O., Belyanina L., Zaynutdinova L., Matveeva E., Ponomariova O., Vayndorf-Sysoeva M. Emerging Priorities and Trends in Distance Education Using Technology of Triple H-Avatar Актуальные проблемы естественнонаучной подготовки педагогов. Сборник материалов IV Межрегиональной научно-практической конференции с международным участием. 5-7 ноября 2013 г. / Под ред. Э.Ф. Матвеевой. – Астрахань: Издатель: Сорокин Роман Васильевич, 2013. – 312 с. (С. 12-17)

9. Mkrttchian V., Shmid K., Graumann O., Belyanina L., Zaynutdinova L., Matveeva E., Ponomariova O., Vayndorf-Sysoeva M. Communication, Pedagogy, and Technology in Triple H-Avatar as Philosophy Актуальные проблемы естественнонаучной подготовки педагогов. Сборник материалов IV Межрегиональной научно-практической конференции с международным участием. 5-7 ноября 2013 г. / Под ред. Э.Ф. Матвеевой. – Астрахань: Издатель: Сорокин Роман Васильевич, 2013. – 312 с. (С. 17-20)