The PLE related to the LMS (LCMS, VLE etc…)
I came to the idea of the PLE as an alternative to the LMS (learning management system, blackboard, moodle, desire2learn etc). There is a sense in which it is the opponent of the institutional sponsored and controlled LMS and as that I am quite fond of it as a student controlled alternative. Recently, however, institutions have been getting themselves (or have considered doing so) into the PLE business and have set up locations for students to have their own personal learning environment (ELGG at athabasca comes to mind). This can take away from some of the advantages of students being responsible for their content and feeling a sense of ownership for their content. It can, however, remove the somewhat tricky task (not to mention digital dividing task) of having a student setup their own PLE location and managing it themselves.
POINT 1. The PLE differs from the general usage of the LMS in that it is not course focused, but rather focuses on the learning the student is doing over the length of their learning journey. By extension it tends to allow for the student to control the way their own work is organized.

Personal Learning Environment vs. Network
There is a difference, I think, between these two things but the difference is often bound up in what people call ‘semantics’. I use the scare quotes on semantics because it is a particular kind of a semantic debate… its mostly about how people use the words environment and network. The distinction, as i understand it, is that the folks who talk about PLN are focusing on the people that make up the learning that they are doing and believe that the PLE people are mostly concerned about the technology that makes up the learning space. (blogs, wikis, webpages, forums, broadcasts etc…)
POINT 2 – PLEs are (to me at least) the ecologies within which PLNs operate

VERY Personal PLE – I own and control all my own stuff
I think that this work done by Jim Groom is the most rarefied version of the PLE in Higher Education. Students are instructed to choose their own domain, find a hosting service and create their own blog space. The instructions detailed on Jim’s blog are clear enough for anyone with a basic understanding of the internet and a willingness to make an effort to be able to follow. The PLE, as it is layed out by Jim, is really a space controlled by the student. It becomes a space that can exist outside of the institution that a given course is being taught it.
POINT 3 PLEs need not be supported by educational institutions

Who put the P in learning environments/networks?
I understand, I think, the PLE/N in the sense of me as a life long learner. I still worry about it when we talk about knowledge being something that is personal to me when we are, at the same time, calling it connective, emergent and/or rhizomatic. How can knowledge be ‘mine’ if it exists in the connections between different ideas? So I don’t like the usage of the term personal in that sense, but if it means that I have a stake in the ground (say this blog, my twitter feed, edtechtalk) from a technical/URL perspective then so be it. I think it takes away from the fact that my work is part of the larger community that i work in… but its not a point that i want to fight too much about.
What I am more interested in is the idea of calling something ‘personal’ in a more formal course. My work online and my work trying to structure good courses for students (f2f or not) has left me with a certain suspicion about the idea of PLE/Ns in formal courses. My problem lies in the double trouble that exists around ‘telling’ someone that this is going to be their personal space, and the other is around the idea that TIME is very short in most courses, too short, really, to create a ‘network’. In a recent course I taught, I explored the idea of a Learning Network Plan, which was a plan created by students which included their long term life long learning strategies/tools/nodes that they hoped to develop after the course was finished.
POINT 4 Ownership(personal) and Time(network) are critical impediments to implementing PLEs and PLNs in formal education. That’s not to say it isn’t possible, just that they need to be addressed.

Assessing PLEs
Oh my. How do we know that any learning happened? How can we possibly organize all the work that students are doing so that they can find each other’s work and so that I, as an instructor, can review all their work? These (and many more) are some of the difficult practical issues around the PLE PLN in the classroom. In the course I linked to in the last section, I put the onus on the students to copy/paste a link to each of their blog posts, to important comments they had made structuring other people’s work (one of our students or not) and important connections that they had made between the information/knowledge we were covering and their experience during the course.
I set a fairly open review policy but learned halfway through the course of another method that apparently everyone but me knows about. A colleague of mine habitually allows students to choose the grades they are going to get based on the amount of work they are willing to cover and the depth to which they are willing to cover it. This, combined the the idea of a PLE/N did a great deal to reduce the stress levels of my students. I created a lowest common denominator and a highest reasonable work quota. The reason for this and one of the dangers of the PLE/N that I hadn’t foreseen, is that with freedom, some students were working way, way too much. Given their own space to work and freedom to choose, they were going too far. unexpected.
POINT 5 Putting the responsibility for reporting networked open work on students is ok as long as you give them a low and high end of the amount of work that is reasonable.