Formative Interfaces for Scaffolding Self-Regulated Learning in PLEs
http://elearningpapers.eu/index.php?page=doc&doc_id=11942&doclng=6
Sin un valor añadido pedagógico, los PLE no se pueden considerar herramientas educativas, sino quizá herramientas de gestión de archivos avanzadas y fáciles de usar. Por lo tanto, ¿cómo puede una herramienta centrada en el usuario influir en el proceso de estudio para que tengan lugar actividades constructivas y significativas más a menudo que el aprendizaje informal rudimentario? En otras palabras, ¿cómo un PLE puede servir de andamiaje para la autorregulación? A partir de una investigación que destaca el papel del andamiaje en la activación de competencias de aprendizaje de orden superior, este artículo defiende la teoría según la cual incluso jóvenes usuarios pueden desempeñar esas competencias.
iClass es un proyecto integrado, en parte financiado por el 6º Programa Marco de Investigación y Desarrollo Tecnológico de la Comisión Europea. Si bien se puso en marcha para desarrollar una plataforma inteligente de tutoría centrada en el usuario, la visión educativa del proyecto se actualizó durante el tercer año y su objetivo pasó a ser el apoyo a la personalización autorregulada en los principales entornos de aprendizaje virtual.

The Development of a Personal Learning Environment in Second Life:
http://www.igi-global.com/bookstore/article.aspx?titleid=45891
In this qualitative pilot study, the authors report on curriculum field trials within a personal learning environment (PLE) designed by a collaboration of academic researchers and nonprofit volunteers working together in the virtual world of Second Life. The purpose of the PLE is to provide learners less likely to have access to educational opportunities with a means to create a ‘new life’ in the real world, through a basic web-based curriculum and an advanced Second Life curriculum. Field trials of the Second Life curriculum were held with youth from underserved populations (n=6) to identify participant characteristics that facilitate success with the curriculum. Performance on instructional outcomes was examined in addition to a participatory action research methodology (PAR) that was employed with participants as co-researchers.

PLEM: a Web 2.0 driven Long Tail aggregator and filter for e-learning:
Chatti, M.A., Anggraeni, Jarke, M., Specht, M., and Maillet, K. (2010) ‘PLEM: a Web 2.0 driven Long Tail aggregator and filter for e-learning’, International Journal of Web Information Systems, Vol. 6, No. 1, pp. 5–23
http://www.emeraldinsight.com/journals.htm?articleid=1853112&show=abstract
The Personal Learning Environment (PLE) driven approach to learning suggests a shift in emphasis from a teacher driven knowledge-push to a learner driven knowledge-pull learning model. One concern with knowledge-pull approaches is knowledge overload. The concepts of collective intelligence and the Long Tail provide a potential solution to help learners cope with the problem of knowledge overload. Based on these concepts, the paper proposes a filtering mechanism that taps the collective intelligence to help learners find quality in the Long Tail, thus overcoming the problem of knowledge overload. We present theoretical, design, and implementation details of PLEM, a Web 2.0 driven service for personal learning management, which acts as a Long Tail aggregator and filter for learning. The primary aim of PLEM is to harness the collective intelligence and leverage social filtering methods to rank and recommend learning entities.
Purpose – The personal learning environment driven approach to learning suggests a shift in emphasis from a teacher-driven knowledge-push to a learner-driven knowledge-pull learning model. One concern with knowledge-pull approaches is knowledge overload. The concepts of collective intelligence and the Long Tail provide a potential solution to help learners cope with the problem of knowledge overload. The paper aims to address these issues.
Design/methodology/approach – Based on these concepts, the paper proposes a filtering mechanism that taps the collective intelligence to help learners find quality in the Long Tail, thus overcoming the problem of knowledge overload.
Findings – The paper presents theoretical, design, and implementation details of PLEM, a Web 2.0 driven service for personal learning management, which acts as a Long Tail aggregator and filter for learning.
Originality/value – The primary aim of PLEM is to harness the collective intelligence and leverage social filtering methods to rank and recommend learning entities.

Model-driven mashup personal learning environments
Mohamed Amine Chatti and Matthias Jarke (2011) "Model-driven mashup personal learning environments" Int. J. Technology Enhanced Learning, Vol. 3, No. 1, 2011
Mashups have become the driving force behind the development of personal learning environments (PLEs). Creating mashups in an ad hoc manner is, however, for end users with little or no programming background not an easy task. Various tools and platforms have been built in an attempt to support mashup creation. These platforms, however, are still considered complex and do not address crucial challenges in mashup development today, such as scalability, interoperability, reuse, and automatic service invocation and mediation. In this paper, we leverage the possibility to use the concept of model-driven mashup development (MDMD) as an approach that can drastically tackle the aforementioned issues and drive the rapid and user-friendly creation of mashups. We then present the conceptual and technical details of PLEF-Ext as a flexible framework for end-user, model-driven development (MDD) of mashup PLEs.
(PLEF-Ext)