一、在線學(xué)習(xí)領(lǐng)域國際著名的研究專家:Stephen Downes（National Research Council, Canada）
OLDaily是在線學(xué)習(xí)領(lǐng)域國際著名的研究專家Stephen Downes的研究型郵件列表，周一至周五，五個工作日每天發(fā)布一次，點評當(dāng)天國際教育資訊。
OLDaily中文版在英文版上線15小時內(nèi)發(fā)布。
二、Sims Learning Connections（Ray Sims的PLE思考及其他）
三、Mark van Harmelen（University of Manchester）
四、Graham Attwell (Pontydysgu)
五、George Siemens
六、James Farmer
七、Michelle Martin
八、Mohamed Amine Chatti
九、Ray Sims
十、Scott Wilson (Bolton University, JISC, CETIS)
十一、Steve Barth
十二、Terry Anderson
十三、Will Richardson
（除給出網(wǎng)站鏈接，希望對網(wǎng)站內(nèi)容給出一定的介紹性說明）
關(guān)于PLE的發(fā)展歷史（2000-2006）、PLE概念、基本知識介紹以及一些專家對PLE的描述鏈接
About:This is the PLE project at Bolton University, working towardsdefining the tools for personal learning. The project is being fundedby JISC and carried out by CETIS.The project is part of the e-LearningReference Models programme for the e-Framework. Read a very shortproject summary.
About:Workplace personalised learning environments for the development of employees'technical communicative skills
一個主要介紹PLE的wiki，里面包括不少PLE的案例和資源。This wiki has been created to keepall of my learning and advice about personal learning environments(PLEs) and personal organiser pages (POPs) in the one place
2007.6.4-6.25 Derek Chirnside 和Derek Wenmoth 組織召開的一個關(guān)于PLE的研討會的論壇和 wiki Derek's blog http://blog.core-ed.net/derek/personalisation/
一個個人博客，包含不少關(guān)于PLE的網(wǎng)站資源、優(yōu)秀文章、專家的介紹
目前,國際上有很多針對Web2.0技術(shù)的PLE研究項目,下面介紹幾個:
1.PLE project at Bolton University
This project,funded byJISC and carried out by CETIS, which is part of the e-LearningReference Models programme for the e-Framework,works towards definingthe tools for personal learning.
Team:
Phil Beauvoir
Mark Johnson
Oleg Liber
Colin Milligan
Paul Sharples
Scott Wilson
Things done:
Project plan
Scenarios
Pattern Language
Service Specifications
PLEX
PLEWeb
Link:http://www.cetis.ac.uk/members/ple
2.Workplace PLE project
target:development of employees' technical communicative skills
funded:the ESRC/EPSRC Technology-Enhanced Learning programme
summary:This project explored the potential of a workplacepersonalised learning environment (WPLE) for developing the UKworkforce in technical communicative skills (TCS). These short-supplyskills have two key components: the ability to communicate effectivelywith diverse audiences, and having an awareness of the models thatunderpin the ICT systems used in the workplace, and sufficientunderstanding to be able to interpret their outputs. There is a limitedcapacity among trainers and managers to recognise the skillsrequirement for TCS, and to develop training. There is therefore a needto assist employees, trainers and managers in understanding what TCSinvolves, how it can be learned, and to evolve a framework forspecifying an adaptive WPLE that can assist the upskilling ofemployees.The project involved researchers from diverse disciplinary backgrounds(educational research, employment research, technology-enhancedlearning, and computer science) and a range of users concerned withworkplace learning, who worked together to reach a consensus on thedesign of a WPLE. The design focusses on one potential area ofapplication, career guidance services, which involve the provision ofadvice and guidance about career opportunities and the financialplanning needed to support career goals. The design is intended to havea flexibility for adaptation to other kinds of service-orientedworkplaces where TCS are important (e. g. financial services), and toeducational settings where the development of TCS is a priority (e.g.further education in the context of financial literacy).
Activity: Five interdisciplinary seminars. One of these was amajor user consultation event involving user participants from twoservice industry sectors (information advice and guidance services[IAG], and financial services).
A programme of interviews and focus groups with users in IAG servicesto gather feedback on the ideas and prototypes for the WPLE developedby the research.
Link:http://www.workplace-ple.org/
3.Wiki Editing for Personal learning environment research
Created:Daniel K. Schneider
Main Content:1 Definitions
2 PLE Architectures
2.1 Jafari model
2.2 Chatti Integration of communities and services model
2.3 The PLEX project
2.4 ELGG, an aggregation portal
2.5 Building your own with a webtop
2.6 Virtual office tools
2.7 Other do-it-yourself environments
3 PLEs and instructional design models
4 Discussion
5 Links
5.1 Software
5.2 Indexes
5.3 Web sites, blogs, events
5.4 More examples
6 References
Link:http://edutechwiki.unige.ch/en/Personal_learning_environment
任何一種學(xué)習(xí)形式都會有問題出現(xiàn),基于WEB2.0技術(shù)建立學(xué)習(xí)環(huán)境的學(xué)習(xí)者也會在這一過程中遇到各種各樣的問題。下面列出一些常見的問題:
我的一個困惑是，目前web2.0工具如浩瀚海洋，數(shù)不勝數(shù)，甚至不斷出新。這么多工具擺在面前，總感覺無從下手，個人在學(xué)習(xí)的時候很容易感到困惑。怎樣才能更好地、更有系統(tǒng)的進行學(xué)習(xí)呢？還有，究竟哪些工具是值得我們?nèi)W(xué)習(xí)的，真正有價值的呢？
另外，現(xiàn)在已經(jīng)進入了web2.0的時代，但是人們的思想仍然停留在以往被動接受知識的階段，因此，我感覺要想更好地構(gòu)建個人學(xué)習(xí)環(huán)境，更好地學(xué)習(xí)web2.0知識，首先并不是技術(shù)的使用，而是觀念的轉(zhuǎn)變，首先我們要深刻理解web2.0的思想，接受它的思想，才能夠慢慢地進入web2.0的時代。
PLE是伴隨著web2.0的發(fā)展產(chǎn)生的一種學(xué)習(xí)方式（不知道可不可以稱其為一種學(xué)習(xí)方式）。正如一個講座中的教授所說，傳統(tǒng)的學(xué)習(xí)中學(xué)習(xí)者是被push的狀態(tài)，而在個人學(xué)習(xí)環(huán)境中是學(xué)習(xí)者在pull，學(xué)習(xí)者在主動地尋找自己的資源，同時也在創(chuàng)造資源，分享資源。
the PLE allows the learners not noly to consume learning resources,but to produce them as well.學(xué)習(xí)者不僅在使用資源，同時也在創(chuàng)造資源。
All learning technology will be at least to some degree networktechnology,since it is designed to facilitate the interaction betweenpublic knowledge and personal knowledge.在PLE中，所有的學(xué)習(xí)技術(shù)在某種程度上至少都是網(wǎng)絡(luò)技術(shù)，它能夠促進個人知識和公共知識之間的交互。
