• comprise the tools, communities, and services (not necessarily restricted to the online) that constitute the individual platforms learners use to direct their own learning and pursue educational goals
• and thus illustrate how individuals approach the task of learning
• because of what has been said above, PLSs are learner-centric
• as they put the learner in charge of their own learning processes
• and also promote authentic learning by incorporating expert feedback into learning activities and resource
• PLEs allow students to draw connections from a growing matrix of resources that they select and organise and thus become an extension of the historical model of individual research
• this way they require students to engage in ongoing decision making to maintain, organise and grow their learning environments (this is the stage I am at and which is illustrated by my iGoogle pages)
• but, what is more important, PLEs constitute an environment where ideas are generated, problems queried, and content created and where feedback becomes the combined output of peers, colleagues, and friends as well as experts and critics
• what I have learnt about PLEs and what I consider to be a task for me now is that my PLE should integrate the resources that include the work and voice of others as readily as a my own critical reflection and scholarly work

I hope the image below reflects what my ePLE looks like now and what changes I am planning to introduce to address the fact that I should move from just listening in and reading to actively contributing to the communities, sharing and collaborating. That would be in vein of learning by doing and teaching others in order to maximise your own learning.

You can see a PDF version here.