In this study, a personal information management framework, in which the learner can save his/her personal learning experiences and simultaneously or later he/she can evaluate his/her integrated learning experiences with his/her other experiences a person has, will be offered. By using this approach users can manage their personal and professional development more efficiently.

1. A Mobile Information Management
Framework Proposal for The
Development of Personal Learning
Environments
Mehmet Emin Mutlu
Future Learning 2012
IV. International Future Learning Conference on
Innovations in Learning for The Future: e-Learning
14-16 November 2012

2. Introduction
• Due to the fast changing nature of the information society, learning
requirements of the individuals continue during their lifetime and
formal education is not enough to meet all these requirements.
Individuals mostly start learning process on their own to meet
lifelong learning requirements in accordance with the current
necessities (self-initiated), they continue this process at interest
driven and learner-centered environments. For that purpose, they
create personal and/or shared common learning spaces and they
experience planned/not planned learning practices (Häkkinen and
Hämäläinen, 2011).
• In this study, a personal information management framework, in
which the learner can save his/her personal learning experiences
and simultaneously or later he/she can evaluate his/her integrated
learning experiences with his/her other experiences a person has,
will be offered. By using this approach users can manage their
personal and professional development more efficiently.

3. Related Literature
Lifelong Learning and Life-Wide Learning
Learning is a process which starts from birth continues till death (time horizon) and it happens
consciously or unconsciously everywhere during daytime (space horizon). This learning, which
involves entire life, called as lifelong learning.
The space, which contains all the learning types from formal education to informal education,
named as life-wide learning (Figure 1).
Figure 1: Time-space dimensions of learning (Clark, 2005).

4. Related Literature
Lifelong Learning and Life-Wide Learning
The distinction between formal and non-formal learning environments is about where learning
takes place.
• Formal learning occurs within institutions established primarily to deliver education and
training, often leads to recognized outcomes and qualifications.
• Non-formal learning has intended education and training outcomes; however, the setting is
out of the dedicated learning institutions, most often in places where learning is not the
primary business.
• Informal learning is distinguishable by an absence of primary intent.
• It is often unplanned and without explicit emphasis on learning, yet may still lead to the
acquisition of valuable skills, knowledge and attitudes (Clark, 2005) (Table 1).
Formal Non-formal Informal
Table 1: Life-wide learning (Clark, 2005). Adult and community
Labor market programs Clubs
education institutions
Universities Professional associations Libraries
Vocational education
On-the-job training Museums
and training providers
High schools Work experience programs Art galleries
Primary schools Volunteer organizations Playgrounds
Pre-schools Childcare centers Families
University of third age Learning circles Eldercare homes

5. Related Literature
Lifelong Learning and Life-Wide Learning
When we check how much time lifelong learning consumes at which part of the individuals’ life;
• formal learning starts at kindergarten stage (contains %9,25 of time),
• increases at primary and middle school education (increases up to %18,5 of time),
• starts decreasing at bachelor’s and master’s degree (contains %7,7 and %5,1 of time in turn)
and
• when school life ends except vocational trainings and refresher trainings (non-formal
learning) it doesn’t appear in a person’s life.
• Rest of the time is used at informal learning environments (Life Center, 2005) (Figure 2).
Figure 2: Estimated time spent in school and informal learning
environment (Life Center, 2005)

6. Related Literature
Technologies for Lifelong Learning
In order to technologically support formal and non-formal learning
CMS, LMS, LCMS or systems named as virtual learning environments
are used extensively at educational institutions. At VLES, when a
semester ends, students’ environment is reset and new environments
are created for new courses.
Similar to that, when a student changes his/her educational institution
horizontally or vertically the proof of his/her experiences belong to
that learning environments are left behind. In other words, student
cannot manage learning environment on his/her own during lifetime
(Mott and Wiley, 2009). On the other hand, institutions usually do not
aim to support informal learning. To fulfill needs of VLEs PLE concept is
developed.

7. Related Literature
Personal Learning Environments
Personal learning environment concept is used in 2004 for the first time
(Jisc/Cetis, 2004); gained importance after web 2.0 technologies and social
media networks have become widespread.
Ron Lubensky (2006) defined a PLE as “A personal learning environment is a
facility for an individual to access, aggregate, configure and manipulate digital
artifacts of their ongoing learning experience”.
According to Atwell, PLE is a technological environment constructed by an
individual and used in everyday life for learning (Attwell, 2007).
In contrast to Virtual Learning Environments, PLEs are made-up of a collection
of loosely coupled tools, including Web 2.0 technologies, used for working,
learning, reflection and collaboration with others (Attwell et al., 2009).

8. Related Literature
Activity Explanation Tools that can be used
Personal learning environments Accessing to Internet Personal learning process mainly realize on Internet Explorer, Mozilla
offer learners tools different than the Internet and cloud Firefox, Google Chrome, ...
Planning learning Setting the personal learning objectives, Google Calendar, Google Goals,
traditional learning with the help process preparation of work calendar, tasks and to- Tasks, To-do List plug-ins, …
of web 2.0 and social network do lists
Recording daily notes Capturing and recording of the all notes Evernote, Springpad, …
technologies and enables them to and ideas and ideas to the internet and cloud with a
practice different learning mobile device.
activities. Finding the information Determination of sources of needed
information
Google Search, Google Blog
Search, …
A common list of learning Reaching to information Reaching the academic and encyclopedic Wikipedia, Google Scholar,
sources information, and course content Google Books, Google News,
activities made and tools used at MIT OpenCourseware, Open
personal learning environments University Open Learn,
iTunesU, YouTube Edu, Flickr,
have been collected from various SlideShare, Scribd, …
authors and summarized in Table
Notify for new Automatically notifying from information Google Reader, Google Alerts,
2 (White, 2010; Leslie, 2012; information updates …
Milligan et al., 2006; Wilson et al., Creating the documents Creating new documents in learning Google Docs, Google Drive,
process Microsoft SkyDrive, Gliffy,
2006; Ivanova, 2009; Torres et al., Prezi, …
2010; Zhao and Yang, 2009; Pérez- Storing the documents Storing of documents to the cloud Google Drive, Microsoft
SkyDrive, Dropbox, …
Sanagustín et al., 2008; Castañeda Collaborating Creating content with others WikiSpaces, pbWorks, …
and Soto, 2010; Mutlu, 2012a). Creating a network Participating to social networks in order to Twitter, Facebook, LinkedIn,
learning from others and working together Google+, …
Adaptability of PLE by user and discussing
according to his/her own needs Communicate Synchronous or asynchronous conversation Gmail, Google Talk, Microsoft
on a topic with others Live Messenger, Skype, …
and own learning style makes PLE Sharing of information Storing of sources of valuable information Delicious, Diigo, …
an important tool for lifelong sources and sharing them with others
Sharing and publishing Sharing of new content created in learning Blogger, Facebook, Google+,
learning and informal learning of information process Twitter, YouTube, Flickr, Picasa,
(Attwell, 2007). SlideShare, Scribd, …
Table 2: Activities and tools in personal learning environments

9. Related Literature
Personal Information Management
A comprehensive definition of PIM is provided by Jones (2008) and it states: Personal Information
Management (PIM) refers to both the practice and the study of the activities a person performs
in order to acquire or create, store, organize, maintain, retrieve, use and distribute the
information needed to meet life’s many goals (everyday and long-term, work-related and not)
and to fulfill life’s many roles and responsibilities (as parent, spouse, friend, employee, member
of community, etc.)
Researches towards personal information management are divided according to two outlooks:
– Personal implementation of information management
– Management of personal information
When we consider the personal learning environments, we see that functions of “personal
information management” can be fulfilled for certain levels with common PLE tools

10. Related Literature
Recording Life Experiences
Nowadays, high tech methods towards saving whole life experience of person are being examined.
Steve Mann’s wearable computer experiments (Mann, 2012) and Gordon Bell’s MyLifeBits Project
(Bell, 2012) are leading these methods.
With all these applications, it is aimed to record everything heard, seen, told and read by a person
digitally and reach these records whenever they are needed.
At first these applications were required to wear and carry heavy cameras, sensors, monitors but
nowadays they have become more ergonomic. For example, Project Glass developed by Google
seems to provide opportunities for popularizing this technology in future (Miller, 2012).

11. Related Literature
Recording Life Experiences
In the model, which is suggested by Teraoka for personal experience management,
experience is defined as collection of events and/or activities from which an individual
or group may gather knowledge, opinions, and skills according to Wikipedia
(Wikipedia, 2012a).
According to his model, there is a hierarchy between log, action and episodes
(Teraoka, 2012), (Figure 3).
Figure 3: Levels of trace of experience (Teraoka, 2012)

12. Related Literature
Recording Life Experiences
Some authors discuss lifelong learning and recording of the life activities together.
• Barreau (2006) discussed Personal Information Management and context in learning environments.
• Ballantyne (2012) developed a framework for implementation of e-portfolio with lifelong access.
• Vavoula and Sharples (2009) discussed general requirements for the design of Lifelong Organizers based on findings from a diary-
based study of everyday learning practice and also based on the design and evaluation of KLOS, a prototype Lifelong Organizer that
supports learning projects, episodes and activities through the linking of learning content with semantic and episodic context.
• In order to record life experiences, an approach called as “Life Experiences Management Framework” has been suggested by Mutlu
and an information architecture suitable to this framework is developed and to test the applicability of the framework a software is
developed too (Mutlu, 2012b).
• Barret and Garret (2009) proposed ‘‘lifetime personal web space,’’ this online archive of a life’s collection of reflections, memories,
digital artifacts and memorabilia, both personal and professional, has the potential to change the current paradigm of electronic
portfolios, mostly institution-bound, and focus instead on the individual or the family as the center for creating a digital archive,
which can be used in a variety of contexts across the lifespan, from schools to universities to the workplace (Figure 4).
Figure 4: A scenario for a lifelong, life wide approach to lifetime personal web space,
electronic portfolios, online videos and digital stories (Barret and Garret, 2009).

13. A Mobile Information Management
System Based PLE Framework Proposal
Rationale
Organization of Lifelong Learning and life wide learning: Individuals should have skills for self-
organized learning and self-regulated learning in order to organize their lifelong learning and life-
wide learning processes.
Management of Learning Experiences: Learning activities are meaningful in formal education as
long as they can be defined beforehand. Informal learning processes in which mostly learning
activities take place on their own, learning activity may not be defined and planned beforehand.
With this reason instead of “learning activity”, “learning experience” as a more general concept
will be used in framework.
There is a need for method to plan, direct, live, record, evaluate the learning experiences and
recognize the experiences lived before.

14. A Mobile Information Management
System Based PLE Framework Proposal
Rationale
To Record Learning Experiences: To record any experience belongs to our life means the thing
triggered that experience or our knowledge and abilities belong to that are recorded as well.
Here, despite objective information belongs to an asset, recording subjective information such as
comments, memories, emotions, ideas etc. gains importance as well. This subjective information
relates the asset or event to us, shapes our experience, and enables us to define necessary
conjunctions which help us to retrieve and evaluate this recorded moment later (Mutlu 2012b).
As stressed by Teraoka, in order to record experiences in episodic memory not only activities,
emotions and connections related to these activities must be recorded as well (Teraoka 2012b).
Individuality of Learning Experiences: When we discuss life-wide learning process, even though
learning experiences can be lived alone or with other people, comments, memories, plans
recorded by individuals about these experiences are mainly private and individuals may not want
to share them with others without a detailed elimination.
Because of the fact that, records belong to individuals’ learning experiences also belong to their
other life experiences as well and they cannot be isolated from each other.

15. A Mobile Information Management
System Based PLE Framework Proposal
Rationale
Contextual Learning Experience: Personal learning environment should make possible to record
all the learning experiences in life-wide belong and retrieve the content-context itself or its
comments. Contextual learning experience is defined below:
In this study, we suggest to form the context of the learning experience not only with limited
information such as user’s location, user’s device, current time and the environment around the
user but also unlimited information which can be formed freely by user.
Mobile PLE: The potential immensity of instructors, learning places and the learning moments in
lifelong learning and life-wide learning, forces learner to be ready to learn from everyone,
everywhere and every time. This requires personal learning environment to be carried to
everywhere.
When we search for technologies that can be anywhere anytime, mobile Technologies takes the
first place. As a result mobile learning environment must be the personal learning environment
which can be used lifelong.

16. The Proposal Framework
The framework we suggest (Life Wide Learning Experiences Management Framework) contains a
cycle of plan, live, record, personal and professional evaluation of life long and life wide learning
experiences (Figure 5).
Figure 5: Life-Wide Learning Experiences Management Framework

17. The Proposal Framework
Planning of Learning Experiences: It is possible to plan formal and non-formal education experiences
beforehand (learning aims and effectiveness can be designed before); it may not be possible to plan all the
informal learning experiences. Unplanned self-learning experiences can be experienced. The important things
are realizing, storing and using these experiences at self-evaluation stage while the experience occurs or after
that.
Living of Learning Experiences: Learning experience happens at a defined place (formal, non-formal, informal
environment), defined time and defined period. Experience is a personal concept and it can occur with a
private/common event/event series every situation, a content that can be the source or outcome of the
experience accompanies the experience.
There are different types of learning experience:
• In class learning experience: Formal and non-formal learning environment mostly contain in class and out of
classroom activities.
• Out of classroom formal and non-formal learning experiences: In formal education, while studying the
course taught in classroom or doing homework PLE is used
• Informal learning experiences: Each of the books read while resting, on vacation, on journey, music pieces
listened, movies watched, museums visited, concerts attended, people met, places visited can cause
learning experiences. Individuals may not realize they are having a learning experience at that time.
Experienced learners can catch and record these experiences with systematical review later. Informal
learning experiences may have happened out of PLE or before PLE is established. At this point, manual
recording of out of PLE learning experience can happen later just like other out of learning life experiences.

18. The Proposal Framework
Recording of Learning Experiences: Planned experiences can be recorded beforehand
unlike unplanned ones. Recording the learning experience, is recording activities,
content, people, places, assets, specifications, emotions, comments and behaviors
related to that experience.
Because of this qualification of recording function, people can record their past
unplanned learning experiences when they remember them and prepare a learning
experience inventory. Most people do not notice the existence of the informal learning
experiences in their life. Learning experience inventory help them to be aware of these
experiences and while they are gaining experience, this will help them to recognize
these experiences faster
Evaluation of Learning Experiences: Recording realized learning experiences provides
an objective way to evaluate learner’s planned learning experience performance.
The person sets learning goals for a specific period (annual, weekly, monthly, periodical
etc.), plans his/her learning activities to reach that goals and at the end of that specific
period he/she accounts his/her performance and updates his/her plans. Learning
experiences cannot be isolated from other experiences, plans, aims and problems in a
person’s life.

19. The Proposal Framework
Information Architecture
With the aim of designing information architecture for recording learning experiences, “Life
Experiences Management Framework” will be used as a base (Mutlu, 2012). In this framework, it
is assumed that individuals can record their life and as well as learning experiences as asset lists
and activity lists.
In that initial framework suggested, asset and activity lists can be formed by 20-30 various data
fields collected in four groups as definitive fields, location fields, time fields and content fields
(Table 3).
Definitive Fields Content Fields Time Fields Location
Fields
Title Textual Content Due Date Location
Subtitle ImagePath Start Date MapPath
Description AudioPath Finish Date …
Priority VideoPath Reminder
Type DocumentPath Done
Category Web Site URL Change Date
… … Creation Date
…
Table 3: Data Fields

20. Implementation of Framework
To Design a Prototype
To apply the framework, under Windows 8 Release Preview operating system the software
named AllMyListsMetro, which is prepared in Metro Style Application Development Environment,
used as a base and the software is adopted for this framework.
In this version of AllMyListsMetro users can choose one of 16 different templates to form a list
and suitable items can be added to these lists. In prototype templates such as “Standart List",
“Link List”, "To Do List", "Task List", "Note List", "People List", "Event List", "Place List", "Issue
List", "Appointment List", "Meeting List", "Asset List", "Behavior List", "Feeling List", "Goal List"
and "Feature List" are prepared. Users can form indefinite number of lists by using these
templates. Various information types such as text, picture, voice, video, location, person and
document can be recorded to these lists.
In the original “Life Experiences Management Framework” none of the information belong to the
websites visited by the user is recorded. In recent study, “Link List” is added to the framework’s
architecture and AllMyListsMetro software is updated to enable users to create PLE (Mutlu,
2012c)

21. Implementation of Framework
Main Functions of the Prototype
According to the developed prototype, users form a PLE document, which hosts all their lists
In the application location information can be getting via computer’s GPS. Moreover, files from
computer’s library can be added to image, audio and video fields like this; voice, image and video
can be captured via computer’s microphone and camera.
Figure 6: Lists screen

22. Implementation of Framework
Executing the Framework
Before users start managing their learning experience with this prototype, start up a knowledge base to their previous life
experience and an initial PLE must be formed.
Forming an initial knowledge base about previous life experiences: In order to form a knowledge base which contains records of
people’s previous life experiences we need to create suitable lists for people, places, events, behaviors, emotions, assets,
specifications and all the items together with all the comments related to these items must be entered to these lists:
• Lists of people (family members, friends, colleagues, school friends, etc.)
• Lists of place (the places we have lived, visited, worked, studied, etc.)
• Lists of events (educational events, healthcare events, family events, business life events, memories, journals, etc.)
• Lists of behaviors (habits, routines, culturel behaviors, etc.)
• Lists of emotions (happiness, regrets, doubts, etc.)
• Lists of assets (objects, properties, cultural assets, etc.)
• Lists of specifications (hobbies, achievements, abilities, issues, priorities, etc.)
Seven fundamental list groups have been suggested as a starting point. Individuals can re-arrange these groups according to their
needs. As the cycle is being used at learning experience management stage, upper information knowledge base will be enriched.
Figure 7: “Event List” and “Event List Item” sample

23. Implementation of Framework
Create The Initial PLE: Users can form useful “start pages” by adding the web 2.0 that they are used to tools to
the prototype. At this stage, the PLE will be enhanced as the learner gained more experience. The lists below
can be suggested as start pages:
• Blog and Wiki lists
• E- portfolio and VLE lists
• File share lists (SlideShare, Scribd, Youtube, Flickr, etc.)
• Open Educational Resources (MIT Courseware, OpenLearn, TÜBA Open Course, Yunus Emre, etc.)
• Social Networks (Twitter, Facebook, Linkedin, Google+, etc.)
• Social Bookmarking Websites (Diigo, Delicious, etc.)
Figure 8: “PLE Start Page” list sample

24. Implementation of Framework
Management of Learning Experiences: After users completed two starting stages, they can
manage the learning experience by completing the cycle below:
• Plan: Define goals, aims, duties, task lists, meetings and appointments about learning. If
there are no lists to enter these items, form them.
• Apply: Do your planned learning activities by using PLE tools. Record the content, which
happens outside the PLE (document, audio, Picture, video, etc.) as long as it is possible. In
order to record unplanned learning activities to PLE carry your mobile device with you. At this
stage when you need tools, which are not a part of starting PLE, create lists for them.
• Record: Prepare items related to people, places, events, behaviors, attitudes, emotions,
assets, and enrich the knowledge base of your personal experiences.
• Evaluate: Evaluate your personal and professional development by interpreting your lifelong
learning experiences. As a result of the evaluation enrich the lists and knowledge bases that
contain issues, emotions, features, assets and priorities, at the planning stage.

25. Implementation of Framework
Prototype Properties
In order to simplify and easy management of the process a design in which users can
store their own life and learning experiences “manually” is made. In a similar way
evaluation system is done “intuitively” at that stage.
In this version data will be stored in AllMyListsMetro Application’s local folders. With a
small modification, this data can be stored and accessed in cloud storage
environments such as Microsoft SkyDrive, Google Drive or DropBox.
In AllMyListsMetro prototype individuals can store the entire PLE as a document. They
can form and manage more than one PLE document at the same time. However, it is
assumed that any PLE will cover all the lifelong learning activities of a person, it is
suggested to duplicate PLEs lifelong (time line) not life wide. So, PLEs such as K12 PLE,
graduate PLE, undergraduate PLE, business life PLE all of which is formed in different
time lines and by time the education level of a person increases and differentiates
they will be closed and archived.

26. Discussion and Conclusion
In this study formal, non-formal and informal learning experiences in lifelong
learning process have been suggested within a personal information
management framework in which the individual can record and evaluate
them together with his/her other experiences. With PLE, as a part of this
framework, individuals can do and support their learning experiences.
Eventhough the suggested framework is not tested empirically, it has been
assumed that it can be a postulate in which learners’ can balance their
personal and professional development and set their learning targets more
efficiently
Although, PLEs must be integrated with ever developing lifelogging systems in
order to make process of recording of place, time, content, event, comment
and ideas of individuals’ learning experiences simultaneously or later on more
efficiently. On the other hand, studies must carry on in order adding social
learning processes to architecture.

27. References
• Atwell, G. (2007), Personal Learning Environments – the future of eLearning? Elearning Papers, vol.2 no. 1. ISSN 1887-1542, Retrieved from
http://www.elearningeuropa.info/files/media/media11561.pdf
• Attwell, G., Cook, J., & Ravenscroft, A. (2009), Appropriating Technologies for Contextual Knowledge: Mobile Personal Learning Environments. In:
Best Practices for the Knowledge Society. Knowledge, Learning, Development and Technology for All Communications in Computer and Information
Science, Volume 49, Part 1, 15-25.
• Badia, A. (2008), Personal information management for intelligence tasks. In: Intelligence And Security Informatics: Studies in Computational
Intelligence, Volume 135/2008, 215-226.
• Banks, J., Au, K., Ball, A., Bell, P., Gordon, E., Gutierrez, K., et al. (2007), Learning in and out of school in diverse environments: Life-long, life-wide, life-
deep. Seattle, The LIFE Center (The Learning in Informal and Formal Environments Center), University of Washington, Stanford University, and SRI
International, Retrieved from http://life-slc.org/docs/Banks_etal-LIFE-Diversity-Report.pdf
• Barreau, D. (2006), Personal Information Management in Context. A SIGIR 2006 Workshop (pp. 6–7). Retrieved from
http://pim.ischool.washington.edu/pim06/files/barreau-paper.pdf
• Barrett, H. C., & Garrett, N. (2009), Online personal learning environments: structuring electronic portfolios for lifelong and life-wide learning. On the
Horizon, 17(2), 142–152.
• Bouzeghoub, A., & Do, N.-K. (2010), Active Sharing of Contextual Learning Experiences among Users in Personal Learning Environments Using a Peer-
to-Peer Network. In N.-K. Do (Ed.), ICALT '10 Proceedings of the 2010 10th IEEE International Conference on Advanced Learning Technologies, Pages
78-82.
• Castañeda, L., & Soto, J. (2010), Building Personal Learning Environments by using and mixing ICT tools in a professional way. Digital Education
Review, 18(18), 9–25. Retrieved from http://greav.ub.edu/Der/index.php/der/article/viewArticle/163
• Chen, W.-P., Millard, D. E., & Wills, G. B. (2008), Mobile VLE vs. Mobile PLE: How Informal is Mobile Learning? (J. Traxler, Ed.) mLearn 2008
Conference, 82–88. Retrieved from http://eprints.soton.ac.uk/266158/
• Chen, W.-P., Millard, D. E., & Wills, G. B. (2011), Using Scrutable Learning Models to Support Personal learning Objectives on Mobile Devices.
Proceedings of the The PLE Conference 2011, Southampton, UK, 11 - 13 Jul 2011.
• Campbell, C. & Maglio, P., (2003), Supporting notable information in office work. In CHI '03 extended abstracts on Human factors in computing
systems (CHI EA '03). ACM, New York, NY, USA, 902-903.
• Churces, A. (2012), Blog Post. Bloom’s Digital Taxonomy, Retrieved from http://edorigami.wikispaces.com/Bloom%27s+Digital+Taxonomy
• Clark, T. (2005), Lifelong , life-wide or life sentence Australian Journal of Adult Learning, 45(1), 47-62.
?
• Corlett, D., Chan, T., Ting, J., Sharples, M., & Westmancott, O. (2005), Interactive Logbook: a Mobile Portfolio and Personal Development Planning
Tool. In mLearn 2005, 4th World conference on mLearning (2005), University of Birmingham. Retrieved from
http://www.mlearn.org.za/CD/papers/Corlett.pdf
• Dabbagh, N., & Kitsantas, A. (2012), Personal Learning Environments, social media, and self-regulated learning: A natural formula for connecting
formal and informal learning. The Internet and Higher Education, 15(1), 3–8.

28. References
• Giovannella, C., Iad, S., & Tor, R. (2011), “ Learning is experience . Everything else is just information .” Proceedings of the The PLE Conference 2011.
Southampton, UK, 11 - 13 Jul 2011.
• Bell, G. (2012), MyLifeBits Project, Retrieved from http://research.microsoft.com/en-us/projects/mylifebits/default.aspx
• Ballantyne, L. D. (2012), (lif)e-Protfolio a framework for implementation, Blog post, http://leelearning.wordpress.com/2012/05/17/life-portfolio/,
Retrieved from http://dl.dropbox.com/u/46596911/Research%20Study%20Lee%20Ballantyne.pdf
• Häkkinen, P., & Hämäläinen, R. (2011), Shared and personal learning spaces: Challenges for pedagogical design. The Internet and Higher Education,
1–6.
• Hong Kong (2012), Life-wide Learning Contextual Matrix, Education Bureau of the Government of the Hong Kong Special Administrative Region,
Retrieved from http://www.edb.gov.hk/index.aspx?nodeID=3764&langno=1
• Ivanova, M. (2009), Use of Start Pages For Building a Mashup Personal Learning Environment to Support Self-Organized Learners. Serdica J.
Computing, 3, 227–238.
• Jisc/Cetis (2004), Personal Learning Environments Session, JISC/CETIS Conference 2004, Retrieved from
http://www.jisc.ac.uk/uploaded_documents/Personal%20Learning%20ppt.ppt
• Jones, W. (2007), Personal Information Management. Annual Review of Information Science and Technology, 41(1), 453–504.
• Jones, W. (2008), Keeping found things found: the study and practice of personal information management. Burlington, MA, Morgan Kaufman
Publishers, 430 p. ISBN 978-0-12-370866-3.
• Kalz, M., Koper, R., Hornung-, V., & Luckmann, M. (eds) (2008), Preface, 1st Workshop on Technology Support for Self-Organized Learners (TSSOL08),
in conjunction with 4th Edumedia Conference 2008.
• Leslie, S. (2012), A Collection of PLE diagrams, Blog post. Retrieved from http://edtechpost.wikispaces.com/PLE+Diagrams
• Life Center (2005), "The LIFE Center's Lifelong and Lifewide Diagram", Retrieved from http://life-slc.org/about/about.html
• Lubensky, R. (2006), Ron Lubensky's Blog," The present and future of Personal Learning Environments (PLE)", Retrieved from
http://www.deliberations.com.au/2006/12/present-and-future-of-personal-learning.html
• Miller, P. (2012), Blog post, Project Glass and the epic history of wearable computers - how we've tried to become more than human. Retrieved from
http://www.theverge.com/2012/6/26/2986317/google-project-glass-wearable-computers-disappoint-me
• Milligan, C., Beauvoir, P., Johnson, M., Sharples, P., Wilson, S., & Liber, O. (2006), Developing a Reference Model to Describe the Personal Learning
Environment. (W. Nejdl & K. Tochtermann, Eds.) EC-TEL 2006, 4227, 506 – 511.
• Mott, J., & Wiley, D. (2009), Open for Learning: The CMS and the Open Learning Network. In Education, 15(2). Retrieved from
http://ineducation.ca/article/open-learning-cms-and-open-learning-network
• Mutlu, M. E. (2012a), “Eğitimde Yeni Teknolojilerin Kullanımı”, Hakan, A (ed) Eğitim Biliminde Yenilikler, Açıköğretim Fakültesi Yayınları, Eskişehir,
2012. (In Turkish)

29. References
• Mutlu, M. E. (2012b), “Yaşam Günlüğü (CARPE) Uygulamaları ve Yaşam Deneyimleri Yönetimi İçin Bir Bilgi Mimarisi”, XVII. Türkiye’de İnternet
Konferansı, 7-9 Kasım 2012, Eskişehir. (In Turkish) (Accepted)
• M.E. Mutlu, (2012), "Technological Developments Observed in the PLE Diagrams and Sustainability”, 2012 AECT International Convention,
Louisville/Kentucky, ABD, 30 Ekim - 3 Kasım 2012. (Accepted)
• Perifanou, M. (2011), My Personal Mobile Language Learning Environment. International Journal of Virtual and Personal Learning Environments, 2(4),
49–62.
• Pérez-Sanagustín, M., Santos, P., Moghnieh, A., & Blat, J. (2008), A conceptual framework for the integration of the 2 . 0 Web Tools in Lifelong
Learning Scenarios. 5th TENCompetence open workshop: Stimulating personal development and knowledge sharing, Sofia, Bulgaria.
• Sha, L., Looi, C.-K., Chen, W., Seow, P., & Wong, L.-H. (2012), Recognizing and measuring self-regulated learning in a mobile learning environment.
Computers in Human Behavior, 28(2), 718–728.
• Sharples, M. (2000), The design of personal mobile technologies for lifelong learning. Computers & Education, 34(3-4), 177–193.
• Services, M. (2011), Map Services and AR for Mobile PLE. Proceedings of the The PLE Conference 2011, Southampton, UK, 11 - 13 Jul 2011.
• Steve, M. (2012), Wearbale Computers Project, Retrieved from http://wearcam.org/pictures.html.
• Teevan, J., Jones, W., Bederson, B.B. (2006), “Introduction: Personal Information Management,” Communications of the ACM, 49 (1), 40-43.
• Teraoka, T. (2012), Toward personal experience management in a socially networked world. PIM WorkShop 2012, affiliated with CSCW 2012, the
Conference on Computer-Supported Collaborative Work, held in Seattle in February 2012. Retrieved from
http://pimworkshop.org/2012/pdf/teraoka_2012_toward.pdf
• Thüs, H. (2011), Mobile Personal Environment for Higher Education. Proceedings of the The PLE Conference 2011, Southampton, UK, 11 - 13 Jul 2011.
• Torres, L., Gonzalez, H., Ojeda, J., & Monguet, J. M. (2010), PLEs from virtual ethnography of Web 2 . 0. Proceedings of the The PLE Conference 2010,
Barcelona, 8-9 Jul 2011.
• Vavoula, G., & Sharples, M. (2009), Lifelong Learning Organisers Requirements for tools for supporting episodic and semantic learning. Educational
:
Technology & Society, 12 (3), 82–97.
• Vogten, H., & Martens, H. (2009), Personal Development Planner. In R. Koper (Ed.), Learning Network Services for Professional Development (pp.
369–377). Berlin, Heidelberg: Springer Berlin Heidelberg.
• White, D. C. (2010), Design and Implementation of a Personal Knowledge Integrator Federated with Personal Knowledge Environments. Proceedings
of the The PLE Conference 2010. Barcelona, 8-9 Jul 2011.
• Wikipedia, (2012a), Experience, Retrieved from http://en.wikipedia.org/wiki/Experience_(disambiguation).
• Wikipedia, (2012b), Episodic Memory, Retrieved from http://en.wikipedia.org/wiki/ Episodic_Memory.
• Wilson, S., Liber, O., Johnson, M., Beauvoir, P., Sharples, P., & Milligan, C. (2006), Personal Learning Environments: Challenging the dominant design
of educational systems. (M. Memmel, E. Ras, S. Weibelzahl, D. Burgos, D. Olmedilla, & M. Wolpers, Eds.) Journal of e-Learning and Knowledge Society,
3 (june 2007), 27–38.
• Zhao, H., Yang, L., & Wang, Y. (2010), The personal learning environment (PLE) based on web2.0. Web Society (SWS), 2010 IEEE 2nd Symposium.