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ather than relying on services to offer a very detailed set of metadata using a common profile, systems will instead need to offer greater capability for managing either heterogeneous information or operate on a very limited set of information which can be commonly assumed, such as titles, summaries, and tag

While the contexts of formal education systems can be characterized as having bounded variety (e.g., a course typically has around 20-2000 members) and possessing rigid boundaries, general social systems used in informal learning can possess more diverse levels of variety

Connecting with very large contexts using a PLE poses both a technical and a usability challenge, as it will not be possible to absorb all the information within the context into an environment to be operated upon locally, nor is it feasible to present users with flat representations of contexts when they contain thousands of resources

ilter the context to reduce the amount of visible users and resources based on the declared interest of the user.

it remains unclear what mechanisms can underpin the coordination of collective actions by groups and teams within a PLE.

the PLE is not a single piece of software, but instead the collection of tools used by a user to meet their needs as part of their personal working and learning routine

the characteristics of the PLE design may be achieved using a combination of existing devices (laptops, mobile phones, portable media devices), applications (newsreaders, instant messaging clients, browsers, calendars) and services (social bookmark services, weblogs, wikis) within what may be thought of as the practice of personal learning using technology

TenCompetenc

So how will the PLE and the VLE design co-exist

whereby VLE products start to open their services for use within the PLE.

LE are incorporated into the VLE, yet along the way robbing them of some of their transformative power.

The VLE is by no means dead, and those with investments in this technology will attempt to co-opt new developments into the design in order to prolong its usefulness

PLE model will develop in sophistication, making the VLE a less attractive option, particularly as we move into a world of lifelong, lifewide, informal and work-based learnin

Within the field of education technology, the focus in recent years has been on the improvement of the technology of the virtual learning environment (VLE, also known as a Learning Management System, or LMS) with software and techniques that do not fit the general pattern of capabilities of a VLE being largely marginalized