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Some thoughts... "The main concern about the development of PLEs was the practical pedagogical implication of their adoption in different contexts, especially when taking into account a more interdisciplinary perspective. It included considerations of pedagogy, didactics, technology, institutional issues and the many factors that contribute to the complex system of tensions that constitute the common framework in which we talk about learning and education." 
Compendium of tools, websites, software that can help you make use of your time better.
Emerging Technologies and New Learning Ecologies: Learners’ Perceptions of Learning in Open and Networked Environments
Abstract: The emergence of networking technologies and social media is changing the way we work, collaborate and learn. This has resulted in new forms of learning practices, more participatory ways of creating and representing knowledge and new global learning networks. In the current era, learning and educational practices are becoming more open, digital and networked. Open and networked technologies provide the opportunities for online learning to offer kind of more open and flexible online learning opportunities which can bring together such a greater number of geographically-dispersed learners to experience kind of networked and collective learning mediated by online and web applications. Such open and free learning opportunities for instance are the growing interest in offering open online courses in higher education nowadays which attract many people. This paper discusses the learning activities and experiences of the participants of some open online courses who are coming from different parts of the world to online networked environments and integrate various tools and digital application in the process of their learning and interactions. This paper presents the preliminary findings of a research in progress on leaning ecologies in web 2.0 and emerging technologies and personal learning environment (PLE). The main research question for this paper is: what is the nature of learning in open and networked learning environments and what learning activities and experiences result from participating in these environments? The findings are based on an online survey, semi-structured interviews and public online contents of the participants in open online courses. This study adapted a virtual auto-ethnographic method to get involved more closely to the culture and phenomena of learning in such open online environments in which researcher was able as a learner to participate in the various activities of the courses, interact with participants to explore the processes of learning and interaction. For the purpose of data analysis and understanding the nature of learning and interactions in such open and networked environments, by reflection on socio-cultural theoretical frameworks such as social constructivism, communities of practice and connectivism, we used a rhizomatic approach to learning in networks and communities (Cormier, 2008, Engestrom, 2007, Tella, 2000) to look at different emergent and multi-directional learning activities take place in the context of such open environments and to explain how open-digital-networked technologies are used by participants of open online courses. 
Abstract:
Abstract
Today, in a changed world brought forth by the internet, questions arise on the matters of learning and leadership in educational institutions. To answer these questions, the inductive approach is taken up entailing the surfing of the internet to look for the relevant materials. Through the analysis done over a section of these materials, the following is found: the emergence of a new mode of learning and teaching with Web 2.0 tools; the development of new policies in the education system of a number of countries; and, the multitude of challenges faced by those with interest in integrating technology with the classroom learning experience. The challenges of concern are internet access, teachers’ education, teachers/lecturers modeling for the students, new additional skills or literacies and alternative paths in integrating technology with the classroom experience. Several forms of assistance could however be developed to help teachers/lecturers to bring technology into the classrooms. Also, to ensure smooth integration of technology in the classroom, the collaborative or shared leadership style appears to be the most appropriate for those concerned.
http://www.macrothink.org/journal/index.php/ijld/article/download/1489/1206 
Bev Novak from Mentone Grammar School encourages educators to start developing their Personal Learning Network (PLN) and discover the joy of lifelong learning - learning anything, anytime, anywhere with anybody they choose. Via Bev Novak ... People interested in Massive Open Online Courses will probably be aware of the research by Helene Fournier and me on Personal Learning Environments and MOOCs. We carried out research in the MOOC PLENK2010 (The MOOC Personal Learning Environments Networks and Knowledge that was held in the fall of 2010). The data collected on this distributed course with 1641 participants has been massive as well. Its analysis has kept us and some fellow researchers busy over the past year. The research has resulted in a number of publications and I thought it might be useful to post links to all of our journal articles, conference papers and presentations that were published in relation to PLEs and MOOCs in one space. Each publication looks at the data from a different perspective, eg, requirements in a PLE, self-directed learning, learner support, creativity. ...
by Rita Kop Abstract
This article presents an exploratory research based on the virtual ethnography from an environment of research and learning including new technologies. The ethnography is a method of qualitative research of social sciences that is mainly used in the socio-cultural Anthropology, where it has its theoretical basis. The target was to explore the web 2.0 and its tools. The process of participant observation is by means of a blog, other tools and virtual communities. The result is a descriptive model of the web 2.0 based on a Personal Learning Environment which developed in the ethnographic experience.
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More thoughts by Graham Attwell:
"PLEs might be seen instead as a flexible process to scaffold individual and community learning and knowledge development. And of course, with powerful mobile devices that learning can take place in contexts where knowledge is applied, rather than as pure knowledge abstracted from its application." 
This chart provides the three stages of Personalized Learning Environments describing Stage One (Teacher-centered), Stage Two (Teacher and Learners as co-designers) and Stage Three (Learner-centered).
Information aggregation in Networked Learning: The Human Factor and Serendipity
Abstract: The Web is changing and emergent technologies on the Web provide new options for learners to aggregate and engage with information. Learners can take control over their information steam and be proactive in the search for valuable information. The abundance of information makes that choices need to be made about what is valuable and what not, while the low level of teacher presence on open online networks increases the self-directed nature of this task for learners. Learning technologists started the research, design and development of personal learning environments (PLEs) that include predictive technologies to aid learners with the management of their learning in an open networked environment. Designers and developers are working on information recommender systems, using learning analytics and visualization techniques, to present learners with information relevant to their learning. Questions are being raised, however, about the usefulness of these systems for the advancement of learning. The low level of teacher presence on open networked learning networks will influence the level of reflection and critical engagement with information by learners, and is seen as a challenge to depth of learning. It is argued that to counter balance this, critical factors in information gathering would be the level of serendipity and human mediation.
http://www.networkedlearningconference.org.uk/abstracts/pdf/kop.pdf "Research and development in Personal Learning Environments has made considerable progress in recent years. Yet such research continues to be focused on learning through formal educational institutions. Far less attention has been paid to work based learning and still less to the particular context of learning in Small and Medium Enterprises (SMEs). Yet it could be argued that it is in just these contexts, where work can provide a rich learning environment and where there is growing need for continuing professional development to meet demands from new technology and materials and changing work processes that PLEs could have the greatest impact. However, for this to happen requires a dual approach, based on informal learning and the development of network and mobile technologies. This paper will describe an approach being developed for learning in SMES, specifically in the building and construction industry in north Germany." ...
by Graham Attwell, Pontydusgu & Ludger Deitmer, ITB, University of Bremen
Characterisation of a Personal Learning Environment as a lifelong learning tool
By Sabrina Leone
Abstract
Over the last years, increasing attention has been paid to Personal Learning
http://e-ntrasites.univpm.it/Ingegneria/Engine/RAServeFile.php/f/Sabrina_Leone.pdf Abstract
This qualitative phenomenological study involving in-depth interviews with seven educators in K-12 and higher education examines the role that the microblogging service Twitter plays in the formation and development of Personal Learning Networks (PLN) among educators. A double hermeneutic data analysis shows that Twitter plays a role in the formation and development of PLNs by allowing educators to; engage in consistent and sustained dialogue with their PLN, access the collective knowledge of their PLN, amplify and promote more complex thoughts and ideas to a large audience, and expand their PLN using features unique to Twitter. This research also examines the nature of a PLN and shows that participants believe their PLN extends beyond their Twitter network to encompass both face-to-face and other ICT mediated relationships. Secondary research questions examine how Twitter differs from other social networking tools in mediating relationships within a PLN, what motivates an educator to develop a PLN, how trust is established in a PLN, what the expectations of reciprocity are within a PLN, and what is the nature of informal learning within a PLN.
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