1. Personal eLearning Design enhanced with Frameworks, ePortfolio and eDossier facilities
Dr Pedro Pablo Sanchez-Villalon,
Escuela Oficial de Idiomas de Ciudad Real , Spain,
Prof. Manuel Ortega,
Computer Science Faculty, Universidad de Castilla La Mancha, Spain
& Dr Asuncion Sanchez-Villalon
Department of Philology, Universidad de Castilla La Mancha , Spain

2. Evolution of Learning Environments
Traditional Learning: Classroom for language learning
Printed Materials, Audiovisual Aids. Simulated communication
CALL: Computer-assisted instruction - LMS
Digitized content to CD: tutorials, quizzes; & Web (link farms)
TELL Web-enhanced e-learning: OLE
learning anywhere anytime – PLE Lifelong Learning.
It all started when Plato and Aristotles brought teaching into the educational center, a building where formal education could be transmitted. Some revolutions enabled the use of Printed Materials & Audiovisual Aids, which allowed Simulated communication. A set of physical tools were offered in the Classroom: Books, Blackboards, Libraries, Pen & paper.
New technologies and computers contributed to somewhat breaking the walls for learning.
First, Printed materials became Digitized contents. But teaching again required special conditions with computer labs and lots of technology in the educational site. The mobility offered by CD technology and the Web originally contributed to facilitating the access to information. CAL has contributed with the production of a lot of digitized material for learning especially languages: quizzes and tutorials abound and are easily accessed.
The current trend of using learning enhanced with technology with the Web development and ubiquitous wireless hardware has caused the emergence of OLE, enabling the so-called TEL environments. These provide learning tools, resources, services.
We propose TELL as a tool supporting language communication. A system which offers a really interactive environment. Not just as a system providing content but a real mechanism which enables the real use of language and ICT tools to communicate.

3. Personal eLearning Design enhanced with Frameworks, ePortfolio and eDossier facilities
Dr Pedro P. Sanchez-Villalon, Escuela Oficial de Idiomas de Ciudad Real , Spain, Prof. Manuel Ortega, Computer Science Faculty, Universidad de Castilla La Mancha, & Dr Asuncion Sanchez-Villalon Department of Philology, Universidad de Castilla La Mancha, Spain

4. Personal learning design and Lifelong Learning
eLearning environments’ features & procedures
Accessibility to Technology: evolution of technology
Shift from organizational issues to pedagogical implications
Design in a learning environment,
appropriate
permanent
independent
Personal learning design and Lifelong Learning
Technology to design the learning activities
interaction with the learning environment and
using of learning frameworks, to design their own path in their lifelong learning process.

5. Technology-enhanced interactive learning scenario
with easy ePortfolio edition including the EuroPass,
& the implementation of a really updatable eDossier
‘technologies can help us engage learners in active, constructive, intentional, authentic, and cooperative learning’ (Jonassen et al, 1999).

6. Technological Revolution in Education Learning with ICT on the Web
E‑learning: Methodological Implications & European Actions
Technological Evolution of Learning Environments
Interaction for Blended Learning: Engagement theory
Writing Interaction in Design-based E-learning: CEFR
Towards the Read-Write Web & Lifelong Learning: ePortfolio
Traditional Language Classroom
CAL Environments
TEL Environments
Learning Management Systems
Online Learning Environments
Personal Learning Environments
Technological Revolution in Education
Learning with ICT on the Web
E‑learning: Methodological Implications & European Actions
Technological Evolution of Learning Environments
Learning Management Systems
Online Learning Environments
Personal Learning Environments
Interaction for Blended Learning: Engagement theory
Writing Interaction in Design-based E-learning: CEFR
Towards the Read-Write Web & Lifelong Learning: ePortfolio

7. Evolution of learning environments
Traditional Learning
CAL & TEL (CALL & TELL for Languages)
Changes in:
organizational issues
the technological perspective
the pedagogical design
Frameworks for eLearning
LMS to OLE to PLE
CEFR, ACTFL & Portfolio
AIOLE tools & services
We will start by presenting how education has evolved from traditional learning environments to learning enhanced with technology, which facilitates a more autonomous learning process.
I will focus on Interactive Online Learning Environments in the domain of Language learning, where applying some organizational, technological and pedagogical frameworks will enable personal learning.
This is a presentation of AIOLE and AWLA as two resources developed to learn languages on the Web.
Manuel Ortega, Pedro P. Sanchez-Villalon, Asuncion Sanchez-Villalon

8. Frameworks for Learning
learning in the chaotic sea of information which the Web may be, is a huge endeavour, very difficult to achieve. So the shift in the new Web2.0 to provide more pedagogically designed learning opportunities on the Web has produced a new focus on learning design, and tools for personal learning are beginning to appear.
For this, some structuring or patterning (if not organization) is required and some Web2.0 developers have established a reference model or framework based on tools following patterns for services: network patterns with RSS feeds for offering access to content and learning resources, temporal patterns to manage agendas, conversation patterns to establish coherent communication, workflow and resources patterns to upload and download files, images and materials, language tools and activities and the integration of a most effective tool for personal learning in a social pattern, the use of portfolios.
In an TEL-based engaging online learning environment, we can make up a collaborative group searching for information on the Web, writing on the Web, mainly in collaboration, interestingly discussing with others, using the newly-found information source with the motivating input, and finally publishing the resulting project or report on the Web.
All these will enable the design of learning environments such as AIOLE.

9. The traditional classroom scenario can evolve to a Blended Learning scenario which, without being apparently very different, provides the traditional elements with computational features.
The Web can also provide a distance learning and ubiquitous scenario, enabling the technologically-enhanced classroom, fading its boundaries and extending the learning environment to anywhere with ICT facilities.
The traditional classroom scenario can evolve to a Blended Learning scenario which, without being apparently very different, provides the traditional elements with computational features.
The Web can also provide a distance learning and ubiquitous scenario, enabling the technologically-enhanced classroom, fading its boundaries and extending the learning environment to anywhere with ICT facilities.

10. Learning as Interaction through Technology
Influence between
learners,
the teacher &
the content
show the effect of communication through technology
Development of resources to interact with others and with the information content in engaging authentic contexts for learning.
integration of resources in the environment through technology and learning design results in the enhancement of learning
Aspects that enhance Learning:
Personal engagement &
Learning in communities
the influence between the learners, the teacher and the content, can effect of communication between the participants through technology
development of resources to interact with others and with the information content in engaging authentic contexts for learning.
The integration of interactive resources in the learning environment mainly through technology and learning design will result in the enhancement of the learning outcome
personal engagement in learning together with learning in communities are two learning enhancing aspects

11. engaging online learning interaction
Interaction gives the essential pedagogical support for the learning design applicable to any online learning environment, especially to the integrating technology-enhanced learning environments.

12. Methodology: Technologies influence learning
Traditional Classroom: books, pen and paper
Audiovisual materials & Simulation techniques
Some communicative skills, activities but …
Listening & speaking
Through repetition
In Language Labs
Writing in isolation
Writing Letters
Writing exams
Writing in isolation
Writing Letters
Writing exams
Technology features:
Ubiquity of information & of devices (Kay, 1991; Weiser, 1991)
Collaboration enabling communities of practice (Wegner,)
In authentic context: situated learning (Jonassen, 199
Interaction (fluent, engaging communication)
Methodological principles: pedagogical design
Engagement theory “Relate, Create, Donate” (Kearsley & Shneiderman, 1998)
learning by creating, (Papert, 1991)
Learners participate in their learning design (Britain & Liber, 1999, 2004)

13. eLearning: using Web Tools for Lifelong Learning
Global change in pedagogical foundations.
Technology enhances their language learning experience, whether in educational centres in formal learning,
or outside, in informal situations, supporting Lifelong Learning.
The learning situation can extend into informal learning, allowing users to become permanent learners who,
being guided to learning with technology will then
design their own personal learning (Liber, 2005)
with plans taken from reference models or frameworks for learning in disciplines recommended by official institutions.
These frameworks are a set of diverse patterns
(domain levels, contents, competences, skills)
for learning given by institutional educational authorities.

14. First, the teacher is to organize, then the learners themselves
The strategy-, skill- or competence-focused eLearning environments, based on
international, national, regional or local syllabus-designed frameworks in a scaffolding way by the educational institutions (in language learning),
Common European Framework for Reference for Languages
American Council for the Teaching of Foreign Languages
Canadian Benchmarking for Languages,
Australian International Second Language Proficiency Rating
First, the teacher is to organize, then the learners themselves
Initially it can be the role of the teacher to organize the strategy-, skill- or competence-focused eLearning environments, with the help and guidance of the educational institutions at different levels: from international, national, regional or local syllabus-designed frameworks in an scaffolding way (such as, for example, in language learning, the Common European Framework for Reference for Language Learning (CEFR, 2001) (Figure 1), the American Council for the Teaching of Foreign Languages (ACTFL, 1999) Guidelines, the Canadian Benchmarking for Languages, and the Australian International Second Language Proficiency Rating).

15. the CEFR
descriptors of the levels of the process of learning the different competences and abilities involved in the acquisition and use of modern languages.
One of the first implementations was to design a common Portfolio (EPL, 2000):
European Passport of Languages or EuroPass, the learners show their identity and their learning achievements
Language Biography, where the learner can reflect on their learning process;
The Dossier, which works as an evidence of the learning achievements and experiences.
the CEFR establishes a set of descriptors which determine the levels of the process of learning the different competences and abilities involved in the acquisition and use of modern languages. One of the first implementations was to design a common Portfolio (ELP, 2000), consisting of three parts: one, the European Passport of Languages or EuroPass, with which learners show their identity and their learning achievements; another part, the Language Biography, where the learner can reflect on their learning process; and the third part, the Dossier, which works as an evidence of the learning achievements and experiences.

16. AIOLE for learning, for learning design and for reporting learning
AIOLE: An Interactive Online Learning Environment: a series of resources for eLearning
Access to content in the way of Learning Management Systems, with activities designed by the tutor or copied and pasted from the Web.
It includes technological online learning tools, integrating
AWLA (A Writing e-Learning Appliance, which is a wiki-like writing tool, a resource for language learning, mainly for learning how to write by writing on the Web, individually or in collaboration) and
WebWriter2.0 (a blog-like tool for learning-design).
These tools are shaped into services for the learners themselves to design learning tasks in a scaffolding way, following the guidance of the reference frameworks (CEFR and ACTFL), the planning of learning activities designed initially by the tutor, and then, in a progressively more independent, informal way by the learners themselves on a lifelong learning basis.
an Interactive Online Learning Environment, AIOLE, which consists of a series of resources for eLearning.

17. By using official templates, AIOLE offers easy ePortfolio edition
the EuroPass,
Linguistic Biography (or BioLingua)
the eDossier : an updatable electronic version of the Dossier,
with the facility to upload scanned certificates and pictures, or audio and video files, as evidence of the learners’ language learning experience.
Using technology will enhance the possibilities to make these tools efficient for personal learning. Learners will make use of the Web as a social network, accessing information, publishing their achievements in ePortfolios and sharing their learning experience with others by writing about their own learning experiences and thoughts, using resources such as wikis, blogs, podcasts, on what has been termed the Web 2.0 or the Read/Write Web for their lifelong learning.