Mash-Up Personal Learning Environments - E-Infrastructures and Technologies for Lifelong Learning - page 147

approaches, though, and we do not have a solution
for the efficient communication of events.
Secondly, the utilization of iframes causes
problems in cross-domain scripting (cf. Jackson
& Wang, 2007) and the look & feel as well as
stability of the resulting web pages. Redirection
services, for example, can easily overload the
surrounding MUPPLE runtime container. Widget-
based approaches such as proposed by Wilson et
al. (2008) or Sire & Vagner (2008) may a possible
solution for this.

platform prototype. In our new approach, we par-
ticularly tried to avoid the problematic aspects of
expert-driven, content-model based, instructional
adaptation strategies. Learning is designed from
the perspective of the learners by analysing their
(digital) interactions along a simple activity model.
Personalization of the learning process takes place
through customization of the learning environment,
network effects on collaborating with peers, and
recommendations and support given by MUPPLE.
It may comprise a new generation of personalized
learning environments - the future will show.

CONCLUSION

ACKNOWLEDGMENT

Hannafin et al. (1999) have stressed the fact that
with the expected growth of both information and
technology, new models for instructional design
have to be sought: an information-age paradigm of
instruction. Given our analysis of today's instruc-
tional design theories and adaptation technologies,
we go even further: learning environments and
their construction as well as maintenance makes
up the most crucial part of the learning process
and the desired learning outcomes and theories
should take this into account; instruction itself
as the predominant paradigm has to step down.
Classical instructional design theories assume
that the environment should more or less auto-
matically adapt to the user. But it should be the
other way around: the user should easily adapt the
environment to her needs. It is not about learning
design it is all about learning environment design.
Managing distributed cognition (Poirier & Chi-
coisne, 2006) through manipulating the learning
environment is a key competence for successful
learning in the web 2.0.
Within this contribution we have proposed our
alternative: Mash-up personal learning environ-
ments (MUPPLE) including our learner interaction
scripting language (LISL) as a design language
model for creating, managing, maintaining, and
learning about learning environment design. It is
complemented by a proof of concept, the MUPPLE

This research was supported by the European
Commission within the ROLE project (Grant
agreement no. 231396). The ICAMP project
has been funded by the European Commission
under the ICT programme of the 6 th Framework
Programme (Contract number: 027168).

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