Institutions for formal education and most work places are equipped today with at least some kind of <i>tools</i> that bring together <i>people</i> and content <i>artefacts</i> in learning <i>activities</i> to support them in constructing and processing information and knowledge. For almost half a century, science and practice have been discussing models on how to bring personalisation through digital means to these environments. 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. \ud The learning environment is an (if not 'theï¿½) important outcome of a learning process, not just a stage to perform a 'learning play'. For these good reasons, we therefore consider instructional design theories to be flawed. \ud In this article we first clarify key concepts and assumptions for personalised learning environments. Afterwards, we summarise our critique on the contemporary models for personalised adaptive learning. Subsequently, we propose our alternative, i.e. the concept of a mash-up personal learning environment that provides adaptation mechanisms for learning environment construction and maintenance. The web application mash-up solution allows learners to reuse existing (web-based) tools plus services. \ud Our alternative, LISL is a design language model for creating, managing, maintaining, and learning about learning environment design; it is complemented by a proof of concept, the MUPPLE platform. We demonstrate this approach with a prototypical implementation and a – we think – comprehensible example. Finally, we round up the article with a discussion on possible extensions of this new model and open problems
To submit an update or takedown request for this paper, please submit an Update/Correction/Removal Request.