This paper explores the concept of Personal Learning Environments (PLEs) and their potential role in the future of education. It discusses how PLEs can support ongoing learning by providing tools that enable individuals to organize and manage their own learning. The paper highlights the changing nature of education, particularly the use of technology by the "net generation" and the increasing importance of informal learning. It also examines the impact of emerging technologies such as ubiquitous computing and social software on education. Social software is seen as a key enabler, allowing learners to create and share content, and fostering a new ecology of open content and multimedia. The paper provides examples of how PLEs can be developed through the aggregation of different services and discusses the potential for PLEs to facilitate different learning styles and assessment methods. Finally, it explores the philosophical, ethical, and pedagogical arguments for PLEs, emphasizing their ability to bridge institutional learning with informal learning and to empower learners to take responsibility for their own education.This paper explores the concept of Personal Learning Environments (PLEs) and their potential role in the future of education. It discusses how PLEs can support ongoing learning by providing tools that enable individuals to organize and manage their own learning. The paper highlights the changing nature of education, particularly the use of technology by the "net generation" and the increasing importance of informal learning. It also examines the impact of emerging technologies such as ubiquitous computing and social software on education. Social software is seen as a key enabler, allowing learners to create and share content, and fostering a new ecology of open content and multimedia. The paper provides examples of how PLEs can be developed through the aggregation of different services and discusses the potential for PLEs to facilitate different learning styles and assessment methods. Finally, it explores the philosophical, ethical, and pedagogical arguments for PLEs, emphasizing their ability to bridge institutional learning with informal learning and to empower learners to take responsibility for their own education.