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The paper shows how semantic grid learning services will support a user-centered, personalized, contextualized and experiential based approach for ubiquitous learning. In order to allow personalized learning processes, we need to study and define methodologies for representing, through adequate knowledge structures, such as ontologies, both the area (the learning context) and the learner. In this paper we will focus on the role of personalized ontologies for a new generation of intelligent services, and more specifically, about their role for Grid Learning services in ELeGI.

In Vocational and Educational Training (VET), new trends are toward social learning and, more precisely, toward informal learning. In such settings, this article introduces a process — the e-Qualification — to manage informal learning on the ELeGI “Learning Grid Infrastructure.” It argues that this process must occur in a social context, such as virtual communities. On the one hand, it describes their necessary characteristics and proprieties that lead to the creation of a new kind of virtual community: the Virtual Learning Grid Community (VLGC). On the other hand, e-Qualification cannot occur without the help of a kind of user’s profile, called e-portfolio. Moreover, the e-portfolio is also a process, used to manage the Virtual Learning Grid Communities. The e-Qualification and Virtual Learning Grid Communities’ management will probably rely on the cooperation of different distributed, autonomous, goal-oriented entities, called Mobile Peer-to-Peer (P2P) Agents. Furthermore, we hope that implementing these services will decrease the lack of informal learning treatment on the grid and will become the basis for new services on the Learning Grid.

In Vocational and Educational Training, new trends are to social learning and more precisely to informal learning. In such settings, the article introduces a process - the e-Qualification - to manage informal learning on the “Learning Grid”. It argues that this process must occur in a social context such as Virtual Communities. On the one hand, it describes their necessary characteristics and proprieties, which lead to the creation of a new kind of virtual community: the Virtual Learning Grid Community. On the other hand, e-qualification cannot occur without the help of a kind of user’s profile, which is called e-Portfolio. Moreover, the e-Portfolio is also a process, which is used to manage the Virtual Learning Grid Communities. The e-Qualification and the Virtual Learning Grid Communities’ management will probably rely on the co-operation of different distributed, autonomous, goal-oriented entities, which are Mobile Peer-to-Peer Agents. Furthermore, the authors hope that implementing these services will decrease the lacks of informal learning treatment on the Grid and will become the bases for new services on the Learning Grid.

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