In recent years, advances in technology have made possible that people work together, regardless of how far they are. Web 2.0 is not only useful to support formal education learning, but the ways in which these technologies are an important part for the outside school student life have to be considered (Grunwald Associates, 2007; Green and Hannon, 2007). Therefore, we must be aware that this is a change and impact on learning process design (Torres-Kompen, Edirisingha & Mobbs, 2008). However, Personal Learning Environments also bring new teaching methodologies to get successful learning so teachers must rethink its uses (Johnson & Sherlock, 2014), reorder their methodologies and go beyond usual restrictive environments, a migration from a controlled environment by teachers to a collaborative work environment led by the students themselves must occur (Elliott, 2010).

Nowadays, anyone with an Internet connection can publish their thoughts through blogs, forums, videos... This leads to the increase of new information sources. Coates (2009) indicates that we are flooded with petabytes of varying quality information. But how do students manage this information?, is there any pattern in the incorporation and selection of these means?, how are they incorporated?, which are the links between formal and informal learning in digital environments?.

According McElvaney (2009) to create a Personal Learning Network, it is necessary firstly  to explore existing personal web technologies, secondly to see where they are and finally how to use them. PLE is an environment where people, communities, tools and means interact in a very flexible manner. It promises students important learning outcomes and it provides them greater autonomy and managed tool control along their learning (Wilson, 2008 and Peña-López, 2010).

Learner creates its own Learning Network in the Personal Learning Environments. This person decides which virtual community will be useful for him/her learning and/or where to learn and gather daily updated information. However, this network to be created and to take advantage of its elements requires to invest time and effort by participants. Thus, all members of this learning community must be active and proactive, namely, they must share and not be mere observers (Utecht, 2010).

As Alvarez collected (2010):

The supply of ICT solutions that was designed to embrace learning management tasks is not enough to ensure a comprehensive answer of potential user demand, nor effectiveness in the performance of these tasks -transposed into objective achievements determined by teaching and learning processes -.(p. 321).

So Personal Learning Environments arise as an alternative approach to the heterogeneity of tools and training virtual environments (with different formats and modalities). This requires a digital scenario that brings together solutions that are currently underway.

Given this premise, in this paper it is presented the experiences, voices and statements of a virtual community of practice created within a Teaching Innovation Project in Higher Education. In this virtual community participants discuss and address issues of concern related to Education.

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