467 E E-Learning Tool for Regional Development Maria Teresa de Noronha Vaz University of Algarve, Portugal Sílvia Brito Fernandes University of Algarve, Portugal Eric de Noronha Vaz New University of Lisbon, Portugal Copyright © 2008, IGI Global, distributing in print or electronic forms without written permission of IGI Global is prohibited. INTRODUCTION As opposed to the computer-based training of the 1980s, the term e-learning is most frequently used to refer to computer-based training which incorporates technolo- gies that support interactivity beyond what would be provided by a single personal computer. E-learning, therefore, is an approach to facilitate and enhance learning through both computer and communication technologies. Such devices can include personal com- puters, CD-ROM, digital television, PDA, and mobile phones. Communication technologies enable the use of the Internet, e-mail, discussion forums, collaborative software, classroom management software, and team learning systems. E-learning plays an important role in the information society because effective learning occurs where there is active social communication and interaction. Active approaches to effective learning present learning as a social process that takes place through communica- tion with others in space. From a social perspective, learn how to use collective activity to solve problems, decide, and act together. As this learning environment matures, its elements gain new knowledge and skills and share them, valuing their joint commitment. When learning interactions occur electronically, the result- ing environment is usually referred to as an online learning community or a virtual learning network. The importance of e-learning has been emphasized by recent studies which examine it as a platform where not only individuals learn but where the region or the community as a whole also learns. This aspect has been analyzed through the discussion of the impacts of e-learning on human and social learning. How the learning agents gather and apply pertinent informa- tion to create knowledge is a critical issue. Thus, it is necessary to investigate how knowledge is produced at the community or region level and not simply how the information is shared and how individuals learn. Traditional learning models do not necessarily apply to e-learning platforms because key factors of these last, such as multiple identities and the delivery of commu- nication channels supported by technology, affect the way they develop and operate. The appropriate models to e-learning environments need to address what proc- esses learners follow and what languages they use to interact under online conditions. In other words, they have to capture the social dimension of an e-learning environment and not only focus on its end products. And this means to analyze how and why individuals become electronic learners and the processes they use for collective learning. The fundamentals of a learning network require more time to develop in electronic social settings than in face-to-face traditional interactions. Longitudinal analyses are required to capture mature social learn- ing processes which contribute to sustain the network for lifelong learning. This depends on the relationship between the components of learning and technology where this last should be personalized and self-adap- tive to socially mediated processes. In fact, contents, bits, learning, and cognitive science are converging into “knowledge media” as stated by Eisenstadt (1995) Technology should have the capacity to capture and index knowledge construction patterns and to allow Corry, 2002). Knowledge mining and construction are critical processes for users to be able to readily locate