The Internet is constantly evolving, and nowadays we live times of change on the web, with web 2.0, social networking and mass collaboration (Downes, 2005) and even showing already some signs of what Tim Berners-Lee and guru Nova Spivak, predicted such as the semantic web, intelligent web or in broader terms, Web 3.0 (W3CSW, 2009).
One of the areas which are expanding in information technology lies in the implementation of systems or platforms for distance learning. Currently, there are many elearning systems, but the main difficulty lies in structuring the content and information in line with the existing learning models in order to achieve greater integration and comprehensiveness of the learning environment and by this providing better quality education. At the same time, yet there aren’t too many tools and elearning systems for the web/elearning 3.0, enabling the practical point of view or preparing to implement the semantic web, mobility of resources, as well as the universality of learning design, allowing approach the teacher of the design process, in an intuitive and practical way.

In order to address these needs, will be of interest to study the use of specifications and standards for the structuring of learning resources, learning objects and instructional design (Rego and Moreira et al, 2005), to allow the instructional designer and teacher has access to standardized resources and to evaluate the possibility of integration and reuse in e-learning systems, not only content but also the learning strategy. Similarly it is interesting to study the possible use of collaborative tools for the adaptation of resources, as well as collecting feedback from users to provide feedback to the system.

In addition, it would be interesting to study the importance of supporting technologies such as machine-learning and intelligent agents, for the practical application of the Semantic Web with the concept of social semantic web (Breslin et al), with the introduction of collaborative tools and systems with application in real situations as social and learning environments for the provision and sharing of resources and learning strategies, as well as enable the instructional designer access to tools that can provide autonomy to create/customize specifications/ontologies to give structure and meaning to resources. Also with the introduction of additional manual and automatic search with the recommendation of resources and instructional design based on the context, as well as recommending adaptations in learning resources.
Finally we consider studying the concept of mobility and mobile technology applied to e-learning, allowing access by teachers and students to learning resources, regardless of time and space (Bratt, 2006).