The paper explores how Learning Study, a collaborative action research approach, can be integrated with eLearning activities to enhance personal knowledge management (PKM) competencies of pre-service teachers for effective instructional design and assessment for learning. PKM competencies are conceptualized as knowledge retrieving, organizing, analyzing and collaborative skills for effective learning. The study adopts Cheng’s (2011) PKM model to proposal a curriculum for developing teacher’s PKM skills through a teaching development project conducted in The Hong Kong Institute of Education. A Solomon four group quasi-experimental research design was adopted to collect data from pre and posttest of PKM measurement from the participants of the Learning Study course. All items were measured using a 5-point Likert-type scale ranging from 1 (strongly disagree) to 5 (strongly agree). Another professional study course is set as the control group. Lesson observation and qualitative interviews were conducted to evaluate the development of the pre-service teacher. The effectiveness of the e-learning activities, the use of PKM tools and the collaborative action research approach were evaluated. Results showed that integrating learning activities in the Learning Study course had impacts on the retrieving, organizing, analyzing skills for instructional design and student assessment. A set of learning activities for planning the PKM curriculum could be articulated from the result of this study. For example, access databases and websites for information retrieval; operate electronic tools for information integration to design lesson plans; use spreadsheet and statistical software for data and information analysis to assess student learning problems; use collaborative PKM tools to support both synchronous and asynchronous communication for the purpose of collective learning; and construct knowledge that is based on an appropriate understanding of the nature of data, sound inference