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A few eLearning research teams promoting a scenario-based approach have adopted the IMS-LD specification, At the same time, other teams have developed other notations, languages and meta-models related to IMS-LD, along with tools and methodologies for modelling and implementing learning activities on eLearning platforms.The aim of this special issue is to share and confront approaches (i.e., models, tools and methodologies) through modelling experiences of collaborative learning activities. There is a starting point focused on a common case study, called "Planet Game" or "Astronomy Game", which is modelled and implemented with a very specific approach in every paper.To discuss or comment on articles in this special issue please go to the OpenLearn LabSpace forum at http://labspace.open.ac.uk/mod/forum/view.php?id=110175. To contribute you will need to register for free on OpenLearn.Editors: Laurence Vignollet, Université de Savoie, France; Christian Martel, Pentila Corp., France and Daniel Burgos, ATOS Origin Research and Innovation, Spain.

This special issue of the Journal of Interactive Media in Education (JIME) builds from selected papers from the OpenLearn2007 conference [1] where researchers were invited to report on their research across themes of software and tools, user experience, sustainability and the research agenda in open content in education. The papers published in this issue cover each of these themes. This collection of papers shows just some of the diversity of work in OER community and shows the value of reflecting and reporting the research activity alongside the development of practical and useful ways to share educational resources.Interactive elements: Abstracts and recordings from the OpenLearn conference can be found via http://www.open.ac.uk/openlearn/openlearn2007/

In this Special Issue we approach personalization from several views, in each case addressing aspects of adaptive learning and IMS Learning Design. From user modelling to semantic services through educational games, there is a broad range of topics in these seven selected papers. These articles were initially invited by the guest editor, aware of the high-level research of the authors and their work teams. They fit into a common framework: adaptive learning and IMS Learning Design. We hope this special issue brings to the fore these two hot topics on the research panorama in Educational Technology.Editors: Daniel Burgos.

Abstract: This special issue of JIME brings together several papers that were produced following a symposium on 'Portable Learning - Learner and Teacher Experiences with Mobile Devices' held in June 2005 at the UK Open University. There is considerable interest in how mobile devices of various kinds can support learning in different contexts ranging from their use in formal settings such as schools and universities through to more informal settings. However, as with all technologies in their early days, there is a real need to distinguish the hype and rhetoric from the empirical evidence and reality of use. The symposium papers were grounded in the developing literature and in empirical work. They focused on user experiences and often explored the potential in terms of scenarios of use. The purpose of the symposium on Portable Learning was two-fold: to bring together research on mobile devices from different areas of the Open University, and to share experiences with researchers from elsewhere. Editors: Ann Jones, Agnes Kukulska-Hulme and Daisy Mwanza.

Abstract: Tablet PCs are a relatively new format of computer, which seem to offer features which may be beneficial to schools. The uptake of Tablet PCs by schools has been somewhat limited, not least due to their greater cost than laptops of a 'similar' specification. This paper explores the key question of the extent to which schools should be investing in Tablet PCs, if at all, in preference to other formats of fully functional PCs, drawing on evidence from a Becta funded evaluation of the use of Tablet PCs in schools in England conducted in 2004-2005. The Computer Practice Framework was used to develop a set of questions which helped structure a meta-analysis of the data from 12 case studies that formed part of this evaluation. The methodology used and some limitations of the evaluation are outlined, and the key findings are described. The paper concludes that Tablet PCs do appear to offer significant potential to schools, though this potential was not being fully realised in most of the case study schools. A number of specific circumstances in which Tablet PCs do appear to be the most cost effective option are also identified. Editors: Ann Jones, Agnes Kukulska-Hulme and Daisy Mwanza. Reviewers: Liz Masterman (Oxford), Paul Rudman (Glasgow), Giasemi Vavoula (Birmingham). Interactive demonstrations: A Microsoft tour of a Tablet PC is accessible from the Microsoft website [1].

Abstract: In March 2002, thirty-three experts in e-learning from four continents met each other for the first time in Valkenburg aan de Geul, a small village in the south of The Netherlands. Since then, the group, referred to as the Valkenburg Group, has met several times at different locations to explore how to improve the pedagogical quality of e-learning courses, in an interoperable way, with user-friendly tools. The general feeling of the experts was that most of the current e-learning offerings lack one or more of these aspects: they are of poor pedagogical quality, they lack portability, or they lack adequate tooling. Pedagogical quality is considered to be the key issue. To be successful, e-learning must offer effective and attractive courses and programmes to learners, while at the same time providing a pleasant and effective work environment for staff members who have the task of developing course materials, planning the learning processes, providing tutoring, and assessing performance. Editors: Colin Tattersall and Rob Koper. N.B. This article is reproduced with permission from Koper, R. and Tattersall, C. (2005) (Eds.) Learning Design: A handbook on modelling and delivering networked education and training. Berlin: Springer. More information about the book is available from http://www.springeronline.com/sgw/cda/frontpage/0,0,5-0-22-36633821-0,0.html [link checked 24 August 2005] or from http://www.springer.com/computer/general+issues/book/978-3-540-22814-1 [link checked 26 August 2010]

Abstract: This special issue of the Journal of Interactive Media in Education centres around the book Learning Design: A Handbook on Modelling and Delivering Networked Education and Training Contributions cover topics such as the design of LD tools (editors and players), the role of ontologies and patterns in learning design, introducing LD in institutions and using LD with other specifications. Editors: Colin Tattersall and Rob Koper.

Abstract: This paper considers the increasing impact of Information and Communication Technologies (ICT) and the associated rise in e-learning as a recognised and respected research area. The paper provides a summary of some of the current research areas under investigation and provides a list of characteristics of the area. The paper goes on to consider the professional identities of researchers in the area and the tensions which have resulted in terms of aligning with this new emergent group of professionals within existing institutional structures.Editors: Stuart Lee.

Abstract: Working on multiple large-scale eLearning projects forces teams to try and standardise processes and procedures. Tools such as XML allow us to manipulate and exploit content in ways previously impossible. However, no academic from any discipline likes to imagine that their content is standard. And terms such as 'reuse' and 'repurposing' make academics even less comfortable. And perhaps they are right. This article describes a formalised development methodology created by one eLearning development team based at the University of Oxford, designed as a generic system flexible enough to cope with a wide range of subjects and audiences. This paper will also set this development process in the broader world of academic eLearning development across the disciplines, looking especially at the role of standards to consider future directions and the applicability of any development methodology to wider learning development contexts.Editors: Stuart Lee.

Abstract: Archaeology has always been a multimedia discipline in terms of teaching and publication. From the earliest days of archaeology as an academic subject, archaeologists have used museum collections, slides, and actual site visits as well as 'chalk and talk' for teaching. Archaeological publications are almost always illustrated. The Sphakia Survey is an interdisciplinary archaeological project whose main objective is to reconstruct the sequence of human activity in a remote and rugged part of Crete (Greece), from ca 3000 BC to AD 1900. In addition to preliminary reports, we have published specialised articles on paper, and part of the final publication will also be in hard copy. But in order to reach other, broader audiences, we have used two other modes of publication... This paper examines the impact of video and the Internet on the work of the Survey. It concludes that these new technologies add new opportunities, though not always those that one might expect; and that they make it possible to do things better, in connection with research, teaching, and dissemination of results, both to academic and to general audiences. Editors: Stuart Lee. Interactive demonstrations: Links to external web sites.

Abstract: Brief editorial introducing this special issue on designing and developing for the disciplines. The papers were all presented at the 'Shock of the Old 3' Conference [1], held at the University of Oxford on the 23rd July 2003, and run by the Learning Technologies Group, Oxford. Editors: Stuart Lee. Interactive demonstrations: See the 'Shock of the Old 3' conference website.

Abstract: When designing learning materials, great emphasis is put on creating a 'definitive resource' - but this focus can often lead to the production of inflexible content which follows a fixed pedagogy and fails to cater to individual learning styles and teaching situations. If this is recognised, tools can be produced that allow the teacher to customise generic components to provide a tailored learning experience supporting different teaching approaches and scenarios and addressing a wider range of learning styles. This paper will relate these ideas to the use of online simulations in science and engineering education. In support of this, the educational benefits of simulations are outlined, followed by a review of research into factors influencing their effective use. The complex nature of these factors leads to the conclusion that the notion of a 'definitive' simulation interface is a myth... Editors: Stuart Lee. Interactive demonstrations: Java applet based simulations are linked as examples from this paper for which you will need a Java-aware web browser. The tools used to create the simulations are freely available from the JeLSIM (Java e-Learning SIMulations) website.

Abstract: A range of web based activities developed for individual and specific learning contexts are described. These learning resources reuse Flash programs which create the interaction and are, essentially, free of subject content. Working closely with academic staff across the institution, each development is highly specific and contextualised within discipline. The rationale for individual projects and process of specification, design, development and evaluation is described along with examples. Editors: Stuart Lee. Interactive demonstrations: A demonstration of the sample reusable learning objects accompanies this article as a website linked from within the article, also available as a downloadable .zip file (8.07Mb). You will need a web browser with the Macromedia Shockwave plug-in to view these.