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This paper explores the nature of integrated networks of practice, and in particular, the important role of "hubs" within networks. Hubs are individuals or groups that energize cross-connections, improve knowledge flow, enhance learning across small clusters of expertise, and play critical roles in building and sustaining robust integrated networks. Three examples illustrate how group-based hubs can facilitate professional learning across naturally occurring significant networks. Drawing on these examples and scholarship in the field, we offer a comprehensive framework for cultivating integrated networks for teaching and learning, and highlight some of the lessons we have learned.

One of the first tasks of the Social Work Distance Education Network at the Faculty of Social Work at the University of Calgary was to review the literature and address three research questions to inform policy making and planning relating to distance social work education programming. This paper is intended to disseminate responses to these questions from a small group of dedicated and experienced distance educators who have adopted the moniker Elluminati. (The Elluminati adapted their name from a popular online audio-conferencing program.) These questions include: (1) What is the optimal class size for a distance delivery offering? (2) What supports does an online course require for development and effective delivery? (3) What types of courses are suitable/unsuitable for online learning?

The article talks about the globally ageing population and the importance of involving older adults in community development. It discusses the multi-cultural research conducted on older adults which imply that community development projects promotes the social and civic participation of older adults in the locality. It also offers a look at the Elder Friendly Communities Programme in Calgary, Alberta.