It seems self-evident that life for teachers would be simplified if there existed a large corpus of relevant resources that was available for them to reuse and for inquisitive students to download. The learning object community has worked for the past decade and more to provide the necessary infrastructure, standards, and specifications to facilitate such beneficial activity, but the take-up has been disappointingly small, particularly in University and Higher Education, which is the subject of this research. The problem has been that practitioners have not deposited their teaching resources, or have not made them openly available, in the quantity that would achieve critical mass for uptake. EdShare and the Language Box are two initiatives that have concentrated on the issue of facilitating and improving the practice of sharing, the former in an institutional setting and the latter in a subject community of practice. This paper describes and analyzes the motivations for these projects, the design decisions they took in implementing their repositories, the approaches they took to change agency and practice within their communities, and the changes, in practice, that have so far been observed. The contribution of this paper is an improved understanding of how to encourage educational communities to share.

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Semantic Wikis propose a combination of both easy collaboration and semantic expressivity; characteristics of the WikiWikiWeb and the Semantic Web respectively. In this paper we look to define and analyse the Semantic Wiki method, in order to explore the effect of different Semantic Wiki characteristics on the quality of the semantic networks authored within them. We look at a number of different Semantic Wiki implementations, including their semantic expressivity and usability. We focus on support for ontology creation, and perform an evaluation on the effect of type suggestion tools on ontology convergence within a seeded and unseeded Wiki (using Semantic MediaWiki and our own MOCA extension). We find that seeding a Wiki with typed pages and links has a strong effect on the quality of the emerging structure and that convergence tools have the potential to replicate that effect with an unseeded Wiki, but that they have limited impact on the reuse of elements from the evolving ontology.

Building innovative m-learning systems can be challenging, because innovative technology is tied to innovative practice, and thus the design process needs to consider the social and professional context in which a technology is to be deployed. In this chapter we describe a methodology for codesign in m-learning, which includes stakeholders from the domain in the technology design team. Through a case study of a project to support nurses on placement, we show that co-design should be accompanied by co-deployment in order to manage the reception and eventual acceptance of new technology in a particular environment. We present both our co-design and co-deployment methodologies, and describe the techniques that are applicable at each stage.

Abstract. Despite the increasing popularity of locative interactive stories their poetics are poorly understood, meaning that there is little advice or support for locative authors, and few frameworks for critical analysis. The StoryPlaces project has spent two years working with over sixty authors creating locative stories. Through analyzing the stories themselves, and interviewing readers, we have developed a simple writer's toolkit that highlights the challenges and opportunities offered by locative fiction. In this paper we describe our approach, and outline twelve key pragmatic and aesthetic considerations that we have derived from our experience and analyses. Together these reveal that the main challenge in locative literature lies in aligning the narrative text, the structural logic, and the demands and affordances of the landscape.