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An outline of two large organisations’ independent searches for a suitable system that enables them to create, collate and curate digital learning materials, along with updating, managing them and monitoring their use efficiently and effectively. The purpose of this paper is to examine the challenges and issues each organisation faces – and sets out how they have overcome them satisfactorily, having reached, independently, a common conclusion.

Two case studies, making use of producer, distributor and user interviews.

Discovering the appropriate learning content management system (LCMS) for your organisation can bring tangible benefits – for the organisation (via improving productivity, efficiency and eliminating “silos” in production), learning and development professionals (in charge of the whole process) and individual workers/learners.

The value of a LCMS in meeting business and learning needs – from the points of view of both content creation and accessing learning materials.

Implemented successfully, an LCMS can improve learning content developers’ productivity in quantity and quality terms – among other things, through providing a standard framework that produces homogeneity of approach and look-and-feel to the learning materials. This helps improve learning and development professionals’ efficiency and effectiveness. It also enables the organisation to achieve its business targets and goals through developing its people. Moreover, accessing the LCMS through the Cloud means that all the custom-built content produced by third party developers exists on the system. This makes it simpler, easier and faster to update these materials.

Through the LCMS, learners can access what they need as and whenever they require it.

An attempt to discern modern approaches to in-house learning content development through two recent cases.

The purpose of this paper is to identify whether a wiki can be used as an alternative to a popular learning content management system (LCMS) in an e‐learning environment. The research attempts to identify what value each of these e‐learning components added to the students learning experience.

A quantitative approach in the form of a survey was used. The survey was conducted amongst a group of undergraduate students who were using both a LCMS and a wiki in their academic course, along with the attendance of lectures.

From the response of the students, the wiki used could be considered as a useful alternative to a LCMS. The LCMS was favoured over the wiki on a number of aspects but features of the wiki made it ideal to enhance collaboration amongst learners. This makes it an ideal tool to support minimal invasive education (MIE), where learners get an opportunity to learn from their peers.

The comparison used between the wiki and the LCMS was not ideal in all aspects as the wiki was used for a particular role in the course and did not have the same features and functionalities of the LCMS.

This paper focuses on a valuable alternative to a conventional LCMS in the form of a wiki, in an attempt to improve the learning experience of students.

This paper aims to assess the effects of chemically accelerated leaching on the physical and mechanical properties of aerial lime–cement mortars (LCMs).

Two aerial LCMs, differencing mainly in their calcium hydroxide content, were degraded by the use of an ammonium nitrate solution as a leaching agent. The leaching effects were studied by evaluating the rate of change in physical (sorptivity and mass loss) and mechanical (flexural and compressive strength) characteristics of aerial LCMs. To quantify the evolution and kinetics of degradation, the leached depth was then characterized at different levels of degradation by means of a phenolphthalein solution.

The experimental results showed that the dissolution of binder decreases the mass, alkalinity and strength of aerial LCMs but increases their sorptivity. A linear relationship was derived by plotting the values of leached depth against the square root of immersion time in an aggressive solution. It was found that the leached depth followed diffusion-controlled kinetics.

It was found that the global loss of compressive strength of aerial LCMs because of complete dissolution of calcium hydroxide can reach up to 80 per cent.

The purpose of this paper is to understand how emerging technologies and Web 2.0 services are transforming the structure of the web and their potential impact on managed learning environments (MLS) and learning content management systems (LCMS).

Innovative Web 2.0 applications are reviewed in the paper to explore how they incorporate a new paradigm, reshaping the web as an electronic platform for social networks, where users share, edit and collaborate on the publication of content.

The paper finds that, in this rapidly changing environment, educators need to consider the implications of these developments for the current design of the LCMS. An emerging generation of users influenced by social networking experiences and empowered to create, publish, appropriate and redistribute content may find the structures of the LCMS traditional and inflexible in contrast with the user‐centered approach of Web 2.0 services. This fundamental shift in the experience of the digital environment in the social world will require innovative solutions, including broad institution‐wide dialogues on the role of organizations in a Web 2.0 environment, innovative approaches to faculty training, a new emphasis on the role of faculty as learners in a rapidly changing environment, and rethinking the underlying architecture of the LCMS model.

The recent emergence of these new developments and the essentially fluid nature of these innovations on the web suggest that the conclusions here remain essentially speculative in nature.

This paper identifies a critical challenge in the integration of technology into the teaching‐learning environment and the re‐evaluation of the role of a vendor‐specific enterprise LCMS in the design of e‐learning facilities.

The purpose of this paper is to provide an overview of the development of talent management systems and their evolving relationship with learning management systems (LMS) and learning content management systems (LCMS).

The paper uses factual reporting to provide the overview.

While the traditional LMS is in decline, the LCMS has much in common with – and can augment – a talent management system. Technological developments (cloud computing, PaaS and so on) are having an effect on these relationships.

Talent management systems are becoming increasingly important for would‐be successful large (especially multi‐national) companies. The capacity and the business requirements of the LMS are changing. The LCMS offers a number of advantages for the modern business over the LMS and can collaborate with a talent management system to achieve strategic business objectives. Competency data – and competency management – lie at the heart of building competitive advantage in the modern business world.

This is the first such analysis of the development of talent management systems and their evolving relationship with LMS and LCMS in relation to the corporate learning sector. This paper will be of interest to those looking for: a historical perspective on talent management system development; an explanation of talent management and its place within business strategy, and/or the latest technology developments (mid‐2010) in this sector.

The purpose of this paper is to provide an overview of a new development in learning technology, while also demonstrating detailed knowledge of key developments. The new development in learning technology – known as dynamic publishing – makes possible advances in personalised and mobile learning delivery, among other things.

The paper gives an explanation of key terms, including LMS, LCMS, static publishing, dynamic publishing – and their key features and benefits.

Dynamic publishing offers ten key benefits.

Dynamic publishing offers many advantages to both developers of online learning and users of online learning. In particular, it enables innovative business modelling, along with skills and media personalisation solutions – leading to overall content strategy optimisation.

There are a number of practical implications for learning content developers, learning and development managers and learners. At most, dynamic publishing could revolutionise the way that online learning contents are developed, stored, accessed and delivered – on an individualised basis – to learners.

This could change not just the world of corporate learning (and online learning especially) but also the way that academic knowledge is imparted.

This learning technology – of dynamic publishing – is, as yet, in its early stages. As with all technologies of recent times, it is set to develop rapidly.

To study the implementation of a learning content management system (LCMS) at one department of a university in light of Rogers' diffusion of innovation (DOI) theory and in comparison to known critical success factors (CSFs) in implementation of information systems.

A case study approach was used to examine the implementation process.

Under authority decision to adopt the system throughout the department, the diffusion was quick and without resistance, not in line with authority adoption decision in Rogers' DOI theory. Some of the CSFs found are consistent with implementation CSFs mentioned in the literature.

To complement the qualitative research, quantitative research is needed regarding administrative measures taken in implementation processes at other academic departments and the success in terms of system adoption.

Successful LCMS implementation in an academic environment is rather rare and studying the successful authority decision in this case is of value to researchers and to practitioners. To adopt the system might imply that administrative measures could expedite implementation in other academic institutions.

It is recognised that students in higher education need to acquire and develop effective study and transferable skills in order to be successful in their study and beyond. The purpose of this paper is to describe a new custom‐built learning content management system (LCMS), which renders intelligent tutoring modules for the provision of study skills training, with emphasis on the educational pedagogies used by the system to deliver the training.

The system comprises two principal units; an administrator unit and a student‐user unit. The administrator unit is designed to enable authorised users with no prior knowledge of web application design and development to create and modify highly dynamic and engaging multimedia training modules. The student unit delivers highly interactive and user‐customised modules to help students develop their skills, using a pedagogical approach based on active, student‐centred and peer‐assisted learning.

The performance of the proposed system was subjected to a comprehensive test and evaluation process. General feedback from the users recruited to complete the subjective testing was very positive. It was generally acknowledged that the system was intuitive, the content well structured and delivered and the look and feel of the application aesthetically pleasing.

This paper highlights the use of and benefit of using technology to enhance student learning of study and other transferable skills. It also identifies the need to integrate proven educational pedagogies so as to enhance overall learning and demonstrates how to incorporate these approaches in an LCMS.

Describes the development of a fully managed service at Cranfield University that supports various aspects of online, distributed or blended learning. The e‐Learning Managed Solution (eLMS) is capable of addressing different e‐learning strategies, allowing learning content to be repurposed across sectors and different programmes, allowing better management of workflows and providing durability of learning content.