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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 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.

Although digitalization in the workplace is burgeoning, tools are needed to facilitate personalized learning in informal learning settings. Existing knowledge recommendation techniques do not account for dynamic and task-oriented user preferences. The purpose of this paper is to propose a new design of a knowledge recommender system (RS) to fill this research gap and provide guidance for practitioners on how to enhance the effectiveness of workplace learning.

This study employs the design science research approach. A novel hybrid knowledge recommendation technique is proposed. An experiment was carried out in a case company to demonstrate the effectiveness of the proposed system design. Quantitative data were collected to investigate the influence of personalized knowledge service on users’ learning attitude.

The proposed personalized knowledge RS obtained satisfactory user feedback. The results also show that providing personalized knowledge service can positively influence users’ perceived usefulness of learning.

This research highlights the importance of providing digital support for workplace learners. The proposed new knowledge recommendation technique would be useful for practitioners and developers to harness information technology to facilitate workplace learning and effect organization learning strategies.

This study expands the scope of research on RS and workplace learning. This research also draws scholarly attention to the effective utilization of digital techniques, such as a RS, to support user decision making in the workplace.

The purpose of this paper is to examine the latest trends in technology‐delivered learning.

An interview with Fabrizio Cardinali, co‐chair of European Learning Industry Group (ELIG) and CEO of Giunti Labs.

Greater emphasis on increasingly informal and personalised content and learning experiences is producing increases in “just‐in‐time”, informal, personalised, customised pieces of learning content, combining to produce “just‐in‐time”, informal, personalised, customised learning experiences. The increasing use of mobile and location‐based content delivery means that learning is becoming localised and personalised. There is a growth in informal access to learning via portals and software‐as‐a‐service (SaaS) systems. This means that the learning content can now be customised by the learner rather than the developer or producer. With the development of digital marketplaces, a network of content providers operating as “learning clearing houses” has grown up. They take content, version it, deliver it and track it once it has been delivered.

Today's big challenge facing providers of corporate learning materials is how to enrich existing standards for learning content publishing and distribution such as SCORM – especially adding web services protocols to content packages making the learning experience richer and more personalised. Other challenges relate to how to develop web‐based services to search, query and retrieve repositories of learning content.

This paper explores the latest trends in technology‐delivered learning, especially as they affect national and international competitiveness.

The need for designing the next generation of web service‐based educational systems with the ability of integrating components from different tools and platforms is now recognised as the major challenge in advanced learning technologies. In this paper, we discuss this issue and we present the conceptual design of such environment, referred to as ASK Learning Service Platform (ASK‐LSP), that can support reusing and repurposing of learning scenarios, activities and content in a consistent manner.

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.

The major objective of this paper is to develop holistic e‐content for postgraduate students for library and information science with an aim to benefit the learners about and beyond a syllabus. The objectives of the initiative are: develop e‐content in library and information science subject at postgraduate level drawing expertise from subject experts in colleges, universities and R and D libraries; impart training to subject experts in the process of e‐content creation; make e‐content available to students and peers using different delivery modes to impart formal and informal education and for supplementing and complementing the process of teaching and learning; and promote usage of e‐content amongst students and peers and teachers in library and information science.

Moodle software (www.moodle.org) and GSDL (www.greenstone.org) were downloaded and installed. Moodle was used as front end layer and GSDL was in back end layer as a backend repository system. The front end layer consists of Moodle as an application system and Mysql as a storage RDBMS system, and the business layer deals with managing access restriction, online socialization, knowledge construction/organization, and development. Various committees were formed for paper coordinators, content writers, content reviewers and language editors.

It has been observed that the converged framework would facilitate converged and improved global standards in the field of academics with LIS education being no exception. Thus, on the basis of the critical evaluation of the currently available online LIS courses offered by different universities and institutes, a framework has been proposed for possible use to develop an online LIS course in Rashtrasant Tukadoji Maharaj Nagpur University, Nagpur.

This is a conceptual model to develop the e‐learning environment in a Department of Library and Information Science. This study will be helpful to all who want to develop and implement e‐learning courses in LIS.

Practically it is possible to develop the e‐learning model for DLISc, RTM Nagpur University, Nagpur by integrating the two open source softwares (i.e. Moodle and GSDL).

If the model were developed and used with a proper planning and execution stage, it would definitely be helpful for the learning purposes of the students as well as for the faculty members.

This is a conceptual model that could be applied to any university LIS department.

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.