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Austin Rover adopted open learning as a result of fundamental and massive changes in technology, productivity and its product range. With the help of the Manpower Services Commission (MSC) open learning centres at each of Austin Rover's main manufacturing sites have been established. Each centre has work stations (comprising a computer, disk drives, printers and monitors) study benches, a video resource, an audio resource, a reference library and an administrator. The use of the computer is encouraged as a training aid to deliver, manage or test the learning process and the trainee. The cost‐effectiveness of open learning, the development of courseware and the available resources are examined. The selection of employees for courses and the staff involved are discussed. The company sees open learning as an additional method of training to those already at the disposal of trainers.

Open Courseware, in many ways, was the starting point towards mainstream discussion and adoption of open learning, particularly in higher education. In its first iteration, the concept specifically excluded assessment recognition, and credentialisation, which aims to ‘liberate’ knowledge without shattering the designing, teaching and awarding processes traditional education has relied upon for decades, if not centuries.

The present paper is compilation of open access resources in the subject area library and information science (LIS) and their usefulness in the LIS teaching and learning process. The paper aims to discuss these issues.

Researcher compiled list by visiting library science department web sites, library web sites, OA forums/blogs, etc.

The library science subject area is rich in various forms of open access literature which is reported in the paper.

One of the first studies to report various forms of open access literature in the library science subject area.

Covers such techniques as action learning, open learning, computer‐based training, mentoring and group facilitation.

Learning object developers need to understand that presently there are powerful organizations of “intellectual property” owners, and vendors of music, videos, books and software that are making a concerted attack on copyright, attempting to convert it from a law to promote knowledge and the useful arts into a mechanism to protect and serve their special interests. This paper represents an attempt to overturn the misconception that copyright is simply about protecting the rights of authors and re‐introduce an understanding of the original foundational role of copyright in “promoting science and the useful arts” and inform U.S. and international readers of the concerted assault on our “fair use” copy rights as educators in the digital environment. The paper argues for the need to put an end to the “quasicopyright” laws that have severely curtailed the traditional rights of educational institutions and passed on responsibilities that previously were the purview of the copyright owners. It calls for a restoration of the balance returning copyright to its original educational focus.

The purpose of this paper is to discuss the less than purposeful shift in post‐secondary education models and the implications for the institution, faculty and students.

Analysis of the impact of technology for post‐secondary education futures.

Advances in virtual connectivity will deconstruct the traditional idea of a university while also challenging the economic models used by students in determining their future.

The increasing research and analysis of the ubiquity of knowledge once held within the university indicates that the disruption of post‐secondary education will force all parties to re‐assess the future of the post‐secondary institutions in a global knowledge society.