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This paper seeks to investigate and report on the status of identity management systems and e‐learning standards across Europe for promoting mobility, collaboration and the sharing of contents and services in higher education institutions.

The present research work examines existing e‐learning standards and the tools and processes applied to managing the identity of learners registered for programmes of study in higher education. The paper draws on recent developments and argues that the creation of identity management federations is mandatory to provide the mobility of users and to permit the exchange of contents and services between institutions.

It is revealed that it is crucial to create identity management federation to provide for ease of mobility and facilitate collaboration and sharing information amongst staff and students in higher education.

The challenges arising from language, culture and differences in systems for the regions require consideration. Future work intends to incorporate some of these issues, to examine and report on them from the diverse perspectives, taking into account, the impact of globalisation.

This paper presents the main features of e‐learning standards and how they can be used in conjunction with identity management systems to create collaborative learning objects repositories to promote a more effective learning experience and a more competitive European space for higher education, with respect to the requirements of knowledge‐based societies.

The current literature examining the design of effective online learning opportunities recommends an array of best practices but no agreed upon and unifying model. The purpose of this paper is to survey the existing research of effective design models for online learning in an attempt to identify best practices and present a new model.

Through a comprehensive review of the literature, the paper identifies obstacles to developing an effective course design model for asynchronous distance education. Based upon this review, best practices are identified and a design model is recommended.

The research identifies the key components of successful course design methods and ultimately recommends a process that has eight steps which occur in three phases. The first phase, the identification phase, encourages the instructor and/or course design team to identify strategies, objectives, assessments and resources. In the second phase, design, instructors select, organize, adapt and reflect. The final phase is implementation, during which the course is taught.

The recommended design model has implications for practice by providing a clear structure for design activities which are aligned with the best practices identified in the research. Instructors and/or instructional designers creating online learning opportunities now have a coherent model supported by a review of the literature.

While a number of online course design models exist, no one model has emerged as pre‐eminent or most effective and efficient. The model recommended by this paper offers a unified model of courses design that synthesizes the most effective aspects of the extant models.

The purpose of this paper is to provide a selected bibliography of recent resources on library instruction and information literacy.

The paper introduces and annotates periodical articles, monographs, and audiovisual material examining library instruction and information literacy.

Information is provided about each source, and the paper discusses the characteristics of current scholarship, and describes sources that contain unique scholarly contributions and quality reproductions.

The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.

Industry 4.0 is assumed to yield extensive industry-spanning opportunities. However, exploiting these opportunities requires a targeted implementation of Industry 4.0. The purpose of this paper is to generate a deeper understanding of relevant implementation action. Existing recommendations are mostly general, highly aggregated and difficult to grasp. Yet, specific and concrete actions that need to be taken to accelerate the realization of Industry 4.0 are essential.

The article uses 13 semi-structured in-depth expert interviews as the source of empirical data. The interviews were conducted with managers from Industry 4.0-experienced German manufacturing companies. All interviews are analyzed using qualitative content analysis.

The study reveals relevant and targeted aspects for Industry 4.0 implementation: the development of Industry 4.0-specific know-how, securing financial resources, integrating employees into the implementation process and establishing an open-minded and flexible corporate culture. Further aspects include comprehensive planning processes, cooperation with external partners, proper handling of data interfaces, interdisciplinary communication, an adaptable organizational structure and data security.

The paper is limited to German manufacturing enterprises and should be transferred to other industries and countries.

The study supports managers to effectively implement Industry 4.0 within their organizations and consequently benefit from Industry 4.0 and derives recommendations for future research.

The paper is among the first to give specific and concrete examples for lessons learned from Industry 4.0 implementation, directly obtained from industrial application.

The Open University of Sri Lanka implemented a fully online professional development course on open educational resources-based e-learning (OEReL), which adopted a scenario-based learning (SBL) design within the constructivist pedagogy. It was designed to facilitate knowledge construction in a collaborative manner with the support of open educational resource (OER), mainly through peer-facilitated discussion forum activities. The purpose of this paper is to present a case study on how peer-facilitated discussions affected the OEReL process, what factors supported and hindered peer-facilitated discussions, and what challenges were faced during the process.

The OEReL course consisted of five modules with 14 discussion forum activities. Content analysis of the threaded forum discussions was the key data collection and analysis strategy based on the community of inquiry (CoI) framework (Garrison and Arbaugh, 2007). It was supplemented with participants’ reflections and focus group discussions.

The three elements of CoI – cognitive presence, social presence and teaching presence played a major role in knowledge construction in the OEReL process. A complementary relationship between cognitive presence, social presence and teaching presence was observed, where the three elements have interacted in supporting knowledge construction. Overall, the findings reaffirm the significant of role of instructors in cultivating the three presences within a peer-facilitated environment, by enabling learners to engage with the content in a meaningful manner through appropriate course design, structure and leadership.

Forum discussions created an opportunity for participants to engage in meaning making through social negotiation, where facilitation became a shared responsibility among instructors and learners. Peer-facilitation was the key strength that promoted critical, analytical and reflective thinking, as well as self-regulated learning. The SBL design, learning tasks with OER integration, and instructor guidance were the most supportive factors, while time constraints due to the participants’ workload was challenging.

Through carefully orchestrated, well-structured and pedagogically sound OEReL environments, peer-facilitated forum discussions can be designed creatively and implemented in a meaningful manner to enhance knowledge construction.

Scenarios are cognitive aids for thinking about the future in a sustained and disciplined manner. Because scenarios must be facilitated, scenarios must be considered in the context of their practice. In the strategic management literature, there has been a considerable conversation on the practical difference between “hot” and “cold” cognition. Thinking in this conventional literature demonstrates how the facilitators of scenario planning workshops establish and channel the productive cognition of their clients away from hot cognition and toward cold cognition. But how? As a thought experiment, we examine whether the sociological concept of “emotional labor” helps explain the cognition management of clients by facilitators during scenario planning. We end by considering how a deeper practical understanding of emotional labor might help facilitators identify mechanisms and adapt their tools to better manage the cognitive-affective dimensions of scenario planning in practice.

This chapter will explore how assessment might look in next generation learning spaces where we have the potential to merge physical and virtual activities. Students now have ready access to a world of resources within their classroom and this fundamentally changes the nature of learning and assessment. The trend toward gamification of learning and assessment will be examined and the issue of assessment in new educational environments such as MOOCs will be explored. The impact of the semantic web (Web 3.0), where web objects and their context are all linked and objects have memory of how an individual student used them on previous occasions, will be discussed.

Next generation learning spaces encapsulate the affordances of both physical and virtual spaces and yet many assessment tasks are still designed as if students occupied only one of these spaces. Teachers will need to design more authentic, meaningful tasks that will engage students in using the full range of their capabilities and available resources, both physical and virtual. Students come together physically to engage in the social construction of their knowledge and can use the virtual spaces to broaden the social dimension of their learning environment.

Gamification of learning and assessment will require new approaches to defining tasks as teachers will need to decide how to incorporate diagnostic, formative, and summative assessment components within a more holistic educational environment. Game theory will be blended with learning theory in curriculum design and will result in the redesign of learning and assessment activities that are based on engagement (flow), user needs, and an evidence-centered design approach.

When a student chooses a career, they already have views/stereotypes about what that role constitutes. This also applies to students who choose a career in any health profession. This theoretical paper likens mental health to a threshold concept within interprofessional learning and, with it, the act of engaging in learning together as 'troublesome knowledge', which challenges their originally held notion of what it is to be a health professional both positively and negatively. It is felt that, although the development of professional identity remains progressively evolutionary through one's career, this paper intends to consider the journey of ‘troublesome knowledge’ for the health professional student appreciating mental health within interprofessional learning as a necessary challenge, in order to rediscover the true meaning of being a health professional. Challenging the previously held assumptions of the health professional students and their professional acquisition of knowledge about their chosen career and understanding of mental health is not only important to develop their skills within a varied team, but vital to the centrality of the patient.

Targets set in 2005 by the Department of Health in the form of a public service agreement (PSA, 2003‐2006) standard require the development of comprehensive CAMHS, which provide services for children and young people with learning disabilities (LD). This standard presents particular challenges to the existing national CAMHS workforce.This paper reports on a specific project to undertake a northwest regional audit regarding capacity and capability of staff working in CAMHS to care for children and young people with learning disabilities.