2007 Inaugural IEEE International Conference on Digital Ecosystems and Technologies (IEEE DEST 2007) The future of B-learning: B-learning ecosystem Loma Uden and Ince Trisnawaty Wangsa Faculty of Computing, Engineering and Technology Staffordshire University, The Octagon, Beaconside Stafford, ST18 OAT, UK Email: l.uden@staffs.ac.uk Abstract- E-learning is learning through the use of technolo- gies. It is growing at a rapid pace. Today more organizations are taking up e-learning. While e-learning technology has matured considerably since its inception, there are still many problems that practitioners find when come to implementing e-learning. One of the main problems is the complexity of integrating these systems with content and with other business systems. If e- learning is to be successful, it is important that we must provide greater access to education and support educational programs that reflect broader strategic business goals. It is our belief that the e-learning industry should learn key lessons from e-business. This paper discusses the limitations of current e-learning systems and how an e-learning ecosystem can help organizations to achieve the benefits of an integrated approach to develop e- learning systems. I. INTRODUCTION In recent years, we have witnessed significant growth and massive changes in the e-learning industry. Dondi and Delrio [1] expressed concerns about first generation e-learning as follows: . Isolation of learners, lack of teachers' feedback, student collaboration and campus social context. . Uncertainty of costs for institutions and learners. . Uncertainty about e-learning quality (resources, technol- ogy and support services) and e-learning evaluation. . Vista of diminishing the teacher's role, suspicions by students about disengagement of teachers. . Loss of learning context and national/local organisational specifities, especially on cultural grounds. . Shortage of competencies required for e-learning im- plementation among teaching staff, technical staff, and students. . Uncertainty and lack of competence about the manage- ment of IPR issues. . Domination of technology and market forces over educa- tional aims and institutional development strategies. According to Cowley and others [2], a successful e-learning course requires taking the following contextual elements into consideration: . Environment - learners need a certain environment (PC, Connection, software) and some preparation needs to be done to make sure that the student has that. * Teach skills - learners need to know something about how to use whatever learning system exists. Ernesto Damiani Department of Information Technology University of Milan, Via Bramante 65 26013, Crema (CR) IT Email: damiani@dti.unimi.it . Subject matter skills - learners need to have some pre- requisite skills to benefit from the course. . Support - there has to be a mechanism to get support when learners run into problems. . Content - must be designed for interaction. . Instructor - aware of learners' needs/concerns and in- volvement levels, attempts to draw learners into discus- sion early, organises schedule, provides resources for learners in need of additional learning (remedial). . Technology - should play a servant role. . Organisation - focused on learning, time and resources made available, learners supported through help-desk. To Cowley and others [2], these elements belong to e-learning ecology or ecosystems that lead to the emergence of a second generation of e-learning. These applications are less content intensive and more context based, less pioneeristic and more aware of learners' needs and early adopters' experiences. Dondi and Delrio [1] suggest that the emergence of second generation e-learning is made possible because of: . The worldwide diffusion of online courses in blended formats. . Greater attention to the emotional side of e-learning experience. . Growing awareness of the different styles of potential e- learners. . Emergence of adaptive hypermedia and the growth of open source software (OSS) and open content for learn- ing. . Peer to peer learning and support. . User centred services increased attention to quality of e- learning provision. . Pursuit of better learning via ICT for lifelong learning. . Emergence of different modes of learning access and delivery. Because of the emergence of this second generation of e- learning, a new role for e-learning is needed. How can e-learning improve an organization's ability to solve business issues? It is our belief that e-learning Ecosystem is the solution. Despite the maturity of e-learning since its inception, many practitioners remain frustrated that the cost and complexity of integrating these systems with content and with other business systems detracts from a greater vision 1-4244-0470-3/07/$20.00 ©2007 IEEE 113 Authorized licensed use limited to: Staffordshire University. Downloaded on August 7, 2009 at 09:41 from IEEE Xplore. Restrictions apply.