A Dafoylas, Walaa Mohamed Bakry, Alan Murfy (eds): e-Learning Online Communities, International Workshop Proceedings, 3 Jan. 2005, Cairo, Egypt, pp. 129–133 1 500 Preamble Learning is by definition a psychological process (Lambert and McCombs, 1998). Today’s Information and Knowledge Society has placed new demands on education and a new paradigm of education is required. Learning, facilitated by educational systems and the pedagogic process, is globally undergoing dramatic changes. Visions and objectives of future learning have to be defined in order to design the new paradigm of education. The pedagogic process is extremely complex. The internal and external stakeholders (customers/students, educators, funding providers, suppliers, and the society) for m m the learning community. The product of this complex process is both tangible in the form of qualified learners/graduates and intangible in the form of attainment of higher level ideals and attitudes as well as transferable knowledge and skills (Georgiadou and Siakas, 2003). Educational institutions, teachers and teaching procedures influence the pedagogic process, the learning context, as well as the broader societal context (Lambert and McCombs, 1998), which is the environment outside educational institutions including political, economic, technological and socio-cultural aspects (Goodman, 1995; Senior, 1997). On the other hand the societal context influences institutions in their structures, strategies, management processes and means of operating including technology and individuals (Benjamin, 1993), as well as the context of learning. From this complex pattern of influences some main questions arise: 1. What are the visions and objectives of future learning? 2. What are the factors that influence learning? 3. Who decides the extent and the content of learning needs? To answer these questions we need to unfold dimensions of many areas in the society. It is not an easy process. However the first step is to recognize the magnitude and urgency of these challenges. In Europe the establishment of a common European Higher Education Area by 2010 is the ultimate aim of the Bologna Process (Bologna 2004). This overall goal is reflected in the six main goals defined in the Bologna Declaration. Resource Based Learning (RBL) relies on the development, use and continuous improvement of Integrated Learning Resources. The process of development of these learning resources is complex, multidisciplinary and costly. The ADDURI framework is based on: (i) systems theory; (ii) the cyclic paradigm for information systems development, (iii) pedagogic theory developed by researchers such as Laurilllard (2001) and Hoffman & Ritchie (1998), (iv) effects of culture (Hofstede 2001; Siakas, 2002) and (iv) the Bologna Process. The project will integrate experiences and knowledge gained through implementations and/or studies carried out in the UK, Finland and Greece (Hatzipanagos & Georgiadou; 2002, Berki et al; 2003, Siakas & Georgiadou, 2002). As we move from the industrial age to the information and knowledge age, a necessity is created for new models in education in order to face the new requirements of the new age. Therefore, a study for designing a new educational system is required that could satisfy these requirements. In an emerging knowledge-shaped economy, which views organisations as ‘knowledge creators’ and ‘communities-of- work’, a widening of the principles and concepts of the learning process is required. Broadening the context of technology and knowledge providers requires to consider the role of the human being as active and reflective learner. Technology should not only support the co-ordination of work processes; it should, additionally, serve the learning needs. Many theories define and examine the quality of an organisation as a function of individual and collective organisational memory, which bases its functionality on knowledge re-creation and management (Nonaka & Takeuchi, 1995; Von Krogh et al, 2000). Moreover, nowadays the emphasis is shifted from traditional product-centred quality management to the principles of process-oriented Total Quality Management (TQM) (Berki et al, 2004) and to the concept of learners' empowerment. ADDURI: A Framework for the Development and Support of Resource Based Learning Environments and Materials Nikolaos Valkanos (Macedonia University & Technological Educational Institute, Thessaloniki, Greece)’ Elli Georgiadou (Middlesex University, UK), Stylianos Hatzipanagos (King's College London, UK), Eleni Berki (Jyväskylä University, Finland) Kerstin Siakas (Technological Educational Institute, Thessaloniki, Greece )