1 From inter- to transdisciplinary content production in web based learning systems: experiences with LASON and OEKU-Online. Philipp Budka 1 , Elke Mader 2 , Johann Stockinger 3 and Axel Borsdorf 4 1 Austrian Latin America Institute, 2 Department of Social and Cultural Anthropology / University of Vienna, 3 Department of Social and Cultural Anthropology / University of Vienna, 4 Department of Geography / University Innsbruck Key words: online learning, content production, web based learning system, interdisciplinarity, transdisciplinarity, real world experiences Abstract: This paper examines the development and usage of two web based learning systems. In doing so, it focuses on two key aspects of these learning systems: the shift from inter- to transdisciplinary production of content and their inter/disciplinary and cross- cultural implementation. Latin American Studies Online (LASON) aims to create a virtual learning space to counterbalance the lack of a Department of Latin American Studies at Austrian universities. Within OEKU-Online a multimedia content pool is produced by integrating central topics of economy, ecology and culture. The content producing process in OEKU-Online is, due to transdisciplinary workshops, an enhancement of the multi/interdisciplinary content production in LASON, providing students of different disciplines with rich learning material on interrelated subjects. 1 Introduction This paper takes a detailed look into the development and usage of two web based learning systems by focusing on two key aspects of these systems: the shift from inter- to transdisciplinary content production and their inter/disciplinary and cross-cultural implementation. In current scientific discourses interdisciplinarity and interdisciplinary are certainly among the most frequently used words. 1 The web search engine Google, for instance, lists more than 100 million documents for interdisciplinary about 38 million for multidisciplinary and about 550.000 for transdisciplinary (Sept. 2005). This, of course, is only a slight indication that interdisciplinary research and projects are on the rise. But, as for example Dan Sperber (2003) argues, there seems to be a correlation between the popularity of interdisciplinary projects and the constantly increasing dissemination of information and communication technologies such as the internet. Through these new communication technologies, researchers are no longer completely relying on disciplinary institutions as channels of contact, recognition and authority. 1 Particularly in scientific fields that are situated on the boundary between science, technology and society, such as science and technology studies, inter- and transdisciplinarity are of high importance (e.g. Novotny 2003, Strathern 2005).