1. Personal vs. community learning spaces

The objective of this track is to explore how individual learners can use technology to construct and manage a lifelong personal learning space. Also, study how personal learning spaces interact with other personal learning spaces to create community and organisational learning landscapes.

• Issues: how to combine individual and community learning spaces for seamless interaction? Are there elements specific to the different learning dimensions and contexts?

• Topics: self-directed learning, community learning, ePortfolios, personal learning spaces, communities of practice

2. Employability vs. employment management

The objective of this track is to explore the link between individual systems used to manage one's employability (e.g. through continuing professional development) and organisational systems designed to plan and manage competency development of large cohorts of staff.

• Issues: how to combine seamlessly personal and organisational competency development systems?

• Topics: continuing professional development management, personal development planning, competency development and management

3. Individual vs. organisational learning and knowledge management

The objective of this track is to explore the link between individual and organisational learning processes and the information systems that support both processes.

• Issues: what are the links between individual and organisational learning? How can they be combined seamlessly?

• Topics: informal learning, business transformation, professional communities, collaborative learning, organisational ePortfolio, knowledge management, performance support systems, organisational learning environments, collective knowledge construction.

4. User generated contents vs user generated contexts

Learners start to be recognised as knowledge producers rather than mere knowledge consumers; learner generated contents is used as learning material by other earners. Beyond generating contents, learners are also starting to take into their own hands the management of learning infrastructures in schools, universities, as well as in communities of practice.

• Issues: to what extent can learners create and manage their own learning context? Do ICT departments in schools and university facilitate innovation or conservatism?

• Topics: user generated contents authoring, discovery and delivery, user generated contexts, learning resources rights management, learning management systems, wikis, blogs,

5. Individual vs. collective recognition of competencies

The objective of this track is to explore the tools and methods for recognition of individual competencies  in relation to the collective recognition, formal and informal, of the competencies of a group or an organisation.

• Issues: how is it possible and what are the benefits of the collective recognition of competencies? How to combine individual and organisational recognition? 

• Topics: accreditation of prior learning, authentic assessment, quality assurance and improvement of recognition processes, recognition vs accreditation of competencies.

6. Individual vs. collective identity construction

The objective of this track is to explore how technology contribute to the construction of individual and collective identities.

• Issues: what skills and competencies do learners, educators, instructional designers, human resource managers need to develop to harness the real power of digital identities? What relation between individual and collective identity?

• Topics: digital self, autobiography, story telling, professional identity, community identity, social reputation, certificates, privacy, ontologies, semantic web, standards, learning city, learning region, learning territory.