The sustainability of Networked Collaborative Learning (NCL) is a key topic of discussion amongst the institutions where it has been or may potentially be introduced. In order to determine the extent of NCL's sustainability, the added value university education may yield by adopting collaborative learning strategies must be quantified. In turn, an understanding of the implications NCL produces in terms of design and management is gained. After comparing NCL with other Technology Enhanced Learning (TEL) approaches and discussing the possible reasons for adopting it, a multidimensional model for the sustainability of NCL is proposed. The model is characterized by four dimensions: pedagogical approaches, e-teacher professional development, instructional design models and valuation/assessment approaches. Each of these dimensions is examined on the basis of the author s direct experience gained through applying NCL to his university teaching.
Delineates a framework for NCL sustainabilityProvides an instructional design model for NCDescribes an original approach to the evaluation of collaborative learning processes"

Already in common use outside the educational arena, wikis are rapidly moving into education as a form of learner communication and expression, and as a means to facilitate collaboration and working in groups. Many uses of wikis in formal education have been outlined by scholars and practitioners mainly focused on the students' perspective. However, further investigations are needed on how teachers are actually using this tool to support the design and development of educational materials, as well as the evaluation of both individual contribution and active participation to collaborative learning projects. This book provides a valuable tool and a source of knowledge for all those involved in enhancement of formal and informal learning both in higher and adult education.

There are students who, because of a wide range of impediments (disability, long-term illness, temporary or permanent home care, particular syndromes such as multiple chemical sensitivity') are confined to their homes or other physical environments (hospitals, provisional homes, etc.,) and consequently find difficulty in regularly attending education and training programs. While national laws on the right to education do protect such situations, the in-presence support offered to students and families is actually not always adequate for real, effective socio-educational inclusion. This is why great hopes are now being placed in the opportunities offered by the new network and mobile technologies (NMTs), given their massive personal and home diffusion. NMTs have already shown themselves to be invaluable in favouring both the individual and collaborative on-line learning of home-bound students, and the distance support of study activities by teachers.

Already in common use outside the educational arena, wikis are rapidly moving into education as a form of learner communication and expression, and as a means to facilitate collaboration and working in groups. Many uses of wikis in formal education have been outlined by scholars and practitioners mainly focused on the students' perspective. However, further investigations are needed on how teachers are actually using this tool to support the design and development of educational materials, as well as the evaluation of both individual contribution and active participation to collaborative learning projects. This book provides a valuable tool and a source of knowledge for all those involved in enhancement of formal and informal learning both in higher and adult education.

The pedagogy of faculty members is usually characterised by spontaneity, developed first as a student and later as a teacher. Teachers, especially those at the higher education level, hardly ever have the opportunity to approach instructional design methodologies. While this limit can be ignored in the case of traditional classroom activities, it cannot be when a teacher chooses to adopt Web-Enhanced Learning (WEL) strategies. This book examines the reasons why faculty members' training in WEL is one of the keys to improving the quality and pedagogical sustainability of ICT use in higher education.