This collection of papers contributes to a wide and ongoing strand of interest in alternative learning technologies: how are digitally-enabled ways of working transforming organizations? In ‘transformation’ we look for radical change, rather than just doing the same at a different scale. And in organizations we centre on educational institutions – across the full range of schooling, training, further and higher education – while recognizing that conventional boundaries are increasingly broken as different kinds of organizations invest in digitally-enabled learning.

 Online distance education (ODE) has become pervasive and can potentially transform pedagogical practices across primary, secondary, and university-based educational systems. ODE is considered a flexible option for non-traditional students such as adult learners and home-schoolers, and a convenient way to deliver remedial courses. ODE is also a feasible and attractive option for rural schools, which educate 29% of all K–12 students in the United States, and often struggle to provide advanced courses and attract highly qualified teachers. This paper presents qualitative data from both cohorts of a two-year, randomized, controlled research study of online distance learners in US rural high schools. Course providers in K–12 environments often rely on the teacher-facilitator model, which assigns a local staff member in the role of on-site facilitator to operate equipment, distribute instructional materials, and answer questions. In order to address issues of isolation and interaction and to attend to the local context, our study aimed to develop a learner-centered model of social support at the local, small-school level that emphasizes communication and interaction. This expanded role links the local classroom environment more closely with the online environment. The responsibilities for ensuring student success are distributed between online instructor and facilitator: a form of hybrid learning.

 Mobile learning (m-learning) has moved beyond the realms of fantasy to become a viable platform for contextual learning that bridges formal and informal learning environments. This paper overviews how mobile Web 2.0 has been instrumental in facilitating pedagogical change and informing an institution‟s new e-learning strategy that focuses upon social constructivist pedagogies. The project developed an intentional community of practice model for supporting new technology integration, pedagogical development, and institutional change. Beginning with a small selection of early adopter trials, the results of the research are now informing a wider integration of wireless mobile computing.

 We present a case study to evaluate the use of a Wimba Voice Board to support asynchronous audio discussion. We discuss the learning strategy and pedagogic rationale when a Voice Board was implemented within an MA module for language learners, enabling students to create learning objects and facilitating peer-to-peer learning. Previously students studying the module had communicated using text- based synchronous and asynchronous discussion only. A common criticism of text-based media is the lack of non-verbal communication. Audio communication is a richer medium where use of pitch, tone, emphasis and inflection can increase personalization and prevent misinterpretation. Feedback from staff and students on the affordances and constraints of voice communication are presented. Evaluations show that while there were several issues with the usability of the Wimba Voice Board, both staff and students felt the use of voice communication in an online environment had many advantages, including increased personalization, motivation, and the opportunity to practice speaking and listening skills. However, some students were inhibited by feelings of embarrassment. The case study provides an in-depth study of Voice Boards, which makes an important contribution to the learning technology literature.