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CIT used to have an e-Portfolio service that did not have a high take up rate. There are several reasons for this that I can think of: It was provided under the build it and they will come model. I believe not enough was done to convince students and teaching staff about the benefits of building e-Portfolios. Consequently, no one was willing to integrate this into their course, as part of reflective learning. Keeping an e-Portfolio was seen as extra work, which neither students nor staff were keen on. Perhaps the software itself was not very conducive to building e-Portfolios. One key area with users seem to be that the e-Portfolio should have a customisable design and layout (at least on its public face). Our system was not flexible in that aspect. In fact, in the latter years, the option to publish the e-Portfolio was taken away entirely. The e-Portfolio service was a walled garden. It wasn’t easy to bring in digital artefacts, which may have resided on other public services, nor was it easy to repurpose that information into useful formats – personal reference, actual resume, showcase of work. No one figured how students would access the e-Portfolios after they graduated as it was all based on our single sign-on system.

“When we were doing research for our messaging product, we actually looked at what subject lines people used. And like 80 percent of subject lines are “hey,” “hi,” or left blank. The subject line is outdated. The truth is, e-mail is outdated.” Though he’s IBM’s poster boy for dropping out of e-mail, even Suarez admits that the inbox and carbon-copy will probably never completely go away. But four years into his experiment, he feels more productive, and almost all of his work is done in the open. For Suarez, it’s not just more efficient. It’s a nicer way to communicate. There’s a “Tinker, Tailor, Soldier, Spy” kind of passive-aggressiveness to the way many people use corporate e-mail, with the strategic bcc and the cover-your-ass e-mail message. “If you have been using e-mail in a corporate environment, you know that plenty of people use e-mail as a weapon against their own colleagues,” he says. “This was also creating a new way of working where you wouldn’t need to justify the work you did. You earned trust from your colleagues by being a lot more public, a lot more open and a lot more transparent in what you do.”

Frequent use of mobile devices does not mean that students or instructors are ready for mobile learning and teaching

Wherever one looks, evidence of mobile penetration is irrefutable: cell phones, PDAs, MP3 players, portable game devices, handhelds, tablets, and laptops abound. No demographic is immune from this phenomenon. From toddlers to seniors, people are increasingly connected and are digitally communicating with each other in ways that would have been impossible only a few years ago.5

Consequently, it comes as no surprise that sooner or later people would begin to look for ways to integrate mobile computing into e-learning to make courses more accessible and portable. For example, Duke University made headlines when it provided all incoming freshmen with their own 20-gigabyte iPods. Similarly, the Virginia Tech College of Engineering became the first public institution to require all students to purchase a tablet PC beginning with incoming freshmen in fall 2006.

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In terms of technology, the report predicts greater use of open source technologies, mobile and smart devices, e-books, Cloud and Software as a Service (SaaS).

"Open source is making a real impact in the public sector with many universities, schools and colleges moving their LMS to an open source one. They don't see the point in being tied to a costly bespoke platform supported by one supplier.

hopes to see greater collaboration amongst the eLearning industry after attending the launch of the report at the European eLearning Summit in Sheffield.