During the last years significant research efforts have been conducted looking at how to standardize digital educational content. Due to better connectivity and computational power of mobile devices, new opportunities have emerged for collecting user-generated data based on the context and the environment where the content has been generated. While metadata standards for learning objects such as IEEE LOM make it possible to annotate digital content with pre-defined metadata tags, the ability to store custom user-generated or contextual metadata is not yet fully supported. The need for developing a flexible solution to deal with these problems motivated the design of our activity controller system (ACS), a rapid prototyping system and a task manager, which interprets, reacts to and stores contextual metadata and content extracted during learning activities. This paper presents how ACS facilitates coordination and reusability of user generated data, which we believe is as a valuable feature compared with existing standards and initiatives.

Current developments in mobile, wireless and positioning technologies combined with contextual computing are contributing to the advance of new mobile applications and services. Educational environments are being subject to these changes providing an opportunity for curriculum development that can use these socially based mobile devices for supporting different aspects of learning and teaching. But these new technologies raise crucial questions about what features and capabilities collaborative mobile tools and systems should provide to support different learning activities. In this paper we present our current work related to the development of a system that use web and mobile technologies to support collaborative and ubiquitous learning. We also illustrate three specific collaborative learning scenarios supported by our tools. The results of our activities provide us with valuable insights that can help us to identify future challenges related to the design and implementation of this kind of collaborative systems.

This paper presents an overview of commonly used E-learning systems and the way developers of such systems try to incorporate the notion of Software Ecosystems (SECOs) for design and deployment. Utilizing the power of crowds is a popular notion on today's web and many companies let others extend their core products and to generate profit from that. Is this process something that could applicable in the area of E-learning? This paper aims to serve as a stepping-stone for further work into this area by providing a survey into recent research in both E-learning and Software Ecosystems. The paper also surveys the already existing SECOs in E-learning and discusses current and future efforts in this field.

This paper presents a brief overview over some of the conceptual and technical issues associated with reusability and adaptability. The specific orientation of our efforts is oriented towards systems supporting Mobile Learning. The field of M-learning domain has during recent years been suffering from severe configuration problems caused by the plethora of mobile devices present on the market. This paper presents a conceptual architecture that has been conceived to remedy some of these issues. Furthermore, a possible instantiation of this architecture with self-adaptivity features is discussed and a first prototype implementation is presented. The notion of ecosystems is introduced, as we believe it is an important building block towards increasing the reusability of components and content in this field where composition is one of the major issues to be addressed.

Software Ecosystems (SECOs) have in recent years emerged as a promising approach for improved inter and intra organizational reuse and for reusability involving end-users in the software development process. Understanding the software's role in a larger perspective and how it interconnects with stakeholders is key for progress in those directions. However, for SECOs, several theoretical and methodological gaps remain to be charted. This paper identifies one such gap, the need for precise process modeling. It elaborates on experiences gained from the analysis of a SECO for mobile learning and brings up several aspects and insights for this particular domain. The main contributions are an initial reference model for the mobile learning domain and an outline for an analysis method for domain specific SECOs.