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The purpose of this paper is to present a comparison of two ways of developing and delivering massive open online courses (MOOCs). One was developed by The Open University in collaboration with FutureLearn; the other was developed independently by a small team at the Northampton University.

The different approaches had very different profiles of pedagogic flexibility, cost, development processes, institutional support and participant numbers.

MOOCs on existing large platforms can reach thousands of people, but constrain pedagogical choice. Self-made MOOCs have smaller audiences but can target them more effectively.

This comparison shows that, several years after MOOCs became prominent, there are many viable approaches for MOOCs.

This chapter offers a theoretical appraisal of our contemporary hyper-regulated urban spaces situated against a backdrop of deindustrialisation, the shift to consumer economies and the rise of the creative city paradigm. While existing work has characterised urban space as dead and asocial spaces bereft of life. This chapter opts to think our city centres as ‘Zombie Cities’: cities which have been eviscerated the social but are forced to wear the exterior signs of life through the injection of economically productive but artificial modes of culture and creativity. This sets the stage for explaining why parkour is inconsistently included and excluded from urban space, and how it attains spatio-economically contingent legitimacy and inclusion into urban space that problematises existing theoretical perspectives around a revanchist urbanism.

Many organizations now utilize action learning, and it is applied increasingly throughout the world. Action learning appears in numerous variants, but generically it is a form of learning through experience, “by doing”, where the task environment is the classroom, and the task the vehicle. Two previous reviews of the action learning literature by Alan Mumford respectively covered the field prior to 1985 and the period 1985‐1994. Both reviews included books as well as journal articles. This current review covers the period 1994‐2000 and is limited to publicly available journal articles. Part 1 of the Review was published in an earlier issue of the Journal of Workplace Learning (Vol. 15 No. 2) and included a bibliography and comments. Part 2 extends that introduction with a schema for categorizing action learning articles and with comments on representative articles from the bibliography.

This article has been withdrawn as it was published elsewhere and accidentally duplicated. The original article can be seen here: 10.1108/03074809910273250. When citing the article, please cite: Robin Murray, Neil Smith, Ian Pettman, (1999), “The UNIverse Project: a review of progress up to the demonstration phase”, New Library World, Vol. 100 Iss: 4, pp. 153 - 163.

The purpose of this paper is to compare action learning and action reflection learning (ARL), exploring the similarities and differences.

This paper uses a bibliographic search through ProQuest to collect scholarly journal publications on the definition and evolution of action learning; scholarly dissertations on ARL and their bibliographic references applying to this comparison. The origins of both action learning and ARL are explored. Action learning is first compared with ARL, using the taxonomy of Rimanoczy of ARL's principles and elements. Then ARL is compared with the characteristics listed for action learning by Smith and O'Neil.

As a result of this double comparison, a list of commonalities and differences is established. The comparison indicates that, while there are action‐learning aspects in some of the ARL‐based interventions, the eclectic characteristics developed by practitioners convert ARL into a learning architecture that brings together best professional practices described in various theoretical lines.

This paper offers guidelines to designing and implementing learning interventions in a wide scope of contexts.

OPAC Network in Europe — ONE — is a project which aims to provide users with better ways to access library OPACs and national catalogues and which will stimulate and facilitate interworking between libraries in Europe. The project is based on the use of the SR/Z39.50 standards which enable users to search widely different computer systems across networks and offer end‐users the promise of greater ease of use through a solution to the proliferation of different user interfaces to library catalogues.

This paper exposes, analyses, and challenges the revanchism (Smith, 1996) exhibited by ruling elites in austerity Britain. After recapitulating the concept of revanchism in its original form, and discussing some critiques and extensions, it scrutinizes the emergence of revanchist political economy in Britain, with particular reference to the UK housing crisis. In order to explain how revanchism has become so ingrained in British society, the paper analyses the production of ignorance via the activation of class and place stigma, where free market think tanks play a crucial role in deflecting attention away from the causes of housing crisis. It is argued that the production of ignorance carves an economic and political path for gentrification on a scale never before seen in the United Kingdom, where speculation, rentier capitalist extraction, and the global circulation of capital in urban land markets is resulting in staggering fortunes for those expropriating socially created use values.

The purpose of this paper is to compare action learning and action reflection learning (ARL), exploring the similarities and differences.

This paper uses a bibliographic search through ProQuest to collect scholarly journal publications on the definition and evolution of action learning; scholarly dissertations on ARL and their bibliographic references applying to this comparison. The origins of both action learning and action reflection learning are explored. Action learning is first compared to ARL, using the taxonomy of Rimanoczy of ARL's principles and elements. Then ARL is compared to the characteristics listed for Action Learning by Smith and O'Neil.

As a result of this double comparison, a list of commonalities and differences is established. The comparison indicates that while there are action‐learning aspects in some of the ARL based interventions, the eclectic characteristics developed by practitioners convert ARL into a learning architecture that brings together best professional practices described in various theoretical lines.

This paper offers guidelines to designing and implementing learning interventions in a wide scope of contexts.

Scope This article surveys the systems currently available here and in the US for using CD‐ROM technology to produce working library catalogues; it investigates whether it is worthwhile for individual libraries to consider CD‐ROM as a medium for the production of their own catalogues. We have included systems where an individual library's catalogue is searchable as though it were separate even though it is in fact embedded in a union catalogue of some kind.

The British Library is currently progressing several projects involving Z39.50 and SR standards. The Network OPAC trial service is being extended for a further year and the user base broadened. Future applications of Z39.50 currently being investigated include access from Z39.50 clients developed by other suppliers; a ‘virtual’ database to cover all the Library's diverse catalogues; a national distributed bibliographic database.