Punam, who is a teacher at Pennytown Primary, is taking her 9-year old students through a project on the Tudors. She is running on an institutional-themed Mahara that is set up on "Schools Online", a large, county-wide Mahara implementation for school teachers, who are working in a fictional English county called Rurishire.

Punam will be helping her students to work as a class group in order to gather files and discuss their learning. She doesn't just want them to upload a whole load of files, she wants them to organize files and data in a meaningful way, just like a paper-based project. This will mean she wants her students to create views in smaller working groups for their class project. She likes the idea of smaller working groups as this will allow her students to start working collaboratively. She likes the fact that Mahara facilitates this by allowing you both to set up different groups and to create a collaboratively created "group view".

Some of her student's parents have come up to her and expressed concerns about online safety. One of their children has been the victim of cyber-bullying. She is quite happy that Mahara addresses this concern as, unlike Facebook, the only people that have access to the site are those that have been given permission by the school. The local education authority has set a policy that any adult who has access to this site must have passed a police check. If there are any concerns about other children, she can request that the administrator accesses all the views and forum posts so that she can find out who was responsible, and request suspension of the user if appropriate. She can happily reassure the parents that this is a walled garden site where their children are safe. There is even a facility for the learners themselves to Report Objectionable Material to the administrators should they stumble across any.

Janet is a learning technologist who holds overarching responsibility for PI Inc.'s international corporate university. Each country, indeed, each and every branch that she represents has its own local learning agenda.

As a learning technologist, she wants to encourage informal, personalized, and reflective learning. She knows that spending time encouraging reflection and CPD (continuous professional development) helps to:

However, Janet's main focus is implementing Mahara to facilitate informal, international knowledge transfer processes. She wants to spend some time setting up different types of groups. She can see the benefit of setting up groups to work on a variety of research projects being carried out throughout the organization. She is hopeful that the group members are going to make use of Mahara's blogging features to keep everyone up-to-date with their particular projects. There are currently three pilot studies being carried out in England, Peru, and Spain for a new cancer drug and she wants these three research groups to collaborate together and discuss early findings. She also wants to set up some international groups of practice and collaborate together in the hope that this will lead to some useful organizational innovations. She also wants to set up some groups, that select individuals can access from outside the company, to bring in some fresh ideas and perspectives, whilst also contributing to the wider pharmaceutical community.

PI Inc. are therefore running their own large international Mahara implementation with a range of their own institutions. Janet's people will be SHARING their knowledge. PI Inc. will be CAPTURING their knowledge before they leave. And, by engaging in this process, Janet's staff members will be CREATING new and innovative knowledge that PI Inc. can make use of as they expand into the future.

Neil trains and assesses learners who are taking national vocational qualifications with a private training provider called Training 4 Work. He is helping 16-19 year olds to gain their vocational qualifications in electrical engineering. Although Training 4 Work only has about fifteen people in its staff, they have installed their own organizational Mahara because they like to have control over their own site.

Neil is also keen to use the resume-builder feature of Mahara. He has a number of links with local businesses for work placements, and he prides himself on the high percentage of learners that go on to full-time positions. He knows if he can get all his learners to input all their information into the resume builder and create an online resume, not only will this make matching his learners to work placements easier, this will also really impresses prospective employers.

Neil knows that, at the moment, his learners' files and evidence are stored all over the place in a variety of locations. Some of the homework is currently handed in as paper assignments. Some assessors have video and audio evidence stored in their camcorders or on their laptops, with hand-written notes. Some other parts of the work that his learners have done are stored on the Training 4 Work desktops up in the computer room. His e-mail inbox is always stuffed with e-mails from students sending him files with huge attachments to check. Newer students want to submit evidence in an ePortfolio as they did at Uppertown Secondary School. Finally, when he makes on-site visits he finds his students have often forgotten to bring their evidence with them, leading to yet another wasted trip! Assessing has become a complete nightmare! He spends more time actually trying to find the evidence than he does teaching and supporting his students.

Neil says he will make extensive use of Mahara's artefacts feature. This will allow him to get the students to organize their "digital stuff" (or artefacts) into one central location where they can then share them with him, verifiers, and also other students easily, using views. As it will be accessible anywhere anytime there is Internet access, students now can't forget or lose their work. He has also been set up as a Mahara Staff Member (more on this in Chapter 7), which will allow him to force his learners into a Controlled Group—into which the learners will submit views evidencing their learning, which can then be formally assessed. Neil will, of course, set up a template view for learners to copy and build their evidence upon. The learners will not be able to edit their submitted views again until Neil releases them with his feedback. Neil needs this sort of control because his accrediting body and external verifiers require him to have it.

Neil can't wait to start using Mahara! It will make his life so much easier. He can give online coaching as and when needed, there will be no more forgotten files and wasted trips, and most importantly his students will learn more—and learn to reflect more, as this will help them not only to gain their all-important qualifications but also to become more valuable employees.