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Hi Anne Marie,I guess for starters it epednds on the scope and scale of opportunities for discussion you're hoping to facilitate, and whether you want the conversations to remain accessible to students after the courses are complete. Leigh Blackall from Otago Polytechnic uses Google Groups quite extensively for the courses he facilitates. , for example, is one that I was involved in as a student.Admittedly I dropped off the radar in that course in the wake of CCK08 (which also had a cohort of students using a . However I've found after the fact that the opportunity to go back through the forum posts long after the course had drawn to a close has proven really useful. This is quite in keeping with the notion of flexible learning I think, which really isn't a strong point of the LMS in my opinion. LMS modules tend to exist only as long as the course is in session, and after that all content is locked up or deleted meaning there is no way to refer back to discussions later. From the standpoint of personal reflection and review of past concepts, this is a huge disadvantage.I would imagine you could leave a module open and continue to provide access to the forum postings after the course had completed, but I would also suspect central IT would have policies against that due to the potential for a blow out in the number of active courses in the system (and the resulting storage requirements). This is another advantage of free tools like the ones provided by Google or Yahoo. They've got far more storage capacity and infrastructure available than your average Central IT department does.As a result, in the case of group tools like Yahoo or Google, the content exists in perpetuity so long as the group isn't deleted. Depending on how the group is configured, sometimes the content is available to anyone who wishes to see it. This can provide really valuable opportunities for people who haven't taken the course (or formally enrolled), but are keen to explore the subject matter.That's one of the main things I mean when I talk about openness the free sharing of information and knowledge for whomever might benefit from it, regardless of their context, pre-existing knowledge or other factors. My personal view is that knowledge is only as useful or as valuable as the number of people who are able to engage with it. Information that's locked away or restricted isn't nearly as valuable to society (in my opinion) as information that's shared freely and publicly.Once again though, in the context of medicine there are distinct issues or risks that arise in open discussion and the sharing of information (you and Sarah Stewart would know more about this than I do). But for me openness is always the default.In terms of technical constraints of an LMS, and Blackboard or WebCT in particular, they are designed to establish self-contained modules for use and interaction by a limited number of people. So, much of what you're able to do in an LMS is locked behind a login, and subject to different levels of access permissions. Running an open course in this environment where openness refers to public visibility might prove completely impossible.The other significance of openness to me is the implications it has for the development of learning networks. Here learning networks include not only students, but a diverse range of people, perspectives, and areas of expertise. If learning networks are only as valuable as the depth and diversity within them, then homogeneous groups such as those created by LMS modules might actually limit the potential for learning especially when the a course is rigidly structured and pathways explicitly set-out, with minimal room for exploration.I guess the significance of openness to me lay in the removal of barriers and restrictions to learning. You could still use a curriculum model in an open setting, the significance is that students have far more opportunities to explore their own ideas, interact with many different people and perspectives, and maintain far a greater sense of ownership (and long term access) than what you find in an LMS. I think it's also more conducive to life long learning. My concern is, as students continue to work within closed systems, they will grow more and more used to operating within closed systems and that once they're out of school they won't be familiar with how to operate and learn in the absence of barriers and constraints when the learning is ultimately up to them to steer and motivate.

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