This interesting book proposes i-learning--a new framework for technology-enhanced learning consisting of six elements: interdisciplinarity, interactivity, internetworking, individualization, immediacy, and interoperability (6Is). These elements deal with the managerial organization and technology aspects of a technology-enhanced learning environment and should be taken into consideration when designing an environment that aims to augment the learning experience (the i-learning experience).

Some of the elements of this novel 6Is framework are similar to the interaction, immersion, and imagination features of a virtual reality learning environment [1]. In fact, the authors talk in the last chapter about three-dimensional learning environments (3DLE), but do not make this relation very explicit.

The book contains six chapters. Chapter 1 is an introduction to the i-learning framework, while chapters 2 to 5 illustrate the design and implementation of learning systems and platforms that comply with the principles of the 6Is framework. Chapter 2 presents the case of the Knowledge Forum computer-supported collaborative learning system, and highlights the element of interactivity in virtual learning communities. Chapter 3 deals with the virtual eBMS innovative problem-based learning platform, which conforms to the 6Is. Chapter 4 discusses Web 2.0 learning experiences and the 6Is. It also describes the WeLearn platform, which was developed to support case-based and project-driven learning approaches. Chapter 5 proposes a model to monitor and assess the learning behavior in open networked i-learning communities. Finally, chapter 6 attempts to offer research ideas on future technological and organizational trends for designing effective learning experiences following the principles of the 6Is framework.

The proposed 6Is framework has potential. The authors could have made references to, and conducted analyses of, well-established learning systems, such as Moodle, Blackboard, and Sakai. It would have been a good idea to investigate whether these systems and their tools comply with elements of the 6Is framework. Also, the chapters should not only present a specific system or platform, but should offer a more holistic view of other systems and perhaps their limitations regarding conformance to the 6Is framework.

The chapters in this well-written book are interrelated and allow the reader to understand the proposed 6Is framework. The book should be useful to academics and educational researchers who work in the technology-enhanced learning domain. Although it is not a textbook, it could be useful to postgraduate students interested in the advances of technology-enhanced learning.