There is a paradigm shift in Informatics in general and in technologies enhancing human learning in particular. The debate between the "evolutionaries" - those that wish to optimize and refine current approaches - and the "revolutionaries" - those that support a fundamental change of approach - is quite actual. Within the Internet communities, the debate is hidden behind the words "semantic WEB" versus "semantic Grid"; within educational technologists between "content/resource centered" and "conversation centered" e-learning, or either between "teaching" and "pedagogy" on the one side, and "learning" and "communities of practice" on the other. In general, in Informatics, the shift from a product-page oriented to a service-conversation oriented view may possibly impact most if not all the foreseen applications, in e-learning, but also in e-science, e-democracy, e-commerce, e-health, etc. Part A of the book is dedicated to Position papers: visions about what to do and why to do it in the next years. The remaining parts (B to D) offer partial answers to "how" to do it. Part B concerns what we called: Content-centered services, i.e.: a vision of learning systems that privileges knowledge and its structures, standards and their interoperability, storage and retrieval services. The subsequent part C has been called: Holistic services to refer to more mature and integrated solutions that address not only content but more generally the creation and management of human Virtual Communities connected on the Grid in order to offer and consume different services facilitating and enhancing human learning. Finally part D is concerned with new directions in learning services.

Table of Contents:
Towards On-Line Services Based on a Holistic Analysis of Human Activities; Access to Information and e-Learning for Local Empowerment: The Requisite for Human Development and Environmental Protection; The Challenge of Change: Reducing Conflict in Implementing e-Learning; Brain Meets Brawn: Why Grid and Agents Need Each Other; An Integrated View of Grid Services, Agents and Human Learning; Making e-Learning a Service Oriented Utility: The European Learning Grid Infrastructure Project/; Case Study of Virtual Organisation Learning and Knowledge Testing Environments; SCORM and the Learning Grid; Shaping e-Learning Applications for a Service-Oriented Grid; Derivation of Knowledge Structures for Distributed Learning Objects; Structuring and Merging Distributed Content; Reusability of e-Learning Objects in the Context of Learning Grids; Design Considerations for an ELeGI Portal; An e-Learning Platform for SME Manager Upgrade and Its Evolution Toward a Distributed Training Environment; DIOGENE: A Service Oriented Virtual Organisation for e-Learning; The Model of Collaborative Learning GRID to Activate Interactivity for Knowledge Building; Systems Support for Collaborative Learning; How to Use Grid Technology for Building the Next Generation Learning Environments; A Grid of Remote Laboratories for Teaching Electronics; The Learning Grid and E-Assessment Using Latent Semantic Analysis; Learning Agents and Enhanced Presence for Generation of Services on the Grid; Conversational Interactions among Rational Agents; EnCOrE (Encyclopedie de Chimie Organique Electronique): An Original Way to Represent and Transfer Knowledge from Freshmen to Researchers in Organic Chemistry.