Abstract
This paper reflects on the implications for pedagogy and infrastructure of the move from paper based resources to digital learning resources. A model of production of paper based educational resources is proposed, and the way in which the move to electronic educational resources has altered this process is outlined. Some of the negative implications of these changes for pedagogy are explored. Some approaches available to resolve the interferences are identified. IMS-LD is identified as a key technology, and drawing on the work of the UNFOLD project the concepts underlying the exchange of chunks of pedagogy, and institutional policy regarding copyright are discussed. Conclusions are offered summarising the most promising approaches and the issues to be addressed.