The JEM network activities have concentrated on ensuring a solid performance for the portal pages which serve the community. This included the development of a software package based on the Drupal CMS for the implementation of the JEM repository. The accompanying guide was released and has obtained considerable attention. By producing a LOM-compliant module for a repository running in one of the most adopted content management systems, JEM has contributed to advance the adoption of a standard metadata format for describing learning resources. In the specific case of mathematics, the same classification vocabulary as is used on JEM can be also adopted by sites that decide to follow JEM guidelines in setting up a learning repository. The future work includes providing and enhancing the repository with the OAI-PMH interface, Open Archives Initiative Protocol for Metadata Harvesting, which will turn the JEM repository to both a data and a service provider. This effort aims to make the JEM repository completely interoperable with the repositories run by members such as ISN Oldenburg, UvA and UOC.

All the partners have followed up in their activities as documented in their progress reports, online at http://www.jem-thematic.net/en/about/progress for registered users. In particular, University of Birmingham has released a math editor called DragMath which can be used in Moodle. Also Maths for More has produced plugins for Moodle, including a chat application which allows to type mathematical expressions. UNED and UOC have started cooperation with Maths for More to integrate their products in their learning environments. GeoGebra has gained increasing attention withing the JEM community after their attendance at the 3rd JEM workshop, with NTNU, Buskerud, Birmingham and UNED reporting work for adopting it in their courses.
Alternative learning environments are being studied at Jacobs University with a specific attention to supporting scientific communities of practice and semantic wikis. Enhancements of wiki-like platforms for education are also done in Chalmers with software for automated multilingual translation of wiki pages.

Considerable progress has been made to align OpenMath3 and MathML3 with respect to the representation of the meaning of mathematical expressions in terms of an agreed collection of symbols. The adoption of the mechanism of Content Dictionaries by both languages will have a positive impact for the implementation of software supporting semantic markup, since it will be enough to provide one encoding only. In addition to this, the release of the STIX fonts in the public domain will make it easier to widely distribute mathematical documents without relying on (for example TeX fonts, which are typically only available in non standard encodings and formats). JEM partners, Jacobs University and TU/e, have continued to develop software and tools handling the extension languages OMDoc and MathDox.
An integrated FormulaEditor is now available as part of MathDox and work is in progress to add an intelligent feedback component for linear algebra and the notion of adaptive context. Developers of OMDoc-based applications may now use the JOMDoc API to handle the XML formatted documents and in future will also be able to store native OMDoc documents in the TNTBase XML repository, which is designed ad-hoc for mathematical queries.

Several JEM members also author courses for distance education and elearning in mathematics. FernUniversität Hagen improved their flashcard-based content used in single variable calculus distance course. Likewise, University of Helsinki has reorganized its extensive collection of interactive exercises and produced a full online course on Calculus which won the Rector's prize for technology in education. Interactive exercises for Basic Mathematics have been created, improved and tested further by UvA for diagnostic assessment of incoming students of Science. Developing courses for mathematics teachers training has been undertaken by several JEM partners including UNED, UvA, TU/e, and NTNU.