It’s an honor to work with so many amazing teachers and instructional designers to make Versal a valuable part of your daily lives, and today we are excited to announce that Versal is officially out of beta. Of course, this doesn’t mean we won’t continue to evolve and improve, and we definitely have several cool new features on the way soon (along with new gadgets being released almost every week!). It is simply our way of saying that all of the core components are in place for you to successfully create fun and interactive lessons and courses for your students. Thank you to everyone who has offered us your support and feedback along the way - it’s been invaluable and we look forward to continuing this amazing journey with you. We’re also honored to announce a fantastic new partnership with Wolfram Research, plus welcome Stephen Wolfram, CEO of Wolfram Research, to our Board of Directors. We are working with Wolfram Research to offer teachers direct access to Wolfram’s vast catalog of interactive math and science exercises via Versal gadgets. Soon you’ll be able to embed content based on Wolfram technology directly into your Versal courses and lessons. Deeper integration is planned for the future, including making Wolfram resources such as Mathematica readily available in the Versal platform. Read the press release. Lastly, you may have noticed a few new things in Versal today! We’re rolling out a refreshed design of the course management portal, designed to streamline and simplify the publishing process. While some users will see it before others, to check it out now click "see preview" at the bottom of your homepage (if you’re signed in). New gadgets! We’re currently releasing 1-to-2 new gadgets each week, and now have 48 gadgets available to help you build interactive lessons for your students. Check out four of our newest gadgets: Categories, FlowKey, Math with LaTeX and Music Intervals now in your gadget tray. Our homepage has changed (sign out to see it). It now reflects our 100% commitment to offering the best way to create captivating online learning experiences. We’d love to know what you think of the new look and more detailed information! Thank you for all of your support and help during our beta. Stay tuned, new features on the way soon! And as always, if you have any questions or need help from our awesome teacher success team, please email help@versal.com.

In a recent conversation, I was asked what I thought about twitter as a learning tool. Over the course of the past few years I’ve moved from saying "I don’t get it" - to feeling like it’s a good addition to my Learning Tool Set. But I also think that there’s a lot more help now around how to make effective use of Twitter as a learning tool. I thought it would be worthwhile to pull together these resources. Twitter and Teaching Twitter Tips: for Teachers & Educators- Don't Waste Your Time, May 9, 2009 Twitter in the classroom: 10 useful resources- Social Media in Learning, August 12, 2009 Presentation: Twitter in Education- Don't Waste Your Time, May 12, 2009 Adding Facebook and Twitter to student participation- Don't Waste Your Time, November 4, 2009 Twitter in your Teaching- eLearning Acupuncture, September 24, 2009 Twitter - A Teaching and Learning Tool How to use Twitter for Social Learning, March 20, 2010Teaching with Twitter, January 2, 2009 Tips on Twitter Use Twitter Cheat Sheet version 1.1 is up- Adventures in Corporate Education, April 18, 2009 Facilitating a twitter chat- Joitske Hulsebosch eLearning, March 9, 2010 To get Twitter you gotta Tweet!- Leveraging Learning, October 6, 2009 7 Creative Ways to Introduce Social Media to Your Team- Learning Putty, October 22, 2009 10 Tips to Get Started with Twitter- Learn and Lead, April 18, 2009 Coping with Twitter- Learning Conversations, February 26, 2010 Hashtags in Twitter and walls, fountains, ways to keep everyone's remarks in the picture- Ignatia Webs, May 15, 2009 I'm on Twitter... Now What?- Business Casual, December 23, 2008 Conversation + Twitter- Informal Learning, March 26, 2009 Tweetdeck Makes Twitter Make Sense- Litmos, February 5, 2009 Twitter and Conferences, Webinars and Backchannel Twitter Conference Ideas- eLearning Technology, January 30, 2009 Twitter and Webinars- eLearning Technology, May 14, 2009 TWITTER - Backchannel conversations enlighten eLearning Community at DevLearn08, November 21, 2008 The Backchannel, January 5, 2010 This (how to present while people are twittering) is going to become a CRITICAL skill, March 7, 2009 Presentation: from receive through react to interact, October 7, 2009 The keynote and the harshtag, October 9, 2009 Twitter and eLearning Three Practical Ideas for Using Twitter in E-Learning- Rapid eLearning Blog Twitter Captivate Integration, eLearning Technology,Tuesday, December 15, 2009 People to Follow on Twitter Top 100 Educators to follow on Twitter- Dont Waste Your Time, June 18, 2009 The Juiciest Learning Professionals on Twitter?- ZaidLearn, April 20, 2009 Indian Learning Professionals on Twitter- Learn and Lead, May 25, 2009 Jane Hart’s Connexions Using Twitter as a Learning Tool especially for Learning Professionals Twitter for Learning- Learning Journeys, November 27, 2008 The use of Twitter (and other social media) for Learning- Social Media in Learning, December 6, 2009 Three months a-Twittering- Clive on Learning, March 10, 2009 Twitter as Personal Learning and Work Tool- eLearning Technology, January 21, 2009 Twitter for learning- Sticky Learning, October 25, 2009 10 Ways To Learn In 2010- The eLearning Coach, January 3, 2010 What I learn from #lrnchat- Bozarthzone , November 1, 2009 Twittering, Not Frittering: Professional Development in 140 Characters | Edutopia, December 29, 2008 Learning to Twitter, Tweeting to Learn, Danny Silva, March 1, 2009 Twitter Guides Quick Start Guide to Twitter Twitter Newbies Guide 10 reasons why Twitter will help improve your already existing networks Newbie's guide to Twitter Twitter Tools 101 Twitter Tools - an insane list, Marc Meyer, September 8, 2009 The Ultimate List of Twitter Tools, Social Media Guide, May 30, 2009 Yammer What Makes Yammer Different?- MinuteBio, December 20, 2009 Using Yammer- Learning Conversations, March 15, 2010 Yammer- Internet Time, September 20, 2008 Micro-blogging at Work, May 30, 2009 More on Twitter for Learning Business applications of Twitter- E-learning in the Corporate Sector, September 3, 2009 Collaborative learning using Captivate and Twitter- Adobe Captivate Blog, December 11, 2009 Twitter Learning- eLearning Technology, April 30, 2009 Twitter Hating - Bamboo Project, March 26, 2009 Twitter - does it help?- subQuark, June 14, 2009 Twitter Collaboration Stories eLearning Technology Subscribe to the Best of eLearning Learning for updates from this blog and other eLearning blogs.

  One of the most popular and successful teaching methods for high school students today is project-based learning. Rather than simply have students listen to lectures or read textbooks and take notes, teachers are now engaging students in dynamic, hands-on learning experiences that present real-life problems or questions. Versal is an excellent platform for project-based learning because it offers collaborative tools for students (so students not only take courses but create content together), the ability to curate and embed web-based research and more. Many of our favorite courses began as project-based learning ideas.   Versal was very effective, I learned a lot more this way. It gave me many different examples of soil regions and components. - Student of Allison Gest, Geology Teacher, Maine Township High School   Looking for new projects for your class? Check out a few our favorites, in three subjects: social studies, English and science. For Social Studies Period play: Divide students into groups and ask them to research a time period, setting up Versal’s Timeline gadget as they go. Next, have students compose a play about the era using realistic dialog, events, characters and costumes. This project teaches students about history, how to craft a script, and emphasizes team collaboration. Travel agents: For lessons about foreign cultures and countries, ask students to plan a three-day trip to a foreign city as if they are a travel agent. Include important historical sights, foods to try and what language guides to bring, using Versal’s Map gadget. Each student or group should try to sell their trip to the class, explaining why each destination is a great place to visit. For English DIY Dictionary: Ask students to create their own dictionary of slang words that they use in their daily life. They must produce correctly formatted dictionary entries with complete etymology, pronunciation, part of speech, definition and usage examples. To finish, they create a quiz with Versal’s Categories or Quiz gadgets to share with other students. Thank you notes: Ask students to choose an influential person in their lives and compose a correctly-formatted thank you note to their heroes. When the notes are finished, invite all the writers and the heroes to a class potluck, and invite each student read their letters aloud. Record their readings on SoundCloud, then have students embed the recording, with Versal’s SoundCloud gadget, alongside their thank you note and photos from the event. For Science Soundproofing: Embed a real 3D construction plan for an apartment building with Versal’s Sketchfab gadget, and have physics students brainstorm ideas for blocking sound between apartments so residents cannot hear one another. Task students with creating Deeper Diagram gadgets to show how their blocking material will be created and applied, and include the science behind the soundproofing. Homemade Barometer: Ask students to follow the instructions to create their own barometers. Then have them record the barometric pressure every day for a week by uploading and annotating a photo of their barometer with Versal’s Whiteboard gadget. Compare readings with local online weather reports. For Extra Credit Toys for Tots: Students will study electrical circuits as they come up with an idea for a simple electrical toy that uses a motor, switch and battery. At the end of the project, students visit a children’s hospital, let the kids test out the toys and donate them to the hospital or another charity.   There’s no limit on how creative teachers can get with project-based learning, especially with Versal’s interactive teaching tools. If you try out a few of these ideas, let us know what you (and your students) think in the comments.    

Last week I had a presentation around using Social Media and Web 2.0 tools to improve your performance as a knowledge worker.  One of the questions that always comes up is: How do I find more information to help me get started? The answer is that this information is a bit hard to come by.  There’s a lot out there, but it’s often hard to find information that helps you get start.  This was a major reason that I started down the path with Work Literacy.  That said, I thought it would be worthwhile for me to collect a few of the resources that provide good starting points that can help Knowledge Workers improve their performance using Social Media. Overview of Knowledge Work and Social Media Tool Set 2009 Work Skills Keeping Up Top-Down Strategy Knowledge Work Framework Sense-making with PKM Keeping Track of Information Better Memory Keep track of information Handling the Flow of New Information Information Radar Networks, Communities and Collaboration LinkedIn Guide for Knowledge Workers Networks and Learning Communities Collaborate Manage what matters - collaboration Twitter Twitter as Personal Work and Learning Tool Twitter for Learning - 55 Great Articles Personal Learning Environments My Personal Learning Environment The Psychology and Skills of Personal Learning Environments Personal Learning Environment Some More Specific Tactics Processing Pages with Links Search Browser Short Cuts I will try to come back and update this post as I find good introductory resources on this topic. eLearning Technology Subscribe to the Best of eLearning Learning for updates from this blog and other eLearning blogs.

Have you ever created a gadget in a Versal course, for example a Deeper Diagram or large block of text, and then decided you wanted to move it to a different lesson? Or copy it to another lesson or course? Now you can. With the new cut, copy and paste feature released today, it’s easy to move or copy individual gadgets or groups of gadgets between lessons and courses. Here’s how it works: When you mouse-over a gadget, you’ll notice a new empty checkbox outside the upper left corner. Click it to select a single gadget (or add it to a multiple gadget selection) to cut or copy. A clipboard will appear in your gadget tray, with buttons to help you perform the following actions: The "cut selection" button will remove the selected gadget(s) from the current location in your course, and copy it to the clipboard. You can then simply go to the lesson where you plan to use it (in the current course or another course), and drag-and-drop the gadget from the clipboard to its new location. The clipboard can be accessed anytime through the label in the bottom right corner of the tray. The "copy selection" button will copy the gadget to your clipboard, but will not remove it from its existing location. The "clear clipboard" button will remove all cut-and-copied gadgets from the clipboard, but not from your courses. Quick tip: don’t clear the clipboard if you have cut a gadget and haven’t added it back somewhere else…that will delete the gadget permanently. One note: Gadgets only stay in the clipboard temporarily. So if you plan to move or copy a gadget, we recommend doing it in the same session.   Let us know what you think! Post feedback in the comments below, and if you have any questions, please email us at support@versal.com.

As part of last month’s big question Open Content in Workplace Learning?, I’ve been trying to find out more about specific answers to Creative Commons Use in For-Profit Company eLearning.  I was contacted by someone out of the Creative Commons organization, but in going back and forth with them, we realized that I was looking for legal interpretations which they clearly can’t do.  They are there to help set up the licenses.  But that said, it also shows a failure of the current licenses. What do I mean by a failure? As I pointed out in my previous post, Creative Commons themselves conducted a study to understand commonly held interpretation of the understanding of the meaning of these licenses.  This common interpretation is important if you are going to defend your use of licensed materials.  But it also shows that lots of interpretation is required. The person from Creative Commons suggested I post to the cc-community mailing list my questions.  I only received one response with the following suggestion: Contact the copyright holder to verify that: a) The work was distributed under the license you received it under; b) Their understanding of what the license permits and your understanding of what the license permits are congruent; MIT,for one, has a couple of pages that outlines their interpretation of the CC-BY-SA-NC license. Most other educational institutions have similar pages, albeit not always with the same degree of examples as MIT. But that leaves us with having to go and contact the license holder of each work which somewhat defeats the purpose right? That’s what I mean by failure. We don’t have an answer to some pretty basic questions! The one good thing that came out of it was that at least MIT recognized this failure and has additional information: MIT Interpretation of "Non-commercial"": Non-commercial use means that users may not sell, profit from, or commercialize OCW materials or works derived from them. The guidelines below are intended to help users determine whether or not their use of OCW materials would be permitted by MIT under the "non-commercial" restriction. Note that there are additional requirements (attribution and share alike) spelled out in our license. Commercialization is prohibited. Users may not directly sell or profit from OCW materials or from works derived from OCW materials. Example: A commercial education or training business may not offer courses based on OCW materials if students pay a fee for those courses and the business intends to profit as a result. Determination of commercial vs. non-commercial purpose is based on the use, not the user. Materials may be used by individuals, institutions, governments, corporations, or other business whether for-profit or non-profit so long as the use itself is not a commercialization of the materials or a use that is directly intended to generate sales or profit. Example: A corporation may use OCW materials for internal professional development and training purposes. Incidental charges to recover reasonable reproduction costs may be permitted. Recovery of nominal actual costs for copying small amounts (under 1000 copies) of OCW content on paper or CDs is allowed for educational purposes so long as there is no profit motive and so long as the intended use of the copies is in compliance with all license terms. Students must be informed that the materials are freely available on the OCW Web site and that their purchase of copied materials is optional. Example: An institution in a remote area has limited Internet access and limited network infrastructure on campus, and a professor offers to create CDs of OCW materials relevant to her course. The professor may recover the costs of creating the CDs. If you have questions about acceptable use of OCW materials, please contact us. For those of us in eLearning, the key line is "A corporation may use OCW materials for internal professional development and training purposes." That’s great news.  But it doesn’t necessarily hold for other Open Content, just MIT. Bottom line is that Creative Commons is failing to really help us.  If you have to go and contact each license holder to find out, you are basically in the same boat as with copyright. eLearning Technology Subscribe to the Best of eLearning Learning for updates from this blog and other eLearning blogs.

The classroom of the future won’t look anything like the classroom we knew ten or even five years ago. Global connectivity and collaboration, combined with technology that allows for interactive and student-tailored lessons, will recast tomorrow’s educational settings in exciting new formats different than we know today. While envisioning the future is famously difficult, we’ve been excited by some of the predictions recently made by some of today’s leading edtech innovators. They offer a captivating view of the classroom’s future. Here’s what they have to say.   Collaborative, Connected Learning Spaces Classrooms of the future will shed grids of desks, or maybe even desks altogether, to facilitate greater flexibility and active learning for students. Instead of personalized workstations, imagine mobile, collaborative workspaces. Erin Klein, a second-grade teacher and well-known edtech blogger, recently told The Journal that her historic schoolhouse is renovating their multimedia lab for just that purpose. "Everything that is not a load-bearing wall has been flattened and removed." "You really need to think about the design and layout of your space and how that can support your curriculum," Klein said. "Then you can start thinking about how to outfit your infrastructure and what devices you might need to enhance the curriculum."   Curriculum with a Global Perspective Dana Mortenson, Co-Founder and Executive Director of World Savvy and an Ashoka Fellow, believes that the classroom of the future should equip students to deal with the cross-cultural, multi-faceted challenges of our interconnected 21st Century. In a December 2014 column in Edutopia, she described learning spaces that are designed to facilitate collaboration, and unstructured assignments that prompt students to address thorny, global problems like resource scarcity and cultural differences. Technology promises to reshape global challenges and student responses. "Every day there are new technology resources available to help educators make their classrooms more global and connect their students to new ideas, challenges, and resources that will let them dig deeper into what they’re learning in class," said Mortenson.   A Fully Blended Learning Experience One thing is clear to most educators and parents (and to us): teachers are building the classroom of the future. They’re experimenting with new technologies and the teaching methods these new tools unlock. Erin Klein and Dana Mortenson agree that teachers will remain vital to the future classroom experience. Klein, in particular, sees the need for coaches to help teachers in adapting technology into the classroom. "Coaches need to collaborate by redesigning the curriculum to support blended learning. And ultimately, I would hope that the term ‘blended learning’ would disappear, and that it would just be assumed that technology would be integrated." "Our vision is to give instructors powerful new tools and serve as a catalyst for the next generation of online learning," said our CEO Gregor Freund. "Teachers will lead the way."  

Next week several of us are attending the ASU-GSV Summit in Scottsdale (if you’re going, let’s meet up!), but before we leave we have great news: Versal has joined the Google for Education partner program. We participated in an extensive review over several months, including teacher testing, and it was well worth the effort. Many of you have told us how integral Google’s solutions (such as Chrome and Apps for Education) are to your daily success. Our goal in joining this program is to ensure that Versal easily integrates into your Google ecosystem. What does this mean for you? As you may remember, in January we launched our first Chrome App, which offers teachers an easy way share Versal creations directly with students via Chromebooks and the Chrome browser. Have you tried it yet? Next, we’re in the process of integrating with Google Apps for Education. Once it’s ready, you’ll be able to to create Versal courses and lessons directly within Google Apps. You’ll even have the option to save lessons to a central Google Drive folder accessible from any device. And there are more opportunities for integration in the future…stay tuned. In the meantime, we’d love to know how you are using Google in the classroom. What would you like to see from us? Share more in the comments below. And if you’d like to read the full press release, it’s here. Google, Google Apps, Gmail, Google Talk, Google Drive, Google Vault, Google Calendar, Google Docs, Google Sites and Google Video are trademarks of Google Inc.

With the recent launch of InGenius by SkillSoft, I believe it’s time again to raise a pretty important question: Where do Social Learning Tools belong?  Should they be coupled with your LMS or other learning-specific tools?  Or should they be separated?  Or ???? My contention (as expressed in LMS and Social Learning) is that most of the vendors are getting this wrong.  Instead of looking at providing tightly coupled Social Learning Tools, they should instead be looking at how their offering can integrate or leverage Enterprise 2.0 tools.  Using David Wilkins diagram: We are talking about how formal (or informal) can leverage tools that employees will be using outside of the context of learning.  This could be: SharePoint, Yammer, Confluence, etc. John Ambrose in Social Learning Will Fill Enterprise 2.0’s Empty Drums discussed part of the strategy with InGenius.  It’s finding content that can fill the empty drums of enterprise 2.0 tools when they are first rolled out.  I agree with John that rolling out an empty Wiki or other enterprise 2.0 tool often leads to poor uptake.  So having something that can serve as base content, makes sense.  But I have trouble with two aspects of the InGenius solution: It ties social interaction to books (and eventually other learning resources).  It’s clearly the Amazon model. It is local to the InGenius solution.  If an organization has SharePoint and InGenius, my preference would be that social interaction occurs in SharePoint.  InGenius should integrate into SharePoint.  Employees don’t want to have multiple social solutions that do similar things - one for learning and one for working. As a side note, Skillsoft is trying really hard to get Social Learning to be SEOed to their inGenius product.  I hope that people find Jane Hart’s Handbook or they find resources from eLearning Learning’s Social Learning page.  Trying to extrapolate from a single product like inGenius is going to be hard for most people to understand social learning. While I’m being critical of Skillsoft’s product as it currently stands, I do applaud their efforts to embrace social learning and add to the conversation.  As an example … Pam Boiros, a speaker at last year’s LearnTrends conference, recently posted on the The 8 Truths of Social Learning (listed here, but see her post for the details): Cross-generational appeal Discovery of knowledgeable colleagues Shared best practices and capture of tacit knowledge Intuitive to use and easy to roll-out Enhance learning programs  Respect for privacy Ownership of user-generated content Safe, trusted, proven environment I would add to this: Obvious value Same tools as your work tools When we talk about Social Software Adoption it follows the formulas described in Enterprise 2.0 Adoption - What's the PU? Web 2.0 Adoption in the Enterprise - It's Personal Adoption Rate = Perceived Usefulness (PU) * Perceive Ease of Use (PEOU) So, Pam’s right on ease-of-use (or perceived ease-of-use).  But you have to also have perceived value.  And that’s what I learned from Selling Social Learning - Be a Jack. I would also claim that perceived value and real value are closely related to the tools being the same tools you use as part of day-to-day work.  A separate set of tools greatly diminishes the on-going value (perceived and actual). eLearning Technology Subscribe to the Best of eLearning Learning for updates from this blog and other eLearning blogs.

I had an interesting conversation the other day about whether there’s that much new going on in eLearning here in 2010.  The general sentiment around the room was that many workplace learning organizations were focused on nuts-and-bolts training, and that there was little innovation. I’m probably not the best judge of whether there’s innovation going on because: People call me when they want to do something innovative.  I tend to work on things that are a bit leading edge like Data Driven performance solutions or eLearning Startups or the next great idea that someone has. In the world of eLearning, I generally pay attention to other innovators.  These are often bloggers as exemplified by the great bloggers found via eLearning Learning.  I also might be talking to people I’m talking to in conversations who are thinking about something innovative. So, I’m afraid that I’ve a skewed perspective. That said - I’m still under the impression that my central eLearning Predictions for 2010 is going to come true.  At the end of the year, we will be saying: "Wow, 2010 was a crazy year!" I was asked for some specifics and at the time I didn’t come up with really good answers.  I suggested that they review my predictions - which is a pretty good indicator of where I see some more interesting innovations coming. But I also thought I’d cheat and use what eLearning Learning is telling me the hotter topics are for the first 3 months of 2010.  What are these?  These are topics that are coming up in the participating blogs more during this time than they have in the past and that have good social signals.  So, I pulled the top 30 terms.  I’ve grouped them and commented on what I’m seeing. So, here’s what we are already seeing this year. Google Buzz, Google Wave and PKM PKM stands for Personal Knowledge Management, which is a definite passion of mine (see Work Literacy and Social Media for Knowledge Workers).  Interesting to me to see that these pop to the top. PKM in a nutshell, March 22, 2010 PKM in 2010, January 27, 2010  Google Buzz in eLearning, February 11, 2010 Seven (Possible) Ways to Use Google Buzz for Education by Jeremy Vest, February 17, 2010 Google Wave: 100 tips & tricks, January 25, 2010 New Features Added to Google Wave: More useful for e-Learning by Bill Brandon, January 26, 2010 iPad, Mobile Learning, iPhone The iPad and other mobile solutions offer something pretty interesting.  Retail, restaurants, construction - great stuff! Making Sense Of The iPad For Online Learning, February 8, 2010 Apple's iPad: What does it offer for e-Learning? by Bill Brandon, January 27, 2010 The iPad and its impact on m-learning., February 22, 2010 Tools For Mobile Learning Development, March 21, 2010 Five Mobile Learning Implementation Tips, March 1, 2010 The Advent of Mobile Learning Technology, January 7, 2010 Video Interesting to see this up this high.  But it makes sense.  Do you remember when you couldn’t do video because the network didn’t support it?  And when it took too long to shoot the video and put it up?  That was probably only two years ago for most of us.  And now that’s pretty radically changed! Planning A Video Production, January 8, 2010 Instructional Design for Videos, January 22, 2010 25 places to find instructional videos, February 8, 2010 Social Learning,  Social Media,  Twitter, Facebook Not a surprise to see that there’s lots of discussion of social learning and specific social media tools for social learning. Twitter for Learning - 55 Great Articles, March 24, 2010 Social Learning Strategies Checklist, January 11, 2010 How to use Twitter for Social Learning, March 20, 2010 Checklist of Social Learning Strategies, January 12, 2010 Virtual World The tools are starting to get there where simulations in 3D worlds makes sense.  Eight 3D Virtual World Design Principles, March 8, 2010 Virtual Immersive Environments: From Theory to Practice, February 7, 2010 Instructional Design for Virtual Worlds, January 22, 2010 Nuts-and-Bolts Topics Here are other topics that come up.  I’d suggest that these would argue in favor of nuts-and-bolts.  But you can be the judge of that. Organizational Learning Webinar Instructional Design Compliance LCMS Course Learning Management System LMS Content Camera Templates eLearning Strategy Cost Classroom Flash Not Sure Here are the final two.  Not sure how to categorize these things. Effectiveness Informal Learning Reaction? I’d be curious your thoughts? BTW - did I miss anything that you see as a big discussion topic already this year? And I’m curious if you think that 2010 is so far a year of nuts-and-bolts or if you are seeing innovation? eLearning Technology Subscribe to the Best of eLearning Learning for updates from this blog and other eLearning blogs.