By Mike Churchward, CIO/President
At Remote-Learner, we often get challenged by clients and the community alike to explain why we charge for the services and products the way we do. There is often a presumption that our services should be free or “near-free” since the primary application we service is Open Source and therefore free. Primarily these challenges are made of our development services, our expert advice and consultation, our support and our maintenance of other third-party add-ons. To explain this, I will describe who we are and what we do.
Our goal is to be the company that provides the services customers need to run their e-learning programs successfully, using Moodle, an Open Source learning management system (LMS).
Open Source Moodle is freely available to anyone to acquire and use, under the GNU General Public License. One of the key concepts of an Open Source application like Moodle is that it is “free”. The code is free; the application is free; there are no fees in the form of any licenses required for anyone to acquire, install and operate Moodle.
But, operating Moodle is not free. It is often said that Open Source is "free as in a puppy; not free as in beer". It will cost anyone who wants to use it, the time and resources needed to install, operate, manage and maintain the application, and the efforts needed to administer, create and operate the learning programs on Moodle. This is true whether they do it themselves or whether they contract someone else to do it for them - like us.
As a company, we have costs - employees, overheads, infrastructure. We need to pay for these, and like any other company, we do this through revenue. Our revenue comes from supported hosting, training, development and other expertise-based services. As a Moodle Partner, we give back a percentage of our revenues to the Moodle foundation to help pay for Moodle’s continued maintenance of itself. We also provide a certain percentage of our workload back to the Moodle efforts.
Primarily, our clients host their sites in our infrastructure, where we can support it best. Our infrastructure has been optimized for performance, security, management and maintenance. We provide a number of pre-approved add-ons from the community, with every installation. We also allow our clients to request other add-ons included in their sites, once they have passed a rigorous approval process. This process looks for potential security and performance issues, and ensures the add-ons meet the minimum development standards defined by the Moodle project.
We support the application layer, administrative functions and teaching functions through our commercial services. If for any reason you need to discontinue our services, you are not locked in. You can take your code and data with you and run it on any suitable infrastructure.
Moodle is a highly configurable, highly pluggable application. It can be changed and configured in infinite ways.. We provide services and systems to allow clients to change Moodle in that way, including helping them install custom plug-ins that they need. Our systems are designed to provide a platform that is maintainable and supportable using these methods.
When we develop code for Moodle, it is either in the form of pluggable add-ons or as a core development project for future releases of Moodle. All of our work is provided as Open Source, available to anyone. We also provide documentation both to the Moodle core and for our own development work.
But because the source code is completely available, many users of Moodle want to change it for their own use on their specific installation. We strive to avoid this with our clients.
One of the greatest strengths of Open Source software is that it can be modified by anyone for their own use. One of the greatest weaknesses of Open Source software is not understanding the responsibility of making those changes. Having custom code means taking on the responsibility of maintaining a "fork" of Moodle. A "fork" is essentially the same as maintaining a custom built LMS.
Maintaining a "fork", means taking on all the responsibility of maintaining it. That means any changes to Moodle (point upgrades, version upgrades) will require extra development work each and every time the application is updated. Extra work means that each Moodle upgrade will incur extra costs and cause delays. There are significant risks in maintaining those changes. If the changes are not part of standard Moodle, the Moodle core code could change in a way that irreparably breaks the modified system.
To that end, we work with our clients to understand their needs and problems, and find ways to solve them with the managed Moodle codebases we provide. We use our Moodle expertise to find the most efficient, low-risk and maintainable way for our clients to do what they need done in Moodle.
There are many organizations out there maintaining their own forks of Moodle. They have their own staff of developers, testers, documenters and support to do so. Our systems allow you to utilize our resources for this, and only bear the cost necessary for your portion.
In closing, Remote-Learner strives to offer freedom and options to clients. Our services and methodologies help to further democratize learning across the world. We promote growth and innovation through open technologies, and we do not shackle clients with expensive locked-in, license-to-use technologies.
By Jason Cole, CEO
During my recent staycation, I happily stumbled across the NPR TED Radio Hour. Two of my favorite things, NPR and TED, now mashed together as one in podcast form! So I loaded up the iFruit with a few episodes, including one entitled Unstoppable Learning, and went for a walk.
The episode features a long interview and excerpts from Sugate Mitra, the man behind the Hole in the Wall experiments in India (see Mitra’s TED talk to learn more about his amazing research). Mitra has become a firm believer in the ability of children to educate themselves. He envisions creating self-organizing learning environments (SOLEs) to enable children all over the world to explore questions of interest to themselves using the internet to ask and answer questions.
I was immediately taken with Mitra’s vision of learning and education. Ed techies have been talking for years about the changing role of the teacher from “sage on the stage to guide on the side”. Unfortunately, what most of us envisioned was replacing the teacher as sage with computer as sage. The flipped classroom model, where students watch their Khan Academy videos at night and then practice at school during the day, is a perfect example. Mitra’s research shows us we can go even further, and allow the learner to become their own sage.
But as Rita Pierson points out in the same program, the personal relationships matter. As she says “Learning sometimes occurs because someone insists that you recognize the excellence in yourself ”. Treating students as consumers of content without the personal, emotional connection will leave many students behind. Mitra’s answer is the Granny Cloud, a group of retiree volunteers in the UK who log onto a Skype session once a week with students in India. They aren’t there to teach, but to tell stories, ask questions and provide encouragement.
Mitra’s and Pierson’s vision of learning is a radical departure from the regimented and measured approach to education common in many countries. Perhaps its just romanticism, but I’d like to believe educational technology can be used to do more than automate our current processes. Instead, perhaps we can create a new, social, human approach to learning.
By Page Chen, Chief Learning Officer
Every day, millions of online learners launch their browsers with the best of intentions. Many encounter clean, easily navigable interfaces, with clear course expectations, legible fonts, and valuable, well-placed media. Others are not so lucky. These learners must overcome what is called “cognitive overload” in order to learn.
Cognitive overload is a term originating from John Sweller’s cognitive load theory. Cognitive load theory provides guidelines to assist in the design and presentation of information to optimize intellectual performance. When designing to reduce cognitive overload, it is important to consider the working memory load of not only the instructional materials but also the interface. In short, be aware that the brain can do only so many things at once. When the brain is asked to do more than its fair share, more than is conducive to learning, the result is cognitive overload. Novelty in an interface will draw the learner's attention, but there is a fine line between getting the learner's attention and keeping the learner perpetually distracted. Split-attention effect is a commonly seen problem in poorly designed instructional materials and is of key importance to online learning design.
All manner of elements can contribute to cognitive overload, including interface colors and images, font selection and color, animations, multimedia, and sound. While a filigreed font might enhance a header, the same typeface, when used for an entire page of content, creates a significant obstacle for the learner. A single, relevant video embedded in a content page can enhance learning, but an RSS feed of videos on related topics will lead the learner away from the task at hand. The same blinking graphic or colorful theme which draws the learner's eyes to the page will distract the learner from the content and may impede his or her ability to focus. Anything that makes the learner interrupt the precious mental process of learning, be it navigation, visual presentation, or functionality, presents the possibility of splitting a learner’s attention and causing cognitive overload.
Remote-Learner’s Learning Services department specializes in navigating just such nuances. We'll minimize cognitive overload in your online courses, to keep your learners engaged, but not mentally exhausted. Contact us today to learn more about Remote-Learner's Learning Services Division.
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By Jason Cole, CEO
If you’ve received a price quote from us, you may have noticed we price our offerings different from many of our competitors. Rather than charging a flat fee per user, we price our offerings based on the number of people using the system at the same time (concurrent users).
Most LMS providers charge by the user which makes it easy to do the accounting - simply add up all the user accounts, multiply by the price per user and voila… your annual fee. The problem with this approach is it doesn’t matter how much someone uses the system.
With concurrent user pricing, we’ve aligned our pricing with how much your LMS is actually used. We don’t care if you have 100 users or 100,000 - its the number of people using the system that matters to you and to us. Some examples from our clients include:
- A government agency needs to deliver a few hours of refresher training to 100,000 users shouldn’t need to buy an expensive license for each person.
- Schools shouldn’t have to worry about buying a license for every teacher and student when they don’t know how many classes will have an online component.
- College admins need to be able to load every teacher, student and administrator into the system and not worry that they are wasting money on licenses they won’t use.
- A company wants to keep users in the system for years, to ensure they have active training records - and be able to immediately re-activate a user if needed.
So we chose to take the road less traveled and set our pricing based on how much our clients actually use the system.
So we defined concurrent users as the number of Moodle log entries generated per minute. We think this is a good measure of how many people are using the system at any one time. If someone downloads a PDF, it generates a log entry. If someone else is taking a quiz at the same time, then Moodle will generate some more log entries for them. If only 50 people are on at the same time, you only pay for 50 users - it doesn’t matter how many people have logins.
Loading people into a database is easy, but it doesn’t help anyone learn. Using the system by downloading materials, participating in activities and taking assessments helps people learn. Why should we charge you for loading user names into a database?
By Tabitha Richards, Director of K-20 Account Management Team
“If Moodle is free, what am I paying for? This question is asked by organizations new to Moodle and the open source concept, as well as by organizations already using and supporting Moodle internally. This question arises when people don’t understand the true value-added dimension of working with an official Moodle partner, such as Remote-Learner. When working with Remote-Learner, client’s fees cover things like the hardware, support, and other services we provide for the product itself. These are all costs that you, as an organization, would incur internally should you elect to self-host Moodle. We honor anyone brave enough to self-host, of course. We also believe it’s important to emphasize why having a partner like us is a better idea.
Additional benefits of working with Remote-Learner as your official Moodle Partner:
- Dedicated Infrastructure-- designed and tested to specifically support the Moodle application with a guaranteed uptime of 99.9%.
- Dedicated support staff-- available for unlimited, Moodle technical support through our portal system. (Really! We have staff who do nothing but work on Moodle and Moodle- related issues all day…, and every day.) Most organizations don’t have the funding to do this kind of support with their own staff. (If hosting Moodle internally, you will have to find all the answers on your own... both to general technical questions, and to Moodle functionality questions.)
- Although Remote-Learner has partnerships with a few other products, we primarily do Moodle. This intense focus provides a level of expertise which most organizations cannot afford to duplicate in-house.
- Remote-Learner employs a number of developers and technical staff who have been working with Moodle from as far back as Moodle 1.2. This longevity with the product means they have a tremendous knowledge of the product and its nuances. (Even if your organization elects to self-host Moodle, your staff’s knowledge of Moodle and its nuances will most likely be limited.)
- We have a number of developers who write plug-ins and contribute regularly to the core Moodle code. As a Moodle partner with contributions, we are often one of the first entities to know about bug fixes and security patches. We have an inside track, so to speak. (Self-hosting organizations do not have such connections.)
- What about hardware? Well, in a day and age when technology changes at such a rapid pace, working with an official Moodle partner means you do not have to worry about keeping an annual “refresh technology” line item in your budget. Remote-Learner keeps such technologies in place, though. We know and regularly upgrade hardware required for Moodle’s optimum performance. (We aren’t sure whether our self-hosting friends even consider this as important, of course. But if you’re still wondering about your own needs, do you want to have to deal with this every year, or more frequently?)
- Cost? Yes, there is an up-front cost to working with a dedicated partner, and we believe these costs are more than offset by the choice to bring hosting costs internally within your organization. How many people will need to be involved in your hardware and staffing maintenance needs, and assuming you can cover that, can you match the level of expertise we can bring to the table?
The bottom line is simple:
As Moodle becomes a more and more important part of academic and corporate training efforts, it is equally important to have a complete system that works well and works consistently. While there will always be issues to troubleshoot from time to time, there’s only one way that you can rest assured that you’re in a safe zone.
That is, only IF you have a highly-knowledgeable team of Moodle experts working on your site, a team that’s both available and committed to resolve issues as quickly as possible. This is what allows you the freedom to focus on the more important academic and training issues you really want to focus on.
This is the value-added dimension of an official Moodle partner, like Remote-Learner.
By Audra Wisner, Corporate & Government Account Manager
Many of our clients have been using the same LMS for years and years. Sometimes, they come to understand that what they have been using is no longer delivering what they need. But for them, the thought of change is just too much to bear. (“The work, the glitches, the headache. Agh! It’s just too much!”) I’d like to propose another perspective on change: Even though the thought of change hurts, try not to be scared or stressed out. With the right implementation strategy, all will be just fine.
I recently attended the Midwest Moot at Northern Illinois University and sat through a session on this very topic, with a very prestigious university speaking about their experience when switching from one LMS to another. The switch for this university was a major undertaking. They had to decide whether to migrate or rebuild; they needed training for over 300 faculty members, and the training and changes had to occur with no downtime for the students. (Oh, and did I mention they had only 6 months to complete this major transition?) Some might say they endured short term pain for long-term gain by facing this massive change head-on.
They built their strategy around three words, and ultimately ended up with a successful implementation:
Once you have decided to take the leap and switch your LMS, create the plan. Here’s a very brief suggestion checklist that may help get you started.
1. Put together your project team. Who will be responsible for training, communicating, moving content, and holding the hands of those creating or recreating course content?
2. Determine the best way for training to be delivered. Do you need multiple formats? Or will you make it all self-paced? Who will deliver it--someone from your institution, or
someone from the new LMS platform?
3. Communicate with all of the stakeholders. Let them know all the critical timelines, and make sure they understand when training is being offered. Especially, do tell them the date that they will no longer have access to the old LMS.
4. Consider how to handle existing content. Here, it seems, is where the most concerns arise. Will it be best to migrate all or some of the content? Or will it be best to start from cratch, leaving everything that’s gone before to posterity?
Additional items to consider:
- Content Shelf Life How old is the content? How “fresh will the instructors and trainers be to create brand new content? (In academic settings, at semesters’ ending and beginning are definitely out of the question.) Decide as a team when the content changes should occur. During the coming months while the transition is in motion, you don’t want your SMEs to burn out.
- Copyright Issues Since the course materials were first created, have any of the items had changes in permissions? And most importantly, will the same [old] content work in the new system in its present form Depending on the original place and method of publication, and the updated copyright’s fine print, it may be necessary to do something radical, like starting over. (The advice from the university at the Moot? (“REBUILD.”)
5. Be patient. Be prepared to have to hold some faculty and staff members’ hands. Be encouraging, keeping everyone focused on the better LMS that everyone will benefit from. (Of course, many people will persist in believing that, if they just avoid “signing up” and getting involved in creating something new, nothing will change…, or it least, it doesn’t have to.) Be resolved, but gently so. With a little hand holding, more people will end up much happier.
Change is never easy, especially in the beginning. In fact, sometimes it’s just downright painful all the way through, and through and through. But with proper planning, communication, and patience, change be achieved in a smooth and successful way.
In times like these, Remote-Learner is here to help you. Why not let one of our expert Account Manager’s sit and chat with you about your needs, then we can help you put together a solid implementation strategy? Visit our webpage and give us a call so we can help get your change game on.
Waynesboro, Virginia - November, 18 2013- Remote-Learner is pleased to announce Martin Dougiamas, the founder and lead developer of the Moodle project, has accepted our invitation to join our Board of Directors. Martin will serve as an independent, outside director.
"I'm very honoured to be invited to have a voice on the board of Remote-Learner, one of the largest Moodle Partners in the world and one that has been critical to the success of Moodle." said Dougiamas.
“As a leading independent Moodle partner, our relationship with Martin and the Moodle community is critical to our success. I’m pleased he accepted our invitation to join the board as an outside director, and I welcome his perspective as a leading open source advocate and developer. Martin’s voice on the board will help us stay aligned with the Moodle community.” said Jason Cole, Remote-Learner CEO.
Chairman Bryan Williams stated, “The Board is very pleased that Martin has accepted this role as one of the people guiding Remote-Learner’s strategic direction. ”
Martin Dougiamas is best known as the founder of Moodle, the popular free course management system used by millions of teachers around the world.
As the executive director of Moodle Pty Ltd in Perth, Western Australia, he leads the team of software developers at the heart of the Moodle project and the global network of more than 50 Moodle Partner service companies that help provide funding for this independent open source software project.
Martin has a mixed academic background with post-graduate degrees in Computer Science and Education, and continues to focus on researching how educators approach internet-based education. His major goal for the future is to improve the quality of education by encouraging social constructionist and collaborative practices within online learning communities.
By Paul Taylor
The venue for this year’s Kaltura Connect 2013 was the Chelsea Pier, more specifically Pier 60, on the banks of the Hudson in mid Manhattan. It was an excellent venue and you could feel the history of the place and imagine the tall ships and cargo vessels docking there in days gone by with their various produce from around the world. The clippers are long since replaced with luxury liners, but standing outside the venue and looking across the Hudson and hearing the gentle lap of the waves on the underside of the pier still conjured up some magic. For my part, I was staying nearby in a hotel called the Jane Hotel. The room I had was cozy even for my hobbit like stature, but was built around a nautical theme, keeping with the location, and was (I was reliably informed by my taxi driver) one of the key venues to house survivors of the Titanic disaster in 1912, as well as other returning sailors. Being a keen home brewer it was also nice to see the Chelsea Brewing Company next door at Pier 59.
The conference itself was a two day affair and followed a basic pattern of a morning of inspirational keynotes, followed by afternoon sessions from various practitioners and Kaltura staff. The sessions were divided up into three tracks: Products and Technology; Achieving Your Goals with Video; and Unique Content and Use Cases that Drive Video Experiences. As you would expect, the central theme was the increasing importance of video to the learning and training experience, and this was, for me at least, amply illustrated by the keynote from Scott Chambers, the SVP of Worldwide Media Distribution for the Sesame Street Workshop. Scott presented some facts about the success of Sesame Street over the past 44 years and in particular that they had data to support the power of their shows with Sesame Street children achieving 16% higher scores on standard tests, and 40% better results on social skills. He also showed that they still have a long way to go with 3/10 children still not being properly equipped with the skills they need when they arrive at school. The keynote from Kaltura’s CEO Ron Yekutiel was also very powerful. Ron showed some statistics that 32% of education was now conducted on-line and that by 2017, over 90% of information will be “consumed” as video and 66% will be on mobile platforms. This obviously has a huge impact on education and for us as Moodle Partners.
I attended as many sessions as I could and my main interest was how the development of Kaltura would affect the use and deployment of Moodle, since Remote-Learner are the developers and maintainers of the integration, and how the integration was being used by some of our clients and other organizations. The key development moving forward was the implementation of the Kaltura Application Framework (KAF). The purpose of the KAF was to allow more consistent integrations across all the platforms that Kaltura integrates with and, as I understood it, to make it easier to add improvements from the Kaltura side regardless of the front end (in my case Moodle). The interesting part of the KAF, was the use of the LTI (Learning Tools Interoperability) functionality. The use of this plugin means that regardless of the updates and changes on the Moodle side, the latest and greatest developments from the Kaltura side would always be available. Some of these developments were highlighted in a technical presentation. The KAF integration will allow the embedding of a MediaSpace type interface, complete with bootstrap responsive elements, into a Moodle instance. The framework means that users can use the tools of Kaltura, such as video embed and tagging, screen records, galleries etc with a really easy to use interface. This also means that any developments on their roadmap, such as the ability to collaborate on video content, shared repositories, channel based analytics and searches, a PowerPoint sync widget and chaptering of content will be instantly available to Moodle users without any further changes to the plugin. The LTI integration also means a better interface to the gradebook as there are plans to build in a in-video quiz element and survey tools.
In addition to the technical presentations, there were some really inspiring use cases presented from various organizations. There was a good presentation from Columbia University where they had extensive data about the use of video content and the “magic four and a half minutes”. It seems that that is the average watch length of any video content so should be a target for all video creation. They talked about how effective video had become for the entire life cycle of their process, from giving students videos about their staff and the experience they will have, through the actual education and on to alumni giving feedback for marketing purposes. There was a good presentation from New York University which showed that the video analytics features were now giving them deep data about students and this was improving overall performance by as much as 20%. Students were also voting with their eyes and attending courses which were much more media rich which shows the power of presentation and the importance of good practice in the media age. This is an important take away for good course creation on any LMS. In light of this, there was a good presentation from Houston Community Colleges showing their system using Moodle, Kaltura, Plone and other open Source systems was driving their 70,000 student’s experience forward in a positive way and staff were becoming increasingly competent and confident with the use of video for teaching and learning. They were keen advocates of the assignment functionality of the Moodle-Kaltura plugin.
All in all this was a great conference with some really inspiring presentations and speeches showing that the open source community is alive and well and it was good to see Moodle deep in the heart of this movement. I had some great talks with Moodle users and the Kaltura team about the next phases and developments and am looking forward to seeing the new KAF based Moodle plugin for Kaltura we are developing and seeing how this has been used effectively at next year’s Kaltura Connect.
If you would like to know about the Kaltura Video solutions for Moodle contact us today for a free consultation.
Building professional credentials in the 21st Century is both different and fun!
Badges--as they're called--are the newest open-source trend to help professionals better define themselves and their composite skill sets. Adding greater internet presence to the bearer and issuer alike, badges bring heightened visibility and credibility to professionals everywhere, no matter the industry.
You might say badges are becoming the new social panacea intended to offset every small and great skill or accomplishment that can get lost or go unnoticed if you're still using the traditional resume all by itself.
Figure 1: How Open Source Badges Work
Fast Facts And Questions About Badges
Q: Who can earn a badge?
Q: Who can design and promote a badge?
Q: Why should professionals be interested in badges if just anyone can create and earn them?
A: Because not all badges are created, issued, or worn equally.
One Badge Size Does NOT Fit All
True, badges can be designed and offered by any individual, company, or entity, but not all badges are the same. Certain "designer" badges carry more weight (and more clout for the bearer) than others do. Not every badge is validated, but when they're pre-vetted and pass the litmus test of Mozilla's standards, you can count on their weight and worth. Here's a growing list of issuers, just to give you an idea.
A word to the skeptics (who also still doubt the legitimacy of Wikipedia): Credentialling mechanisms of each badge are "baked in" and link back to the issuer. The footprint and breadcrumb trail behind each badge's design tell a richer story than a resume alone. So before you miss something important about that student or that potential new-hire who's talking about all those badges in his backpack, look closer. You just might have a genius on your hands. It's just good business to check out people and their badges.
What's Moodle Doing With Badges?
If you didn't already know, some of the new features of Moodle 2.5 can help you start earning badges too. Whether your'e a teacher/trainer or a student, or even an administrator, you could earn a Moodle badge too.
Not a Moodle user yet? Not a problem.
Click here to register and attend our free webinar designed to introduce you to the basics of Moodle. After viewing the webinar, contact us directly. We can have you earning badges and using Moodle in no time at all!
BACKGROUND A self-taught programmer and systems architect with formal studies in Sociology and Mass Media, Martin Langhoff began his work on open-source (OS) projects in the days of multimedia CD-ROMs and the early Internet.
OPEN-SOURCE DEVELOPMENT EXPERIENCE Martin’s work with private sector, education, and government customers matured into a career of architecting complex systems for e-government projects such as national election backends. The tools of choice were OS languages and engines running on Linux, even at a time when skepticism and uncertainty about OS were still prevalent.
MOODLE DEVELOPMENT & CONTRIBUTIONS While residing in New Zealand, Langhoff took on a project to find the best open source LMS in existence to develop and deploy for a consortium of local universities. Moodle was the clear winner, and Martin put together a small team that reworked Moodle internally for greater scalability and high performance. This effort spanned Moodle versions 1.4 to 1.9, with each version reaching major milestones, such as the roles-system rewrite that enabled Moodle to work on an unprecedented scale. In that process, Martin Langhoff and his team members found themselves being early users of the GIT version control software, and quite naturally, working with Linus Torvalds on important enhancements and extensions. Using GIT for Moodle programming allowed the New Zealand team to develop and deploy faster and more efficiently; their work predated the Moodle.org switch to Moodle by several years.
OPERATING SYSTEMS, HARDWARE AND FOCUS ON LEARNING As School Server Architect and later CTO at One Laptop per Child (OLPC), Martin continued his focus on technology for learning and education. His responsibilities spanned architecting, managing, and executing on hardware, operating systems, and production. With Langhoff’s leadership in place, his direct involvement in all aspects of operating system customization and central work on hardware planning and design, the OLPC project delivered several product cycles, including the acclaimed XO-4 Touch laptop.
REMOTE-LEARNER’s VP OF PRODUCTS AND PLATFORMS Today, Martin Langhoff returns to the Moodle world, bringing his renowned expertise in debugging, programming, and architecture. His continued contributions to the field have secured his place among Remote-Learner’s impressive leadership team. As Remote-Learner’s VP of Products and Platforms, Langhoff will harness his understanding of the hardware and software stack to consolidate and fine-tune the Remote-Learner platform to integrate and deliver complex products that better address customer needs. Langhoff will also accompany Remote-Learner on the road by making appearances at eLearning and training conferences, delivering keynotes and training as needed or requested by the Moodle community at large. Remote-Learner will also tap into Langhoff’s thought-leadership and diverse experience to provide consulting for projects, products, and strategic initiatives.
We trust that our readers will be pleased that Martin Langhoff is now a part of the Remote-Learner family and leadership team.