 The last couple semesters, one of the things I've noticed is that you'll give an assignment to students and you'll assume they're going to use the LMS and some fairly traditional ways of submitting materials, but instead they'll go out to a third-party application that you may not have heard of and they'll say, oh, this is a much better way for me to organize my content and materials, and then at the end of it, rather than sending the material to you on the LMS, they will invite you to join their group on this third-party application, which has prompted some really interesting discussions of who is submitting to whom, and which way is this working. Right, and at the end, where is the record of what was achieved? Is it on campus or is it somewhere else? So it's been interesting. I'm not quite sure how to think about it yet. I'd like to talk a little bit about our experience with clicker technology, too, because to me that's a big engagement tool, and when I talked about the difference between disciplines, I think the scientists and mathematicians really like using clickers to try to just check in with students to see whether they're really grasping the material, but they'll talk for a while and then ask a question and see, and sometimes they ask a question, they get students respond, and then they'll say, okay, now turn to your neighbor and talk about the answer, and then they'll ask the question again, and the answers almost always change to be more, a larger percentage correct as a result of those conversations. So the other thing that I see happening at our institution is faculty really trying hard to move beyond just asking the sort of factual multiple choice, you know, did you get this fact down and into the higher level thinking kinds of questions that really challenge students to truly see if they have grasped the higher concepts in the discussion. Yeah, I see the same thing you mentioned. There is a small group of faculty that is bringing all kinds of new tools into clouds, and some are not yet doing that. I think maybe it's important to mention that in Holland we don't have so much online courses, we have a few, but mostly students are coming to universities, so they hire a room, they are not on campus, we have some, I think two or three colleges where students live in, but mostly students come to the campus, and so I think that might be a difference in use of things like LMS also, so we have more blended, they come to class and coming to that you use the LMS, so maybe that hinders a bit the further use of the LMS. I can imagine if you have to use it with distant learning, then you should speed up to use things. We have quite some practice with using all kinds of video by students. A few years ago they had to carry those heavy materials, but nowadays we even have those tiny flip cameras, and students can hire those cameras, or they don't pay for it, I don't know if it's the right word. Yes, and then do things with it, so for instance at the teacher training colleges, students are asked to flip situations in classroom where they are practicing teaching, and afterwards they have to reflect on it, and then stream the video and put it into their portfolio, for instance, so it is moving along, but you have the innovators who are already doing those things, and there are also faculty members that will look on a bit, and then maybe later on. We have some of that too, and one class I really like is in philosophy, ancient Greek philosophy, which you wouldn't really expect to have much to do with modern technology, but she does have her students make a video about one of the tales that they're reading in philosophy, and so you've got students all dressed up in togas, and the acting is terrible, but you can sort of see that just the experience of going through and making this video will cement the reading in their minds in a way that never would have just, you know, have reading it and talking about it or whatever, so.