How do you ensure business continuity when everything goes wrong? Focus on your culture.

How do you ensure business continuity when everything goes wrong? Focus on your culture.

In a new report by Gartner Inc., Teach on Mars is named as a key vendor of modern learning solutions that can help organisations leverage their culture to continue performing in times of uncertainty.

The Coronavirus pandemic did more than just bring the global economy to an almost complete halt in the space of a few short weeks. It called into question everything the global business community thought it knew about doing business.

Every organisation has felt the impact of a crisis that no one saw coming. Activity, revenues and growth have all been in free-fall across the board since the end of Q1 2020. According to a June 2020 report from BNP Paribas, Gross Domestic Product across Europe will fall an unprecedented 7.5% in 2020. Research by the European think-tank SME United into the small and medium business sector suggests at least 90% of companies have suffered some disruption to their revenues, with as many as 20% having to shut down completely for several weeks when the crisis was at its height.

We have seen immediate and drastic responses to this devastating slowdown. The numbers make grim reading. The European Commission predicts that unemployment across the Euro zone will be in excess of 9.6% for 2020, while private corporate investment is expected to be down by more than 15%.

Job cuts and cost-reduction programmes won’t help in the mid- to long term

Clearly, cutting jobs in many cases looks like the only credible short-term tactic to deal with reduced activity levels. More than 44 million new claimants filed for unemployment benefit in the US in the 3 months between mid-March and mid-June, and as of the end of Q2 2020 more than 26% of all jobs across Europe are thought to be under threat (Catalyst Report, The Impact of Covid-19 on Job Loss, June 22, 2020). Shedding headcount, however, will not help organisations deal with the arguably more complex twin challenges of managing through a period of unparalleled uncertainty and maintaining motivation and performance levels across a workforce which has had to switch to a virtual management model almost overnight.

In its April 2020 report How HCM Technologies Can Support Cultures That Perform in Uncertain Times, Gartner argues that most powerful asset a company has in our new post-Covid 19 business landscape is culture. The organisations that will continue to perform – and maybe even thrive – through a crisis which most experts still believe is far from over, are those which succeed in safeguarding, communicating and disseminating their culture.
A culture which is compellingly articulated, fully understood and properly translated into behaviours and actions will bring multiple benefits to an organisation at uncertain times like these:

  • Employees feel a heightened sense of connection, motivation and belonging which goes a long way to overcoming the challenges of remote working and dealing with an uncertain future.
  • Managers and employees alike have a strong frame of reference around which they can build the customer experience and service which now more than ever will enable exceptional companies to set themselves apart.
  • Clearly identified values and culture reinforce the company’s value proposition and brand reputation in the eyes of the customer in a highly competitive marketplace.
    The Gartner report identifies the three critical gaps that most organisations need to address in order to improve employees’ ability or readiness to apply their culture – Knowledge, Mindset and Behaviour.
    According to Gartner analysts, Human Capital Management technology solutions can help organisations grappling with the challenges of uncertainty do a better job in the most important culture alignment focus areas:
  • Monitoring and understanding the reality of their culture today.
  • Equipping employees to apply culture in their day-to-day work.
  • Empowering leaders to reinforce culture through optimised processes and systems (which eliminate systemic barriers

Culture hacks and leadership moments

Teach on Mars is one of a select group of sample vendors singled out by the Gartner report as offering the kinds of solutions that can be particularly effective enablers of consistent and powerful connection of the workforce to the culture of an organisation.

The report authors underline the potential of mobile-led, microlearning solutions like Teach on Mars to deliver frequent, easily accessible and job-relevant knowledge on culture application to employees. They see clear value in the capability of these solutions to “support brief, targeted and often time-sensitive training […] typically executed via video accessible on mobile devices” and to ” reinforce adoption of culture hacks and leadership moments through continuous (and often repeated) learning interventions”.

This is a perfect illustration of one of the key convictions of the Teach on Mars vision – that mobile-led learning can and should transcend the confines of simple training. Learner populations have a clear appetite for a consumer-grade mobile experience that meets both their professional and their personal development expectations. Teach on Mars customers are responding to that appetite, and leveraging new features including AI-driven content recommendations, embedded social functionality and efficiency-boosting new tools for trainers and front-line managers, to deploy the solution in a raft of use cases that are creating impact and value throughout their organisations.

Augmented new hire onboarding, sales force enablement and company-wide roll-out of strategic initiatives are just some of the key contexts in which the ability of Teach on Mars apps to mobilise communities is being used to transform businesses. But it is arguably in support of an organisation’s culture – promoting its emergence, anchoring its key concepts and reinforcing its application – that Teach on Mars can have the most transformative impact, particularly in the current post-Covid climate where a strong culture is so critical.

How mobile-led learning can help. [Spoiler alert: there’s more to it than just content]

It’s not just about providing a convenient, universally adopted channel for delivery of culture-related content. A customised, mobile-led learning solution can make a measurable contribution to all three of the key culture pillars in the Gartner model.


  • Interactive Survey-style activities gather critical data on employee perception of culture and flag up any gaps in how it is understood and applied.
  • Inclusive, community-based social learning opportunities create a positive environment for disseminating the right culture-specific mindset across even the most geographically disparate extended workforces.
  • Always-on and always-relevant, a consumer-grade mobile experience is the best way to get targeted, culture-hack learning to all employees simultaneously and at scale. And ensure that content is in the most easily-digested format.
  • UGC (User-Generated Content) capability means multi-media knowledge-sharing contributions can be invited from all users across the organisation.
  • Deep-dive analytics keep tabs on where employees’ culture-sensitive knowledge levels are and who’s consuming which culture-related content.


  • Live or virtual quiz and simulation events enable in-situ evaluation of how culture is being applied on the ground – with a fun, human dynamic.
  • An interactive in-app “manager portal” (a Teach on Mars exclusive feature) supplies line managers with real-time data on their teams’ competency levels and learning performance – boosting those managers’ ability to provide focused culture development coaching.
  • Integrated certification and recognition functionality can be used to acknowledge and reward culture-appropriate behaviour (in manager-employee or peer-to-peer mode).

Right now more than ever, organisations are understanding some fundamental truths about culture: it’s not a quick fix, but a methodical, systemic process; it starts at the top with the leadership; that said, culture is every individual employee’s job.
At the same time, today’s unexpectedly harsh climate is also dispelling one or two myths about culture. Most notably, that culture is a luxury, a nice to have that can be sacrificed when business continuity and economic survival are on the line.
In reality, nothing could be farther from the truth, as Gartner and other authorities are pointing out in their research. A great culture, supported by the right HCM tools, is one of the keys not just to survival, but to performance in times of uncertainty. Teach on Mars is proud to be helping its customers deliver that today.

If you’re interested in finding out more about the Gartner How HCM Technologies Can Support Cultures That Perform in Uncertain Times report, please get in touch with Teach on Mars and we’ll be happy to share it with you.

And the nominees in the Learning Technologies category are…

And the nominees in the Learning Technologies category are…

It’s a chilly November morning in an overcast London, and Teach on Mars has a rendez-vous with the learning leader from one of the iconic maisons of the LVMH Group.
 Sense of déjà-vu here, or what? 
It must be that Learning & Performance Institute Awards time of year again!

The LPI Awards are arguably the most prestigious event of their kind in the annual UK EdTech industry calendar. The best of the best from the L&D space across the world submit their entries for the competition in September every year. Finalists are announced in October, and then meet the Judging Panel in person at a series of face-to-face November showcase meetings in London, where they make their case for winning one of the three prizes on offer in each category. They then have to contain their excitement for three whole months as they await the announcement of the winner at a Gala Awards Evening held in February.

Anything we do in 2019…

The run-up to Christmas last year saw Teach on Mars in London with Acqua di Parma to present their highly successful Yellow You mobile app to the Judging Panel as one of six Finalists in the Digital Transformation Category. When Gala night came around, both companies were delighted to walk away with a highly coveted Bronze Award – a great achievement for a first participation.

The 2020 edition of the LPI Awards are the biggest yet. With literally hundreds of entries from well over 50 countries. The Gala wil be streamed live across the planet. The whole event is a marvellous platform for learning companies of all sizes to demonstrate their capacity for innovation and their ability to have a measurable business impact.

…we can do in 2020

This year, Teach on Mars was delighted to submit an entry in the Learning Technologies Category in collaboration with Parfums Dior UK & Ireland. The entry focused on the compelling story of Parfums Dior’s deployment of the MyDior mobile learning app and the contribution it has made to the emergence of a “learn on the go” culture across their organisation.

From dozens of entries Teach on Mars/Parfums Dior was selected as one of just seven Finalists – which in of itself is no mean feat. And so it was that the morning of November 12 last saw Daniel Muccio, Digital Learning Project Manager for Parfums Dior, meeting the LPI Awards Judging Panel to talk about what he has been able to achieve utilising Teach on Mars technology, accompanied and assisted by Teach on Mars Chief Storyteller, Adam Charlesworth.

Technology so powerful it literally disappears

Up against fellow Finalists with tech-heavy solutions in areas such as Virtual Reality and Augmented Reality, Teach on Mars/Parfums Dior chose to showcase an approach that goes back to the fundamentals of learning technology. Learning is about people – and so learning technology should not be a distraction or a constraint or a source of complexity. It should be so powerful, so intuitive and so enabling that it literally blends into the background of a learner experience that places the individual – be he a learner, a trainer or a manager in the field – at the heart of the process.

Daniel told a compelling story of the simplicity and accessibility of the Teach on Mars technology. About how every single member of his learner population at Parfums Dior UK & Ireland, regardless of their tech background, was able to get to grips with the solution. About how it has enabled him to create a safe, reassuring environment where skills and behaviour development challenges are no longer threatening, or sources of stress and anxiety. He illustrated how the deep gamification of the Teach on Mars solution has made learning a fun, social experience. And how friendly competition has hugely accelerated the emergence of a learning culture based on collective intelligence and knowledge sharing across his point of sale network.

Digital learning with soul… underpinned by hard data

In painting this picture of a solution that enables the creation of a personalised human connection with every individual learner, Danny perfectly illustrated the Teach on Mars conviction that its technology delivers “digital learning with soul”.

At the same time, he underlined hard business benefits for Parfums Dior UK & Ireland. Benefits like a powerful mobile-native tool-suite that has enabled him to build critical new instructional design capability throughout his L&D team and his subject-matter expert community quickly and painlessly. Or like the deep-dive, real-time data on learning performance that Teach on Mars delivers to him and all his operational line managers, meaning they can home in on individual development challenges and make sure every team member gets precisely the targeted learning and performance coaching support they need.

All seven Finalists in the Learning Technologies category deserve sincere congratulations and Teach on Mars wishes them the best of luck. The red-and-white rocket team have their fingers crossed that their entry with Parfums Dior UK & Ireland will strike a chord with the Judging Panel.

All that remains now is to wait until February. The suspense is already unbearable!

Evaluating the quality of the modern learner experience

Evaluating the quality of the modern learner experience

The fundamental promise of mobile learning is a clear and compelling one. If we as programme managers, as trainers and as instructional designers can put high-quality learning and development activities on the mobile devices of our learner populations, then we create a potentially endless series of learning moments throughout every individual user’s day.

People, after all, are on their smartphones all day, every day. As they travel to and from work. As they walk the dog or work out. Even – and here there is a deep-seated societal shift happening around us in real-time – on the sofa or in the kitchen in their own homes and in their free time.

So, if we can deliver a learning experience through the device that – we are told – two-thirds of British adults under the age of 35 reach for and interact with within five minutes of waking up every morning, we win the hearts, the minds and (perhaps most critically) the thumbs (!) of a learning community that is active, connected and engaged like never before.
Simple, right? Well, in theory, yes. But in practice, the Holy Grail of learners who learn like they use Facebook, Instagram, WhatsApp, LinkedIn or Strava is in fact a lot more difficult to achieve.

David Perring, Director of Research at Fosway Group, calls this absolute need to make learning mobile “being where the eyeballs are”. A beautifully evocative and graphic expression, and one that David himself is quick to qualify by stressing that the challenge is way more than just one of getting the delivery channel right. As he sees it, for an organisation that wants a credible mobile learning presence, getting content onto people’s smartphones is no more than the most basic first requirement. So much so, that it runs the risk of becoming a distraction from the real objective of creating an immersive and involving learner experience that is social, agile and based on human interaction – while all the while remaining grounded in business reality to make sure that learning can be followed up and its impact measured.

The question is not “is what we offer better than other, more traditional forms of digital or non-digital learning?” The question is rather “is what we offer better than Candy Crush?”. Because make no mistake, with 3 billion downloads and an estimated 70 000 miles of thumb- and finger-swiping across smartphone screens every single day, Candy Crush is one of the critical competitors for any mobile application.

I’ve been using the Candy Crush competitor paradigm for over two years now when expressing the Teach on Mars vision for next-generation learning in discussions with existing and potential customers. Initially counter-intuitive, and even potentially shocking, it’s an argument that inevitably ends up striking a chord. Because you don’t need to get too far down the road of the mobile-led learning journey before you realise that a “consumer-grade” mobile experience capable of holding its own alongside the other behemoth apps on just about everyone’s home-screen is not so much an ultimate goal as a non-negotiable starting point.

So far, so good. But beyond the cute marketing-speak and clever questions, how can organisations actually assess whether the mobile-led learner experience they are offering is genuinely “consumer-grade”? Whilst we’re probably not yet at the stage of having hard KPIs we can measure, I would like to suggest three criteria based on what we can see the very best mobile applications doing.

Does your LEX have “Goldilocks structure”?

We all know the fairy-tale. Daddy Bear’s porridge was too salty. Mummy Bear’s too sweet. Baby Bear’s was just right.
It’s the same with the rules, the constraints and the structures that you build into your learner experience. Too many, and learners rapidly tire and lose interest (as they have been doing for decades with traditional digital learning platforms). Strip out the prescriptions and set the learners free to self-direct as individuals and as a community, and the learning ecosystem will rapidly establish its own governance. Just ensure that you keep enough judicious structure in place to avoid the risk of losing the focus of your instructional design and the ability to measure and track learning benefits.

Do you make the technology and the content “disappear”?

The technology behind the slickest, most involving mobile experiences is really clever. So clever, that it blends away into the background.
Everything flows intuitively. Recommendations and notifications mesh smoothly with the rest of your day. Controls are exactly where you expect them to be. New features appear beneath your fingertips and upgrades barely require explanation or documentation (think about the last time you upgraded the Uber app on your phone, for example).
As for content, it’s obviously front and centre in the mobile apps we all know and love and use all the time. And permanently updated and refreshed. But the main focus of the app experience is the interactions between users that the content prompts and encourages.
Next-gen learning is not about technology. Or even about content. It’s about connections and communities. Even about culture. In other words, it’s about a human, social experience. A learning experience that is digital, certainly, but which has soul.
And if we can’t say that is true about our mobile-led learning offer, then we probably need to rethink it.

Does it enhance a physical experience?

Leading social fitness application Strava stated in 2017 that it was adding new users to its global athletes’ community at a rate of 1 million every 45 days. And that over 8 million activities were being uploaded and shared via the system every week.
Not so long ago, “social fitness” wasn’t even a thing, or certainly not beyond the elitist confines of running or cycling clubs.
 Now, anyone climbing on a bike can compare his performance not just with what he himself achieved last week or last year, but also with that of Tour de France stage-winners. Which potentially makes anyone’s struggle up the slightest incline so much more involving and rewarding. 
Even better, what started as a cycling-specific app currently supports 33 different sports. And the app’s technology is so smart it can automatically detect which sport it is you are doing in many cases (see point #2 above). So everyone is included, whatever their ability and whatever their activity. 
Of course, Strava is a particularly flagrant example, given the sporting vocation of the application. But the trend with most modern mobile experiences is away from a 100% digital interaction and towards the enhancement of more traditional, human touchpoints like meet-ups and local community events.
Similarly, next-gen learning experiences are being taken into a new dimension with the emergence of immersive “Phygital Events”, where mobile learning technology is used to guide groups of learners through semi-competitive, real-time learning adventures that place heavy emphasis on physical interaction and on the use of all five senses and community endeavour.

Interestingly, all three of these criteria transcend the strict confines of digital learning and see the learner experience being evaluated – at least partly – according to real-world yardsticks that are far-removed from traditional L&D metrics.
Which ultimately should not surprise us that much. That, after all, is exactly how our learner populations themselves will instinctively judge our learning offers in the brave new next-gen learning world.

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Learnings From The Summertime – #1

Learnings From The Summertime – #1

Three months have passed, but it seems like only a matter of days since the Teach on Mars client community came together on July 2-3 in the sunshine of Sophia-Antipolis for the third annual Mobile University Summer University. Yet again, the event was a rich and varied ride through the exciting world of next-gen learning.

Now, as early autumn creeps into view, what better time than to look back to the long, hot days of summer and review some of the key learnings from those two days packed with experience sharing, reflection and thought leadership on the themes that are on everybody’s lips.

As the curtain rose late morning on July 2, the packed house was treated to a specially made exclusive video intro with the compelling message that “everything is changing and standing still was for yesterday”. A rousing call to action, complete with a reminder of the challenges that face learners, trainers and organisations in the next-gen learning landscape. Those challenges, we were reminded, are also opportunities, and Teach on Mars was clear in its promise to support and accompany its clients as it addresses them.

Vincent Desnot, Teach on Mars CEO, amplified and reiterated this message in his now-traditional opening address, giving the participants a sneak peek into the new functionality and philosophy that will shape the development of the Teach on Mars solution in the months and years ahead.

Next up was a visitor from across the English Channel! Learning & Performance Institute CEO Edmund Monk braved Brexit humour from all sides of the room to give an inspiring keynote in which he developed the sentiments of that curtain-raiser video into a roadmap for what learning and development professionals can do in practical terms to navigate an ever more challenging environment. His key messages read like a hands-on guide for any organisation wanting to ensure that its learning philosophy and offer will be fit-for-purpose as we move into the third decade of the 21st century.

First message – don’t panic. Despite the breakneck pace of change in the modern workplace learning landscape, effective, impactful learning solutions are now more important than ever, Edmund reassured us. No less a publication than The Economist stated in a recent article that “lifelong learning is now an economic imperative” for organisations.

Second message – as learning and development professionals, we need to be where the learning is. Or where the learners are. Both physically and intellectually. Learning is happening in organisations, and the learner populations themselves are taking control. As a learning and development function, it is our job to plug into those new learning phenomena, to repurpose and enhance them for the benefit of employer and employee alike, and to add value to them without seeking to control or constrain them.

Third message – embrace the Permanent Beta climate in which we all live. Every project is a moving target in workplace learning these days, and Test & learn methodologies are no longer a nod to fashion – they are part of our everyday reality. Edmund urged us to embrace the pressure and intensity of this new reality – and to work together on finding and exploiting the huge opportunities that Permanent Beta is opening up for clients, vendors and learners alike.

Fourth message – focus on the high-level strategic questions that all LPI’s research confirms C-suite leadership are grappling with. Needs like how to instil a learning and coaching culture; how to support and enable the workforce of tomorrow; how to successfully navigate the inevitable digital transformation of learning; and how to embrace not just a philosophy but actionable measures to promote self-directed learning.

Fifth message – challenge our own thinking on how the learning function should operate. We all know that L&D needs to be more strategic – there’s nothing new there. But do we fully appreciate what that means for the mandate we enjoy as a function, the tools and solutions we deploy, and the tacit contract we have with the organisation and with the learner populations? Are we ready to be flexible on the types of learning options we offer? Relinquish some of the control we have traditionally needed to have over the way learning is delivered in order to encourage self-directed learning and user-generated content? And take inspiration from new media and social networking to inject new energy and purpose into the way we market our offerings both inside and outside the organisation?

Sixth message – focus on developing the human skills that will make the difference in this age of ever-advancing AI and automation. Whether we’re talking about the learner populations we address or the L&D specialists within our own teams, everyone will need our help building skills like critical thinking, cognitive flexibility, service orientation and emotional intelligence – those irreplaceable human skills where machines will never be able to match us.

The rest of Day One of the Summer University showcased a series of brilliant illustrations of how this roadmap for success is already being executed by some of Teach on Mars’ clients.

Clémentine Thenet, Teach on Mars Customer Experience Manager, interviewed two marquee clients on the incredible success they have achieved in short time-frames by having the courage to invest in a mobile-led learning approach where the human touch remains of critical importance. Maïté Amostegui from Dior shared the story of the Dior Digital Addict initiative, while Saba Pradeilles from Axa introduced the audience to the phenomenon that is the Axa Learnng Games, launched in late 2018.

Straight after lunch, it was time to talk about deployment, and what happens when mobile learning is launched in the field in genuinely global organisations. In an augmented round-table format that illustrated and mirrored the challenges of working in the new worldwide learning landscape, Marielle Baudet, Head of the Teach on Mars Academy, coordinated contributions from three locations on two different continents charting the progress of Coty, Chloé and Vinci Energies as they use Teach on Mars to take the learning to where their learners are.

Long-time Teach on Mars collaborator Jérôme Wargnier then used the afternoon keynote shared to trace how digital learning has evolved as a crucial component of the workplace learning landscape over the last twenty years. He also presented a compelling case study from his own recent personal experience of how new learning technology and instructional design methods can be combined with the more traditional sensibilities of the learning profession to produce startling results with real business impact on the ground.

Finally, as a triumphant conclusion to Day One – and a dazzling demonstration of just how far innovation in modern learning can be taken – the participants were treated to an all-new and fully immersive “Phygital Learning” experience. Guided by custom-built content on their smartphones, but also by some more than fifteen members of the Teach on Mars team, they spent a breathless hour under the Côte d’Azur sun navigating a veritable assault course of physical, intellectual and sensorial challenges.

With a sleeves-rolled-up, hands-on approach, and ample helpings of self-directed and social learning thrown in, the immersive experience proved beyond any doubt that next-gen learning is not a spectator sport, and that Teach on Mars really does walk the walk when it comes to delivering “digital learning with soul”.

Look out for a review of Day 2 of the Summer University event in an upcoming blog article.

Back at the top of the charts! – Teach on Mars retains place in LPI’s Top 15 Learning Technology Providers List

Back at the top of the charts! – Teach on Mars retains place in LPI’s Top 15 Learning Technology Providers List

In yet another endorsement of the quality of its mobile-led next-gen learning solution, Teach on Mars has again been selected for the Learning and Performance Institute’s Top 15 Learning Technology Providers List, which was announced in London last October 8. This is the second year running that the European mobile learning leader has received this prestigious accolade, twelve months after gatecrashing the chart at its very first attempt in October 2018.

A global reference for technology and service

The Learning and Performance Institute (LPI) is the UK’s premier industry organisation dedicated to furthering and promoting workplace learning. In the final quarter of each year, it publishes a list of the 15 learning technology providers who performed the best in their annual accreditation process.
For the companies selected, a place in the list means they were singled out from literally hundreds of organisational learning providers from all over the world as having shown exceptional performance above and beyond that of the competition in areas such as Client Value Proposition, Technology Offer, Consulting Capability, Quality Management, Product Roadmap and People Development.
For prospective and existing customers, seeing that a company has made the Top 15 Highest Performing Learning Technology Providers is their guarantee that they are dealing with a trusted business partner with a proven track record of delivering highest-quality service and the best user experience. Just as importantly, clients seek out members of the LPI’s list for their capacity for innovation, their commitment to L&D-related research and development, the quality of their vision and their readiness to challenge existing paradigms and contribute to the enrichment of the new organisational learning landscape.

Gathering pace in the UK…

Confirmation that Teach on Mars remains in the LPI Top 15 list for 2019 comes after a hectic period of development during which the red-and-white rocket has cemented its place as a genuine player in the highly competitive UK EdTech space. Earlier in the year, Teach on Mars won a coveted Bronze Award in the Digital Transformation category of the highly prestigious LPI learning Awards. This prize, which was won in association with Acqua di Parma from the LVMH Group for work on the wildly successful YellowYou mobile learning app project, saw Teach on Mars seeing off competition from some of the biggest names in global L&D. And it has just been announced that Teach on Mars is a Finalist again in the 2020 edition of the LPI Awards, this time in the Learning Technologies category, and in association with Parfums Christian Dior (again, from the LVMH Group). Fingers are crossed that the company will be on the podium again when the results are announced next February.

…and much more to come

What’s more, the Sophia-Antipolis outfit shows no signs of easing up the pace just yet. October 2019 also saw the release of Callisto, the latest release of the Teach on Mars and almost certainly the most significant in the company’s history. This new version of the mobile-led solution places individuals and the personal, human connections between them at the very heart of the learning ecosystem. For the very first time, social functionality is integrated within the app, and a revolutionary in-app mobile Manager Dashboard also makes its debut. In addition, Callisto sees Teach on Mars taking the lead in the key development area of data-driven learning, with AI algorithms and connection to business intelligence tools breaking new ground for workplace solutions in terms of relevance, personalisation and business impact.

Look out for more exciting news in the weeks ahead. And if you’d like to know more about the Callisto release or any other aspect of Life on Mars, drop us a note at
You can download the LPI Top 15 Highest Performing Learning Technology Providers eBook here.