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PDFVue is a new online application for annotating and editing PDF files online. It can open PDF files right in your browser without the need of special software. Using PDFVue you can fill PDF forms, add text, highlight text, add sticky notes, draw lines, add shapes, images, links and stamps. Edited PDF files can be saved to your computer or shared with others by forwarding a link. There is also browser add-on which can automatically open any PDF link you come across on PDFVue.

In a nutshell, Splaype is a new desktop application plugged into Skype that helps solve the problem of keeping your kids engaged during video-conferences with long-distance family members. It adds age-appropriate video-conferencing content and games such as reading e-books or playing tic-tac-toe to facilitate communication between family and friends. The folks at Splaype had it specially designed for children and grandparents, so it's an intuitive and easy-to-use system. What's more, it's free.

With approval from Mr. McDonald's granddaughter, Peggy McDonald, Ms. Curtis said she's using archival material for a history project designed to appeal to a wider audience than the typical patrons of special collections.

Music Education Online is the website of Children's Music Workshop - an Emmy award winning music education company which specializes in a variety of products and services including custom designed band and orchestra method books, school-site music instruction, music education advocacy and more.

One of the major challenges facing ESA is to meet the very diverse educational needs of all our Member States. Supporting European teachers is a complex task, given the different national educational systems and languages. The European Space Education Resource Office (ESERO) project is ESA's primary way to support the educational community.

Links-up is research project about how 'Web 2.0' technologies - e.g. social networking software - are changing the face of education and training for disadvantaged people. The project puts together a picture of the 'landscape' of 'Learning 2.0 for Inclusion' by reviewing what has been done in the academic and research field, and by practitioners working on the ground in projects that have been using Web 2.0 to work with disadvantaged groups. It uses a series of 'action research' experiments, collaborating with 'host' projects working in the field, to evaluate the added contribution Web 2.0 can make to practices that use learning to support social inclusion.