In the broad context of adult and higher education, this article argues that to allow the "e" of e-learning to disappear would be to lose the opportunity to grasp the enabling and emergent properties of digital networked technology. Through examining cycles of educational technology, current trends in e-learning research, the practices and competencies of educational designers, and the roles of key stakeholders, a framework is established to reinforce the emergence of the nomadic, mobile learner who is dependent not on the teacher or formal educational systems, but on the network of knowledge and skills that can be accessed on an anytime, anywhere, e-learning basis. Through this framework a manifesto for connected generations is proposed, grounded in c[superscript 3]-learning--collaborative, contextual, and connected learning. (Contains 2 figures.)