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1) Flash CS5 – At the moment is probably the most complete solution.  The packager for iOS allows you to compile apps on the windows platform.  If you’ve been using flash you can rejoice in Apple’s latest policy, it performs well, but don’t expect highest performance games, and Papervision to run in here.  No mac required. 2) Airplay SDK – The airplay SDK allows you to create games, and sign your app on Windows PC’s.  I have not tested this solution, but apparently many apps have been created this way. Both these solutions can compile to code that is native to the iPhone right on your windows PC and many apps available in the app store have been created using them. 3) Unity 3D – Game development engine and editor that utilizes Boo and C# and the editor works on both Windows and Mac. 4) Stonetrip S3D – Game develop engine and editor utilizing LUA, the editor runs within Windows. These game engines allow you to develop your apps on Windows, but you’ll need a Mac to test/compile. 3) Appcelerator Titanium – This is a good solution, and has a very popular and vibrant community.  Apps are limited in performance because while they can be compiled as native apps and sent into the app store they are html/javascript based. 4) Genuitec MobiOne – This is an interface designer that uses the Phonegap framework to deliver native functionality.  It only runs on windows.  HTML/Javascript based. These solutions allow you to create apps using web technologies (HTML/CSS/Javascript) and then run them through an Objective-C framework that responds to actions within a UIWebView, thus allowing you to access native functionality on the iPhone.  These frameworks are free. 5)Dragonfire SDK – An interesting option that allows you to develop apps using their SDK on windows.  Then you send them your uncompiled source which they compile and you download the compiled iOS application file.  I’ve been asked if this means they get a copy of your uncompiled source code.. I couldn’t tell you that, I just know that you have to upload your code for compiliation to their website — but hey you wanted to develop iPhone apps on Windows.  Overall this is a wrapper, I like the syntax and it’s pretty popular so I’ll mention it.

A Video Lecture Capture (VLC) system was implemented to address issues relating to retention, and to reverse the trend of high drop, failure, and withdrawal (DFW) rates. The purpose of this study was to examine student perceptions of how using VLC impacted their academic performance. Areas of interest surrounded students’ perceived benefits, value, and helpfulness of using the system. In addition, the study probed the concern of many about the impact using VLC would have upon class attendance. Finally the study compared students’ perceptions about their performance as a result of using VLC with faculty perceptions about their students’ performance as a result of using VLC. It was hypothesized that there is a significant difference between student and faculty perceptions.

In a study of link performance for short URLs generated by the service and posted on Facebook, Twitter and Tumblr, 1pm–4pm on weekdays emerged as the most fruitful time to post a link on Facebook, while for Twitter 1pm–3pm was best.

For both Facebook and Twitter, brands should avoid posting links after 8pm and before 8am, after 3pm on Fridays and on the weekends, or they run the risk of achieving low engagement on the post.

Facebook traffic begins to rise at 9am, peeks mid-week between 1pm and 3pm and fades from 4pm. Links posted from 1pm to 4pm result in the highest average click throughs, with absolute peak performance coming at 3pm on Wednesday.

With iOS 4.3, Apple improved Mobile Safari via the implementation of the Nitro JavaScript engine, which is supposed to more than double the performance of JavaScript. Just how much are these improvements compared to Mobile Safari on iOS 4.2.1?

a huge 2.47x performance increase

In the industry right now – as we see in the Social Media for Learning report research data – there is considerable use of social media tools in instruction delivery efforts. But there’s less evidence that people are using the tools to support social learning. Often, people use social media tools as another means of delivering content. For example: Publishing the training department newsletter on a blog uto-scheduling tweets about class assignments from a Twitter account that does not otherwise engage with the learners or ask them to engage with each other Hosting a software application development course, in tutorial format, on a wiki By contrast, using social media to support and extend social learning invites learners to contribute, engage, and participate with one another online. For instance, when: Setting up a wiki for those in a new-hire induction program to work together to edit a FAQs page for use by the next group coming to the program Having managers-in-training use a microblogging tool for a leadership book-club discussion Helping to support and participating in a community of the organization’s customer service reps, to give them a place to share war stories and strategies for dealing with challenges           So just using the online tools to deliver content doesn’t support “social learning;” that happens when you use the tools to invite interaction from and between the learners. It’s about social, not media, and it’s about shared learning, not just pushing content.

Twitter has today updated its app with a bunch of improvements including performance and launch time stuff. But the big addition is support for Twitter’s new Cards types, including the ones that allow you to launch and install apps right from a tweet.

In the schools, too, there is no reward for helping others (indeed, it is heavily penalized). Suppose educational achievement was measured at least partially according to how much (and how well) you helped others. The value of the achievement would increase if the person is a stranger (and conversely, decrease to zero if it's just a small clique helping each other) and would be in proportion to the timeliness and utility of the assistance (both of which can be measured).

Suppose instead students were rewarded for cooperation. Not collaboration; this is just the school-level emulation of the creation of cliques and corporations. Cooperation, which is a common and ad hoc creation of interactions and exchanges for mutual value.  Cooperative behaviours include exchanges of goods and services, agreement on open standards and protocols, sharing of resources in common (and open) pools, and similar behaviours. Imagine receiving academic credit for contributing well-received resources into open source repositories, whether as software, art, photography, or educational resources. Imagine receiving credit for long-lasting additions to Wikipedia or similar online resources (we would have to fix Wikipedia, as it is now run by a gang of thugs known as 'Wikipedia editors'). We can have wide-ranging and nuanced evaluations of such contributions, not simple grades, but something based on how the content contributed is used and reused across the net (this would have the interesting result that your assessment could continue to go up over time).

There is, again, no reason why public service cannot be incorporated into individual assessment. Adding value to fire and police services by means of monitoring and reporting (not the piece-work model of something like CrimeStoppers, but actual prevention), supporting environment by counting birds, sampling water, servicing sports events by acting as a timer or umpire - all these can add to a person's assessment. I'm not thinking of the simple sort of tasks grade school students can perform. Indeed, a person hoping to attain a higher level qualification would need to contribute to the public good in a substantial and tangible way. Offering open online courses (that are well-subscribed and positively reviewed by the community) should be a requirement for any graduate-level recognition. The PhD used to be about offering a unique research contribution to the field; now it's about paying tuition and being exploited as a TA. These three things - helping others, being cooperative, contributing to the public good - are obviously not easy to assess. To be sure, it's far easier to ask students simple questions and grade the number of correct responses. But assessing students in this way, far from measuring putative 'content knowledge', is really an exercise in counting without any real interest in what is being counted. It acts as an invitation to cheat, as it places self-interest ahead of the values it is actually trying to measure.

VIB is a life sciences research institute, based in Flanders, Belgium. They perform basic research with a strong focus on translating scientific results into pharmaceutical, agricultural and industrial applications. For their fifteenth anniversary, we did the entire event branding, for which we used only chalk and a huge blackboard. For this event we also designed a box with nine books in it. For the books only we made more then 200 large chalk drawings.

"Content is fire. Social media is gasoline."

1. Know Your Audience If you don't know who your audience is, how will you ever connect with them? Most brands have an understanding of their audience's demographics - age, gender, HHI, ethnicity. But you have to go beyond these statistics to get a better understanding of their interests, needs, mindsets, and behaviors to truly make a connection and become an important part of their lives. In addition to the standard methods of audience discovery - industry research, focus groups, and brand surveys - you can also use social media data to build audience personas. Social monitoring software, Facebook Custom Audience, social referrals to your website, and question-and-answer sites are just a few of the sources you can use to learn more about your audience.

2. Provide Value Your content must provide some type of value to your audience. That value could be education, increased productivity, entertainment, or cost savings. To the consumer, it shouldn't seem like marketing, even though we know it is by nature. It's providing long-term awareness and brand recall. It's making sure your brand is right there with the consumer at each step along their path to purchase so that when it comes time to make a decision, you're the first brand that comes to mind.

To be effective at improving productivity and content retention, mobile learning content must take a different form from what has gone before. And it is content — content fit for the mobile learning purpose — that will drive market growth.

there are two types of user for mobile learning — the “considered” user and the “trigger” user.

The considered user downloads and views learning material