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Fun to use and uniquely stylish, Xtranormal Messenger for iPhone is the first App to actually let you create and share fully-animated 3D movies. Start by typing or voice-recording a short message, then choose a 3D character to speak it, add an animated gesture, a 3D environment or background photo - and share it instantly via email or social media platforms such as Twitter(TM) and Facebook(TM). Xtranormal’s proprietary Text-to-Movie(TM) technology even makes it possible to preview your fully-rendered animation clip before you send it!

social features that help you get to know your subscribers and share your newsletters. Integrate your signup form with Facebook, share your campaigns on Twitter, track subscriber activity on social networks, and more

Our mobile apps make it easy to keep track of campaign performance and add new subscribers anywhere, whether you've got an internet connection or not. And if you develop mobile apps for iPhone or Android, we've got some great resources for you, too.

Exporting & Saving One thing that SVG can’t do is save the resulting image as a bitmap. It’s easy for <canvas> because the element is already a bitmap in the first place! The canvas can export its image to a data URL (e.g., data:image/png;base64,iVBORw0KGg...). This data may then be rendered in the browser, which could then be saved or dragged to the desktop, used in a new canvas, and so on. The browser must support PNG images, and it may have varying support for GIF and JPG. For our example, we’ll stick with PNG since it supports alpha transparency, and where we haven’t drawn on the canvas, it’ll be transparent. To get the data URL, we simply call canvas.toDataURL('image/png'). Note that we’re calling toDataURL() on the <canvas> element, not on the 2D context. This is because we’re getting all the pixels in the canvas, not just the pixels in a particular context. So taking the example we’ve put together already, we’ll make the browser redirect to a PNG version of the image when a user clicks on the <canvas> element (a contrived example, I know!): canvas.onclick = function () {  window.location = canvas.toDataURL('image/png');};

Client: “I don’t really like that the website has a top and bottom.”Me: “Everything has a top and bottom. That’s how it goes.”Client: “Not true. Circles don’t.” Me: “So you want a circular website?”Client: “Yup! Like a conveyer belt, or ooh! a rolodex. Every time you scroll up past the top, you  get to the bottom. Every time you scroll down past the bottom, you get to the top.”Me: “Then how will we designate the—” Client: “What’s the top and bottom? Good point. If everything is continuous, then there can’t be a top or bottom.”Me: “I can’t believe I’m having this conversation.”Client: “So, what we need is a randomizer!”

Teachers across the country have been incorporating Twitter into classrooms for a few years, but the site's adoption by educational institutions appears to be limited. A survey of 1,920 U.S. teachers published in April found that 2% of them use the micro-blogging site in college lectures. About half those polled said the use of Twitter and Facebook in class is harmful to the learning experience, according to the study from consulting firm Pearson Learning Solutions. Still, Legaspi is hopeful. When he explained the plan to his students at Hollenbeck Middle School in East Los Angeles, he learned that only one of them had used Twitter. But most, he said, live on their phones. So getting them started wasn't difficult.

Legaspi said shy students are benefiting the most. For "a lot of them, what it did is help find their voice," he said. "I have many students that do not participate in my classes or share what's on their mind, so Twitter became that vehicle." Several students praised the new approach. "It's a great way to get people to notice you," said Oscar Lozoria, a shy 14-year-old with long hair that other students used to tease him about. He said Twitter has changed how his peers view him. "They see me as somebody now -- as an equal," he said. Ivan Sabaria, also 14, said Twitter makes learning more fun. "I'm paying attention and doing all my work," he said.

Occasionally, the students will type in something inappropriate during class. Still, Legaspi is convinced he has discovered the future of education. "I get feedback on the spot. Not only that, all the students can see what they're sharing," he said. "This is powerful."

According to a FAQ on Picasa's support site, the photo-sharing service provides up to 1 GB of free storage for photos and videos to its users. But since Google+ actively encourages storing and sharing photos - its Android app even offers an "instant upload" option - there may have been some concern about storage limits among Picasa users. As it turns out, there's nothing to worry about. If you're signed up for Google+, photos up to 2048x2048 pixels and videos up to 15 minutes long won't count towards this free storage limit. And Google will automatically resize photos for you when you upload them to Google+, so they stay under the free size limit. That means only photos uploaded directly to Picasa Web Albums over the 2048x2048 size will count towards the 1 GB of free storage, explains Google. And when that limit is reached, photos will be automatically resized. Meanwhile, for non-Google+ users, there are slightly stricter rules: photos up to 800x800 and videos up to 15 minutes won't count towards free storage. Again, when the 1 GB limit is reached, larger photos will be resized down. Simply put, this means that whether you're on Google+ or not, Picasa offers unlimited free storage for photos and videos (under 15 minutes). The difference is that Google+ users can upload higher resolution photos to Plus/Picasa without being penalized.

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.