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Google announced a new social networking layer that may compete with Facebook but, at the same time, is utterly different. The Google+ project will do some of the same general things as Facebook, such as sending messages to friends, sharing links, chatting, and sharing pictures, but the big difference is that with Google+, you can choose who you want to share these things with

GroupTweet turns a standard Twitter account into a group communication hub where members can post updates to everyone in the group using direct messages. When the group account receives a direct message from a group member, GroupTweet converts it into a tweet that all followers can see.

Facebook explanation of the best way to engage brands Facebook Head of Brand Solutions, Chris Pan talks about: Fan pages as an authentic voice | Brand fan pages by fans | Content is king | What people want to hear vs. what you want to tell them | Facebook marketing solutions

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Many companies have social media presence on sites such as Twitter and Facebook and create mobile applications but have not set up the infrastructure to deliver the same level of customer support as their more traditional communication channels

The report noted a "huge rise" in the number of customers who now use social networking sites and mobile commerce for business transactions, and said customer service in those areas was often isolated and not keeping pace

It is important for companies to fully embrace these newer channels by taking the lead in not only addressing the marketing aspects, but also in developing integrated support to ensure customers receive consistent treatment and quality problem-resolution over their social media and m-commerce communication channels.

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."

New mobile AR tools allow teachers and learners to add life to their lessons, assessments, and all other classroom resources

Challenge Based Learning applies what is known about the emerging learning styles of high school students and leverages the powerful new technologies that provide new opportunities to learn to provide an authentic learning process that challenges students to make a difference.

Client: “The ‘V’ is too pointy.  Can we get a ‘V’ that isn’t pointy?”Me: “An un-pointy ‘V’ may start to look like a ‘U’…”Client: “We don’t want a ‘U’. We want a ‘V’ that doesn’t have a point.”

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.