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Do you shoot video with your cell phone, digital camera, or other handheld device? Then the chances are good that you have shaky, dark, noisy, pixilated, or blurry videos. Less-than-ideal videos that obscure your life's best, captured moments. But those moments don't have to be lost to common video problems any more. vReveal has the advanced enhancement technology and "one click" touch-up tools that make it easy to dramatically improve the quality of flawed videos

We've spent a lot of time at my school thinking about the concept of Personal Learning Networks (PLNs). We live in an age of information abundance. Our students need to learn how to find, evaluate, organize, synthesize, remix and re-purpose information in order to understand and solve complex problems. A PLN isn't a particularly new idea; learning networks have existed for a long time. What's new is the reach and extent that's now possible for a PLN, with technology and global interconnectedness providing the opportunity for a much wider, richer and more diverse PLN than ever before.

In an era where we have nearly unlimited amounts of information, one of the key issues is how to separate the good from the bad, the reliable from the unreliable, the trustworthy from the untrustworthy, the useful from the irrelevant. Unless we get this right, the emerging diverse media ecosystem won't work well, if at all.\n\nI've long believed that we'll need to find ways to combine popularity - a valuable metric in itself - with reputation. This sounds easier than it is, because reputation is an enormously complex problem. But whoever gets this right is going to be a huge winner in the marketplace.

The key features of 21st Century Pedagogy are:\n\n * building technological, information and media fluencies[Ian Jukes]\n * Developing thinking skills\n * making use of project based learning\n * using problem solving as a teaching tool\n * using 21st C assessments with timely, appropriate and detailed feedback and reflection\n * It is collaborative in nature and uses enabling and empowering technologies\n * It fosters Contextual learning bridging the disciplines and curriculum areas\n

Many Americans know about the commons from Garrett Hardin's essay, "The Tragedy of the Commons". Hardin wasn't a historian, but a population biologist, who was concerned with problems of population growth. Lewis argues that Hardin's prediction - that individual economic maximization will destroy collective resources - is based on a fantasy of a commons. In reality, commons had serious limitations on rights. You could only cut wood between Christmas and February, for instance. And commons were local entites - locals could exclude those from outside the region. These customary use rights meant that commons weren't tragic - in fact, they lasted for millenia in Europe. (I interjected here to ask why Hardin's idea has had such currency. Lewis offers two speculative reasons why - it's a great phrase, and it came out at a moment where the Cold War was in full swing, and Hardin's idea was a strong defense of private capital against communism.) Lewis suggests a different way to look at the commons, quoting Carol Rose, who talks about "the comedic commons", one with a happy ending. As such, the commons was a site of action, a space for citizens to act on their own rights.