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Does Your Content Play By Facebook’s New 20 Percent Rule?

Does Your Content Play By Facebook’s New 20 Percent Rule? | An Eye on New Media | Scoop.it
In late December, Facebook clarified an existing policy on how much text was permitted on cover images and promoted images.

Via Genevieve Lachance
Ken Morrison's insight:

Did you know that Facebook has strict new guidelines on how much text you can have in photos?  They will punish your brand page if you break this rule. This article explains the new rules and offers a nifty tool to help protect yourself

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Ken Morrison's comment, January 31, 2013 9:25 PM
Wow. This is interesting and scary. I'm glad that the blog also offers a solution. Thanks for sharing! Ken

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An Eye on New Media
New Media in Society, Business & Classrooms
Curated by Ken Morrison
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Social Media Over The Past Decade | HubSpot

Social Media Over The Past Decade | HubSpot | An Eye on New Media | Scoop.it

...To think of what “might be” a few years from now is barely fathomable but really exciting! I remember listening to the keynote speaker at the 1990 Seybold Conference talk about how books in the future would be enjoyed on electronic readers, and thinking, “not in my lifetime would electronic readers replace printed books.” We all know how that turned out.


Let’s go back and hit the high points from the past ten years. Below is a visual infographic timeline followed by a more detailed look at each year! Pay close attention to the ones that were launched in 2012; some of them have a lot of potential to be game changers!


Via Jeff Domansky
Ken Morrison's insight:
When did you jump in?
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Meredith Tong's curator insight, August 10, 9:17 PM

look how many apps have been made from 2004 to the present!!!

 

Jeff Domansky's curator insight, August 16, 9:07 PM

Great way to look at the history of social media.

Amanda Swanson's curator insight, August 22, 8:22 AM

# 19 - A quick look at social media development over the last ten years.

 

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Lost and Found: Andy Warhol’s Amiga Artworks | Computer History Museum

Lost and Found: Andy Warhol’s Amiga Artworks | Computer History Museum | An Eye on New Media | Scoop.it
Ken Morrison's insight:

Wow. I love this post. This is exactly what my first digital art station looked like. This image brings back great memories.  

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webinars

webinars | An Eye on New Media | Scoop.it

These videos are free and archived

Ken Morrison's insight:

This looks like an amazing collection of conversations among academics who care about active col-learning

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친절한 혜강씨의 파워포인트 for 인포그래픽 (저자 이혜강) 출간! - YouTube

네이버에서 "파워포인트 for 인포그래픽" 이라고 검색해주세요! 책 보러 가기 http://book.naver.com/bookdb/review.nhn?bid=8277288
Ken Morrison's insight:

This video and resource is in Korean.  This looks like a comparable resource to Nancy Duarte's "Slide:ology" for a Korean audience.  I hope this concept spreads!

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Beyond Worksheets, A True Expression of Student Learning

Beyond Worksheets, A True Expression of Student Learning | An Eye on New Media | Scoop.it
Possession of facts is not learning. What is an important skill is the ability to sift through abundant information, identify what is valid and meaningful, then use it to create meaning and express it. This is why student creation is so important in the new economy of information.
Ken Morrison's insight:

Ken's Key Takeaway: 
"Far beyond filling out answers on a worksheet, these assignments allow for individual talents and personality to shine through. While it’s unlikely that you have ever heard a person say, “that worksheet changed my life,” most people have an assignment from their childhood that they remember with pride because it was meaningful to them. More often than not, that memorable assignment was one that allowed them to build and create."

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Vineta Erzen's curator insight, November 21, 5:28 AM

Can a  true expression of student learnig  be discovered through worksheets snad tests?  A quote from the post I find 'expressive': '' While it’s unlikely that you have ever heard a person say, “that worksheet changed my life,” most people have an assignment from their childhood that they remember with pride because it was meaningful to them. More often than not, that memorable assignment was one that allowed them to build and create.''

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Microsoft Is Sick Of PowerPoint, Too

Microsoft Is Sick Of PowerPoint, Too | An Eye on New Media | Scoop.it
When was the last time you saw someone under 30 fire up a PowerPoint instead of a Prezi when giving a talk? Microsoft hopes to put the kabosh on that with...
Ken Morrison's insight:

Sign up now to get a sneak peek preview of Microsoft's new presentations software (like Prezi)

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Cognitive Load Theory and Instructional Design - eLearning Industry

Cognitive Load Theory and Instructional Design - eLearning Industry | An Eye on New Media | Scoop.it
Understanding the basics of the Cognitive Load Theory and applying them to your instructional design is an absolute must, particularly if you want your learners to get the most out of the eLearning course you are creating. This guide will offer you a detailed look at Cognitive Load Theory, including how it can be applied in learning settings. Check the Cognitive Load Theory and Instructional Design article and presentation to find more.
Ken Morrison's insight:

Ken's Key Takeaway: 
The more information that is delivered at once, the more likely that the students will not actually learn what is being taught nor will they be able to call upon that information for later use.

 

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Clay Leben's curator insight, November 18, 11:15 PM

Important concept and theory.

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How to Be an Educated Consumer of Infographics: David Byrne on the Art-Science of Visual Storytelling

How to Be an Educated Consumer of Infographics: David Byrne on the Art-Science of Visual Storytelling | An Eye on New Media | Scoop.it
As an appreciator of the art of visual storytelling by way of good information graphics — an art especially endangered in this golden age of bad infographics served as linkbait — I was thrilled and honored to be on the advisory “Brain Trust” for a project by Pulitzer-Prize-winning journalist, New Yorker writer, and Scientific American neuroscience blog editor Gareth Cook, who has set out to highlight the very best infographics produced each year, online and off. (Disclaimer for the naturally cynical: No money changed hands.) The Best American Infographics 2013 (public library) is now out, featuring the finest examples from the past year — spanning everything from happiness to sports to space to gender politics, and including a contribution by friend-of-Brain Pickings Wendy MacNaughton — with an introduction by none other than David Byrne. Accompanying each image is an artist statement that explores the data, the choice of visual representation, and why it works.

Byrne, who knows a thing or two about creativity and has himself produced some delightfully existential infographics, writes:

The very best [infographics] engender and facilitate an insight by visual means — allow us to grasp some relationship quickly and easily that otherwise would take many pages and illustrations and tables to convey. Insight seems to happen most often when data sets are crossed in the design of the piece — when we can quickly see the effects on something over time, for example, or view how factors like income, race, geography, or diet might affect other data. When that happens, there’s an instant “Aha!”…



Byrne addresses the healthy skepticism many of us harbor towards the universal potency of infographics, reminding us that the medium is not the message — the message is the message:

A good infographic … is — again — elegant, efficient, and accurate. But do they matter? Are infographics just things to liven up a dull page of type or the front page of USA Today? Well, yes, they do matter. We know that charts and figures can be used to support almost any argument. . . . Bad infographics are deadly!

One would hope that we could educate ourselves to be able to spot the evil infographics that are being used to manipulate us, or that are being used to hide important patterns and information. Ideally, an educated consumer of infographics might develop some sort of infographic bullshit detector that would beep when told how the trickle-down economic effect justifies fracking, for example. It’s not easy, as one can be seduced relatively easily by colors, diagrams and funny writing.

And, indeed, at the heart of the aspiration to cultivate a kind of visual literacy so critical for modern communication. Here are a few favorite pieces from the book that embody that ideal of intelligent elegance and beautiful revelation of truth:


America's Most Popular Birthdays

The days of the year, ranked by the number of babies born on each day in the United States (Matt Stiles, NPR data journalist)

Byrne — who believes the best use of infographics allows us to “experience a kind of geeky rapture as our senses are amplified and expanded through charts and illustrations” — is especially fond of one sub-genre:

Flowcharts [are] a form of poetry. And poetry is its own reward.

Indeed, flowcharts have a singular way of living at the intersection of the pragmatic and the existential:


Email: Help for Addicts

A handy flowchart to help you decide if you should check your email. (Wendy MacNaughton, independent illustrator, for Forbes)


How to Be Happy

Just ask yourself one question. (Gustavo Vieira Dias, creative director of DDB Tribal Vienna)

Some are visually elaborate:


The Breaking Bad Body Count

All of the deaths in the first fifty-four episodes of AMC's ‘Breaking Bad,’ with each deceased character represented by a faux chemical formula indicating when he or she died, how they died, and who killed them. (John D. LaRue)


The Four Kinds of Dog

Analyzing the DNA of 85 dog breeds, scientists found that genetic similarities clustered them into four broad categories. The groupings reveal how breeders have recombined ancestral stock to create new breeds; a few still carry many wolflike genes. Researchers named the groups for a distinguishing trait in the breeds dominating the clusters, though not every dog necessarily shows that trait. The length of the colored bars in a breed’s genetic profile shows how much of the dog’s DNA falls into each category. (John Tomanio, senior graphics editor, National Geographic)

Others appear more visually abstract yet derive from precise and concrete data sets:


Paths through New York City

‘Flow map’ of travel in New York City derived from the locations of tweets tagged with the locations of their senders. The starting and ending points of each trip come from a pair of geotagged tweets by the same person, and the path in between is an estimate, routed along the densest corridor of other people's geotagged tweets. (Eric Fischer, artist in residence at the Exploratorium in San Francisco)


Planets Everywhere

All of the planets discovered outside the Solar System. (Jan Willem Tulp, freelance information designer, for Scientific American)

Then there’s the mandatory love of pie charts and its derivatives:
Ken Morrison's insight:

"Bad infographics are deadly."  As infographics continue to be more prominent, it is important for us to become intelligent consumers of infographics.

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How to Write a Social Media Policy to Empower Employees

How to Write a Social Media Policy to Empower Employees | An Eye on New Media | Scoop.it
Does your company have a social media policy? Are employees confused about what they can and can't post? Social media policies must meet company and legal requirements, but should include open opportunities for employees to support your social media efforts. In this article you'll discover how to create a social media policy that unleashes employee…
Ken Morrison's insight:

I like how this post suggests ways to protect your company image while helping employers to feel empowered.
Ken 

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Crowdsourced School Social Media Policy Now Available | Edudemic

Crowdsourced School Social Media Policy Now Available | Edudemic | An Eye on New Media | Scoop.it
I’ve been seeing a lot of people on social media looking for a social media policy and / or an acceptable use policy. So I offered to help spearhead an initiative where some of our amazing readers could help craft these policies from scratch. It started out very basic but, 400 edits later, has materialized into a thoughtful and well-organized document that’s a great template for any school. It may not be perfect for you, but use this as a jumping-off point to get your own policy started.

The School Social Media & Acceptable Use Policy
Social Media
Responsible Use Guidelines
2012-2013

We encourage teachers, students, staff, and other school community members to use social networking/media (Twitter, Facebook, etc.) as a way to connect with others, share educational resources, create and curate educational content, and enhance the classroom experience. While social networking is fun and valuable, there are some risks you should keep in mind when using these tools. In the social media world, the lines are blurred between what is public or private, personal or professional.

We’ve created these social networking/media guidelines for you to follow when representing the school in the virtual world.

Please do the following:

Use good judgment

We expect you to use good judgment in all situations.
You must know and follow the school’s Code of Conduct and Privacy Policy.
Regardless of your privacy settings, assume that all of the information you have shared on your social network is public information.
Be respectful

Always treat others in a respectful, positive and considerate manner.
Be responsible and ethical

Even though you are approved to represent the school, unless you are specifically authorized to speak on behalf of the school as a spokesperson, you should state that the views expressed in your postings, etc. are your own. Stick with discussing school-related matters that are within your area of responsibility.
Be open about your affiliation with the school and the role/position you hold.
Be a good listener

Keep in mind that one of the biggest benefits of social media is that it gives others another way to talk to you, ask questions directly and to share feedback.
Be responsive others when conversing online. Provide answers, thank people for their comments, and ask for further feedback, etc.
Always be doing at least as much listening and responding as you do “talking.”
Don’t share the following:

Confidential information

Do not publish, post or release information that is considered confidential or not public. If it seems confidential, it probably is. Online “conversations” are never private. Do not use your birth date, address, and cell phone number on any public website.
Private and personal information

To ensure your safety, be careful about the type and amount of personal information you provide. Avoid talking about personal schedules or situations.
NEVER give out or transmit personal information of students, parents, or co-workers
Don’t take information you may receive through social networking (such as e-mail addresses, customer names or telephone numbers) and assume it’s the most up-to-date or correct.
Always respect the privacy of the school community members.
Please be cautious with respect to:

Images

Respect brand, trademark, copyright information and/or images of the school (if applicable).
You may use photos and video (products, etc.) that are available on the school’s website.
It is generally not acceptable to post pictures of students without the expressed written consent of their parents.
Do not post pictures of others (co-workers, etc.) without their permission.
Other sites

A significant part of the interaction on blogs, Twitter, Facebook and other social networks involves passing on interesting content or linking to helpful resources. However, the school is ultimately responsible for any content that is shared. Don’t blindly repost a link without looking at the content first.
Pay attention to the security warnings that pop up on your computer before clicking on unfamiliar links. They actually serve a purpose and protect you and the school.
When using Twitter, Facebook and other tools, be sure to follow their printed terms and conditions.
And if you don’t get it right…

Be sure to correct any mistake you make immediately, and make it clear what you’ve done to fix it.
Apologize for the mistake if the situation warrants it.
If it’s a MAJOR mistake (e.g., exposing private information or reporting confidential information), please let someone know immediately so the school can take the proper steps to help minimize the impact it may have.
__________________________________________________________________________

Social Media
Acceptable Use Policy
2012-2013

Introduction
YOURSCHOOLNAME recognizes that access to technology in school gives students and teachers greater opportunities to learn, engage, communicate, and develop skills that will prepare them for work, life, and citizenship. We are committed to helping students develop 21st-century technology and communication skills.

To that end, we provide access to technologies for student and staff use. This Acceptable Use Policy outlines the guidelines and behaviors that users are expected to follow when using school technologies or when using personally-owned devices on the school campus.

The network is intended for educational purposes.
All activity over the network or using district technologies may be monitored and retained.
Access to online content via the network may be restricted in accordance with our policies and federal regulations, such as the Children’s Internet Protection Act (CIPA).
Students are expected to follow the same rules for good behavior and respectful conduct online as offline.
Misuse of school resources can result in disciplinary action.
We make a reasonable effort to ensure students’ safety and security online, but will not be held accountable for any harm or damages that result from misuse of school technologies.
Users of the network or other technologies are expected to alert IT staff immediately of any concerns for safety or security.
Technologies Covered
YOURSCHOOLNAME may provide Internet access, desktop computers, mobile computers or devices, videoconferencing capabilities, online collaboration capabilities, message boards, email, and more.

As new technologies emerge, YOURSCHOOLNAME will attempt to provide access to them. The policies outlined in this document are intended to cover all available technologies, not just those specifically listed.

Usage Policies
All technologies provided by YOURSCHOOLNAME are intended for educational purposes. All users are expected to use good judgment and to follow the specifics of this document as well as the spirit of it: be safe, appropriate, careful and kind; don’t try to get around technological protection measures; use good common sense; and ask if you don’t know.

Web Access
YOURSCHOOLNAME provides its users with access to the Internet, including web sites, resources, content, and online tools. That access will be restricted in compliance with CIPA regulations and school policies. Web browsing may be monitored and web activity records may be retained indefinitely.

Users are expected to respect that the web filter is a safety precaution, and should not try to circumvent it when browsing the Web. If a site is blocked and a user believes it shouldn’t be, the user should follow protocol to alert an IT staff member or submit the site for review.

Email
YOURSCHOOLNAME may provide users with email accounts for the purpose of school-related communication. Availability and use may be restricted based on school policies.

If users are provided with email accounts, they should be used with care. Users should not send personal information; should not attempt to open files or follow links from unknown or untrusted origin; should use appropriate language; and should only communicate with other people as allowed by the district policy or the teacher.

Users are expected to communicate with the same appropriate, safe, mindful, courteous conduct online as offline. Email usage may be monitored and archived.

Social / Web 2.0 / Collaborative Content
Recognizing that collaboration is essential to education, YOURSCHOOLNAME may provide users with access to web sites or tools that allow communication, collaboration, sharing, and messaging among users.

Users are expected to communicate with the same appropriate, safe, mindful, courteous conduct online as offline. Posts, chats, sharing, and messaging may be monitored. Users should be careful not to share personally-identifying information online.

Mobile Devices Policy
YOURSCHOOLNAME may provide users with mobile computers or other devices to promote learning both inside and outside of the classroom. Users should abide by the same acceptable use policies when using school devices off the school network as on the school network.

Users are expected to treat these devices with extreme care and caution; these are expensive devices that the school is entrusting to your care. Users should report any loss, damage, or malfunction to IT staff immediately. Users may be financially accountable for any damage resulting from negligence or misuse.

Use of school-issued mobile devices, including use of the school network, may be monitored.

Personally-Owned Devices
Students may use personally-owned devices (including laptops, tablets, smartphones, and cell phones) at any time during school hours—unless such use interferes with the delivery of instruction by a teacher or staff or creates a disturbance in the educational environment.  Any misuse of personally-owned devices may result in disciplinary action.  Therefore, proper netiquette and adherence to the acceptable use policy should always be used.  In some cases, a separate network may be provided for personally-owned devices.

Security
Users are expected to take reasonable safeguards against the transmission of security threats over the school network. This includes not opening or distributing infected files or programs and not opening files or programs of unknown or untrusted origin. If you believe a computer or mobile device you are using might be infected with a virus, please alert IT. Do not attempt to remove the virus yourself or download any programs to help remove the virus.

Downloads
Users should not download or attempt to download or run .exe programs over the school network or onto school resources without express permission from IT staff. You may be able to download other file types, such as images of videos. For the security of our network, download such files only from reputable sites, and only for educational purposes.

Netiquette

Users should always use the Internet, network resources, and online sites in a courteous and respectful manner.
Users should also recognize that among the valuable content online is unverified, incorrect, or inappropriate content. Users should use trusted sources when conducting research via the Internet.
Users should also remember not to post anything online that they wouldn’t want parents, teachers, or future colleges or employers to see. Once something is online, it’s out there—and can sometimes be shared and spread in ways you never intended.
Plagiarism

Users should not plagiarize (or use as their own, without citing the original creator) content, including words or images, from the Internet.
Users should not take credit for things they didn’t create themselves, or misrepresent themselves as an author or creator of something found online. Research conducted via the Internet should be appropriately cited, giving credit to the original author.
Personal Safety
If you see a message, comment, image, or anything else online that makes you concerned for your personal safety, bring it to the attention of an adult (teacher or staff if you’re at school; parent if you’re using the device at home) immediately.

Users should never share personal information, including phone number, address, social security number, birthday, or financial information, over the Internet without adult permission.
Users should recognize that communicating over the Internet brings anonymity and associated risks, and should carefully safeguard the personal information of themselves and others.
Users should never agree to meet someone they meet online in real life without parental permission.
Cyberbullying
Cyberbullying will not be tolerated. Harassing, dissing, flaming, denigrating, impersonating, outing, tricking, excluding, and cyberstalking are all examples of cyberbullying. Don’t be mean. Don’t send emails or post comments with the intent of scaring, hurting, or intimidating someone else.
Engaging in these behaviors, or any online activities intended to harm (physically or emotionally) another person, will result in severe disciplinary action and loss of privileges. In some cases, cyberbullying can be a crime. Remember that your activities are monitored and retained.

Examples of Acceptable Use
I will:

Use school technologies for school-related activities and research.
Follow the same guidelines for respectful, responsible behavior online that I am expected to follow offline.
Treat school resources carefully, and alert staff if there is any problem with their operation.
Encourage positive, constructive discussion if allowed to use communicative or collaborative technologies.
Alert a teacher or other staff member if I see threatening/bullying, inappropriate, or harmful content (images, messages, posts) online.
Use school technologies at appropriate times, in approved places, for educational pursuits only.
Cite sources when using online sites and resources for research; ensure there is no copyright infringement.
Recognize that use of school technologies is a privilege and treat it as such.
Be cautious to protect the safety of myself and others.
Help to protect the security of school resources.
This is not intended to be an exhaustive list. Users should use their own good judgment when using school technologies.

Examples of Unacceptable Use
I will not:

Use school technologies in a way that could be personally or physically harmful to myself or others.
Search inappropriate images or content.
Engage in cyberbullying, harassment, or disrespectful conduct toward others–staff or students.
Try to find ways to circumvent the school’s safety measures and filtering tools.
Use school technologies to send spam or chain mail.
Plagiarize content I find online.
Post personally-identifying information, about myself or others.
Agree to meet someone I meet online in real life.
Use language online that would be unacceptable in the classroom.
Use school technologies for illegal activities or to pursue information on such activities.
Attempt to hack or access sites, servers, accounts, or content that isn’t intended for my use.
This is not intended to be an exhaustive list. Users should use their own good judgment when using school technologies.

Limitation of Liability
YOURSCHOOLNAME will not be responsible for damage or harm to persons, files, data, or hardware. While YOURSCHOOLNAME employs filtering and other safety and security mechanisms, and attempts to ensure their proper function, it makes no guarantees as to their effectiveness. YOURSCHOOLNAME will not be responsible, financially or otherwise, for unauthorized transactions conducted over the school network.

Violations of this Acceptable Use Policy
Violations of this policy may have disciplinary repercussions, including:

Suspension of network, technology, or computer privileges in extreme cases
Notification to parents in most cases
Detention or suspension from school and school-related activities
Legal action and/or prosecution
I have read and understood this Acceptable Use Policy and agree to abide by it:

__________________________________________
(Student Printed Name)
Ken Morrison's insight:

Does your school have a social media policy for educators and support staff?  If not, here is a nice starter kit.

Other resources on the topic include: 
http://edublogs.org/curriculum-corner-using-a-blog-with-students/#commenting

One school's policy:
http://4kmand4kj.global2.vic.edu.au/guidelinessafety/blog-guidelines/

Northwestern University's policy:
http://www.feinberg.northwestern.edu/communications/brand/social-media/

 

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Facebook is Much Less Addictive When You Remove the Numbers | Big Think

Facebook is Much Less Addictive When You Remove the Numbers | Big Think | An Eye on New Media | Scoop.it
We all know Facebook is addicting. We whittle away time clicking and liking (and stalking). But how does the social network keep this hold on us?

Shirley Li from The Atlantic sat down with Ben Grosser, a programmer and artist, who believes you can find the answers by looking at the numbers:

"There were times when I was more focused on the numbers than the content itself. I was more interested in how many likes I had instead of who liked it. I realized every time I logged in I looked at those numbers. Why was I caring? Why do I care so much?"

He created a browser extension two years ago to test his hypothesis: The Facebook Demetricator. It hides the numbers. The eye-catching little red number pop-up showing your notifications is replaced by a lighter blue icon. It even hides how many people Like your post—instead you see the general phrase "people like this.” The add-on disarms the site of metrics for you to pour over.

Advertising

The extension has been downloaded over 5,000 times, and with it has come feedback and reactions relating to how the tool has changed Facebook for them. Grosser received personal observations of how the site has changed (both positive and negative), and he converted this information into a paper that was published recently in the journal Computational Culture.

There's a numbers game integrated into Facebook that plays on users emotions, cultivating a culture that values self-worth in quantitative terms. You want to have more numbers on your posts, more notifications, more friends—think of the way the “+1 Add Friend” button feels versus the Facebook Demetricator's “Add Friend” button. The language and attention given to metrics makes it become almost like a currency for a game—the more you have, the higher your level. But when Grosser gave users the ability to take away the numbers they'd been pining after, something interesting happened:

"People realized when the numbers were gone, they had been using them to decide whether to like something. I certainly didn't expect these tendencies of people saying, 'I literally don't know what to do [without knowing the metrics].'"

"I think it's a problem when we don't know what those likes mean, when we start focusing on wanting more likes. If we aren't aware of how these numbers are telling us to interact, then it's a problem."

Read more at The Atlantic

Photo Credit: 2nix Studi/ Shutterstock

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Presentation Zen

Presentation Zen | An Eye on New Media | Scoop.it
Best-selling author Garr Reynolds's popular website on how to design & deliver powerful presentations including TED Talks and other forms of 21st-century presentation and digital storytelling.
Ken Morrison's insight:

I see that I have not yet shared Garr Reynolds' wonderful page of content and links to improve presentations and visual communications

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A Visual Guide to Type Terminology – Design School

A Visual Guide to Type Terminology  – Design School | An Eye on New Media | Scoop.it
Fast-track your design education by getting familiar with fundamental typographic terms.
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When is a company's Facebook post not an ad? - CNET

When is a company's Facebook post not an ad? - CNET | An Eye on New Media | Scoop.it
Facebook has decided to exert more control over posts that it deems "overly promotional." Ultimately, though, isn't every Facebook post by a company promotional?
Ken Morrison's insight:

It is important for brand page managers to understand that Facebook is looking closely to determine if your brand posts are 'too" promotional.

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Page posting tips for the holidays

Page posting tips for the holidays | An Eye on New Media | Scoop.it
Facebook for Business gives you the latest news, tips, and best practices for using Facebook to help meet your business goals: www.facebook.com/business
Ken Morrison's insight:

Here are Facebook's seven tips for how to successfully promote your brand's page. Of course they want you to buy advertising.  Others are somewhat helpful for beginners. Either way, it is a good reminder for what they say will be successful.

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A Visual Dictionary of Philosophy: Major Schools of Thought in Minimalist Geometric Graphics

A Visual Dictionary of Philosophy: Major Schools of Thought in Minimalist Geometric Graphics | An Eye on New Media | Scoop.it
A charming exercise in metaphorical thinking and symbolic representation.

Rodin believed that his art was about removing the stone not pa
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New Teachers: Resource Roundup

New Teachers: Resource Roundup | An Eye on New Media | Scoop.it
From classroom management to working with parents, lesson planning to learning environments, this compilation of blogs, videos, and other resources provides an array of tips and advice for teachers just starting out.
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iPhone Photography Tips From 9 Great iPhoneographers

iPhone Photography Tips From 9 Great iPhoneographers | An Eye on New Media | Scoop.it
In this article nine great iPhoneographers share their best tips and techniques for taking stunning photos with the iPhone.
Ken Morrison's insight:

1) Strong Backlight

2) Play with light

3) Focus on the hero
4) Storytelling
5) Multi-Exposure
6) Randomize
7) Patience
8) White Balance Lock
9) Persistence 

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How Technology Trends Have Influenced the Classroom

How Technology Trends Have Influenced the Classroom | An Eye on New Media | Scoop.it
Between societal changes and technological breakthroughs, it’s become abundantly clear that the human brain is transforming the way it processes and learns information. While there are many discussions about whether or not this is good or bad for us as a society, it’s definitely a change.

As educators, it’s our job to make sure that students (and adults) are learning. Part of that process isn’t only about making an engaging activity or lesson, but also realizing how the modern brain learns. Teachers all over America are faced with this challenge of keeping students engaged in the classroom when their world outside of school is one of constant engagement and stimulation. Knowing the world outside of our institutional walls is only one step in addressing modern learning styles. How to act and adjust schools today is the next step in making the classroom of today ready for tomorrow.

To do that, let’s examine which features of society (and media) have changed and then consider what we can do in education to use it as an advantage for learning.

The Increase of Interactivity

One only need to look at the gaming market to see the evolution of how our brains crave interaction. We went from Backgammon to Atari and realized that with some simple interaction, like a yellow circle eating dots, our brains could stay occupied for hours. The recent shift to touch screen and even motion-based interaction means that we now involve our whole body when interacting with games.

Classroom Outcome: We might notice that our students seem more “antsy,” but in reality, sitting still in a seat for several hours has never been ideal for learning. Research is now becoming more abundant to back that statement. Incorporating regular brain breaks or mini-activities that require kids to move every 15-30 minutes re-invigorate the brain and get them refocused in the tasks at hand.

On-Demand Living

Most of us grew up in an era of either three basic television channels or the privilege of many via paid cable. With the digital era, television and movies have seen an exponential change in how they are distributed and accessed.  You no longer have to wait for that favorite re-run of Moonlighting; today, you can just pull it up on your phone. Better yet, you can pause it on one device and then watch it on another when you choose.  If you really get hooked on a show, why wait a week when you can just binge view it?

Classroom Outcome: Flipped-teaching comes to mind when thinking of the “on-demand” model of learning. Not everyone has the time or energy for a full-fledged flipped-teaching model (not to mention at-home access for all students), but recording some lessons or concepts for later viewing, even in class, would be one way to let students have access to information when they want it. Wouldn’t it be nice if kids wanted to binge learn?

Self-Publishing the World As We See It

They ways we viewed and read the news was previously distributed to us through a filter.  Publisher, editor, advertisers, and corporations decided what we should watch and read when it came to content. In some ways, the classroom has followed a similar path. Look at the world now when it comes to news. We are all publishing to the world around us in blogs, tweets, posts and…yes…even Instagram selfies. Our brains are no longer designed to sit back and take what is given to us. We want to create and share what we see and learn too.

Classroom Outcome:  This is one area where I feel that education has excelled, but there is still room for improvement. We’ve always encouraged students to write and report on what they think or believe. As students, we learned to play the game of “know your audience” when it came to writing a paper for a certain professor. Our purpose was writing for writing’s sake. Now we no longer have to limit ourselves to one recipient. Our students have access to a global audience and don’t have to write just to please one teacher. They can write based on what they see and believe to be true.

Everything is Mobile (and Instant)

As fast as the internet took the world by storm, the mobile revolution dropped a bomb of societal change and practice. People can now have all of their media in the palm of their hand. They can connect with anyone, anywhere. While there isn’t always value to why we use our devices, having that instant access means our brains can now outsource menial facts and focus on application and creation rather than retention.

Classroom Outcome: One of the greatest challenges to the classrooms of today is mobile technology. Do we fund a 1:1 program? Allow a Bring Your Own Device policy? Won’t this just add the distraction of the outside world into a classroom? Rather than avoid or ban the use of mobile devices, some are embracing it as a way to not only engage learners, but also dig deeper into learning. This isn’t without its pitfalls, and can be quite messy, but setting expectations of use can be a powerful way to model how our kids use these in the non-school setting.  Maybe instead of whipping out their phones when at a restaurant, kids will actually sit and have a conversation with the grown-ups around them.  Of course, this is assuming the grown-ups have put down their devices too.

Embracing the Digital Brain

As we can see from these few examples, the world around us is changing.  This change affects the way we think, learn, and connect. In education, we have three options when dealing with these changes: avoid it, struggle with it, or embrace it. Technology would seem to be the panacea for solving all of these issues when it comes to engaging the digital brain. However, while it does have an impact in the classroom, the greatest impact still lies within the teacher and the content that they are trying to get their students to learn.  Until the pedagogy and purpose align with this new world, we are all left fighting a battle rather than embracing it.

Carl Hooker is the Director of Instructional Technology for Eanes ISD in Texas, an Apple Distinguished Educator, an EdTechTeacher consultant/trainer, and founder of iPadpalooza.

 
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6 Hustles Warren Buffett Used To Make $53,000 By Age 16

6 Hustles Warren Buffett Used To Make $53,000 By Age 16 | An Eye on New Media | Scoop.it
Warren Buffett — now worth more than $71 billion — has had a hunger for wealth since he was a tube-socked teenager.

Through numerous schemes, the would-be Oracle of Omaha amassed the equivalent of $53,000 by the time he was 16, enough money that he nearly refused his father's request to go to college, because he didn't see the point.

By looking through Alice Schroeder's biography, "The Snowball: Warren Buffett and the Business of Life," we can see that Buffett has always had a gift for manipulating money — and people. 

Here are a half-dozen of his early hustles.

He delivered The Washington Post. 
Buffett's father, Howard, was elected to the US House of Representatives when Buffett was a teen, and the family had to move from Omaha to the nation's capital.

As Schroeder notes, the young Buffett immediately set to work making money with the most traditional of hustles — dutifully delivering newspapers. But by handing out The Post, Buffett was making more money than most grown-ups. 

"Just from pitching newspapers a couple hours a day, he was earning $175 a month, more money than his teachers," she writes. 

He also sold calendars to his newspaper clients, bringing in a little extra.

He sold used golf balls. 
If you wanted to get a golf ball on the cheap back in the 1940s, you could do worse than buying Buffett's at $6 for a dozen. 

Buffett's friends and family thought he scooped the balls out of water traps, but the young entrepreneur got them by ordering from a provider in Chicago. 

"They were classy balls," Buffett told Schroeder. "Titleist and Spalding Dots and Maxlis, which I bought for three and a half bucks a dozen. They looked brand new. He probably got them the way we first tried to get them, out of water traps, only he was better." 

He sold stamps. 
If you needed a fancy stamp, you could turn to Buffett's Approval Service, which sold collectible stamps to collectors around the country. 

He buffed cars. 
The teenage Buffett partnered with his friend Lou Battistone to form Buffett's Showroom Shine. The car-buffing business ran out of Battistone's dad's used car parking lot — though Schroeder reports that the duo abandoned the business when it turned out to be too much manual labor. 

He set up a pinball machine business. 
When Buffett was 17 he had his biggest money-making idea: pinball. 

He made the following pitch to his friend Don Danley: 

I bought this old pinball machine for 25 bucks, and we can have a partnership. Your part of the deal is to fix it up. And lookit, we'll tell Frank Erico, the barber, 'We represent Wilson's Coin-Operated Machine Company, and we have a proposition from Mr. Wilson. It's at no risk to you. Let's put this nickel machine in the back, Mr. Erico, and your customers can play while they wait. And we'll split the money.'

The pinball machine was a hit: Buffett counted $4 in nickels on the first evening. The pair soon set up pinballs in barbershops all over Washington. 

And he turned the horse track into a very lucrative playground. 
When still in Omaha, the young Buffett found a bull market in the Ak-Sar-Ben arena, a horse-racing track that operated from 1919 to 1995. 

He and a friend would go to the race track, and though the duo was too young to make bets, Buffett quickly found a way to make money: by stooping, which was like dumpster diving for race track tickets. 

Here's Buffett's description: 

At the start of racing season you get all these people who'd never seen a race except in the movies. And they'd think that if your horse came in second or third, you didn't get paid, because all the emphasis is on the winner, so they'd throw away [second-] and [third-place] tickets. 

The other time you would hit it big was when there was a disputed race. That little light would go on that said 'contested' or 'protest.' By that time, some people had thrown away their tickets. Meanwhile, we were just gobbling them up. 

It was awful; people would spit on the floor. But we had great fun. 

And if the boys found any winning tickets, Buffett's aunt Alice would cash them in for the boys. 

Buffett went a step further: using his love of math and of collecting information, he and a friend put together a tip sheet for bettors at the race track. Soon they were out hawking "Stable Boy Selections," a tip sheet that the boys typed out on an old Royal typewriter in Buffett's basement.

"We were in the track, yelling, 'Get your Stable-Boy Selections!'" Buffett tells Schroeder. "At 25 cents, we were a cut-rate product. They shut down Stable-Boy selections fast because they were getting a cut on everything sold in the place except for us."

Like other self-made billionaires, Buffett started early. 


NOW WATCH: Homeless-Man-Turned-Billionaire Shares The Secret To The American Dream

SEE ALSO:  9 Books Billionaire Warren Buffett Thinks Everyone Should Read

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20 Ways to Provide Effective Feedback to Your Students ~ Educational Technology and Mobile Learning

20 Ways to Provide Effective Feedback to Your Students ~ Educational Technology and Mobile Learning | An Eye on New Media | Scoop.it

Via Dr. Susan Bainbridge
Ken Morrison's insight:

Several nice tips here:

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Helen Teague's curator insight, November 13, 1:32 PM

from a scoop by Susan Bainbridge

Pamela Perry King's curator insight, November 14, 10:45 AM

Compliment, Correct, Compliment. Focus on the skill.

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USA TODAY: Latest World and US News - USATODAY.com

USA TODAY: Latest World and US News  - USATODAY.com | An Eye on New Media | Scoop.it
The Nation's Newspaper provides you with up-to-date coverage of US and international news, weather, entertainment, finance, and more.
Ken Morrison's insight:

I am glad that President Obama did the right thing yesterday and made a stand in favor of Net Neutrality. Ted Cruise sounds silly when he talks about this topic.

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Snapdeal — the flourishing company America passed on — offers a lesson about immigration reform

Snapdeal — the flourishing company America passed on — offers a lesson about immigration reform | An Eye on New Media | Scoop.it
Kunal Bahl wanted to build a company in the U.S., but visa issues forced the entrepreneur back to India.
Ken Morrison's insight:

I really like this story. I do not know enough to validate the political comments, but this is a good article to ponder.

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