An Eye on New Media
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An Eye on New Media
New Media in Society, Business & Classrooms
Curated by Ken Morrison
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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 |
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 |
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 |
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 |
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 |
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 |

Via Dr. Susan Bainbridge
Ken Morrison's insight:

Several nice tips here:

Helen Teague's curator insight, November 13, 2014 1:32 PM

from a scoop by Susan Bainbridge

Pamela Perry King's curator insight, November 14, 2014 10:45 AM

Compliment, Correct, Compliment. Focus on the skill.

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USA TODAY: Latest World and US News -

USA TODAY: Latest World and US News  - | An Eye on New Media |
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 |
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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Strategies to Reach Every Student, Regardless of Language Barrier

Strategies to Reach Every Student, Regardless of Language Barrier | An Eye on New Media |
Helping every student experience meaningful, deep learning is a constant challenge, in no small part because no two learners are alike. To reach students who are particularly challenged — whether because of their ability to speak English or some other reason — educators can find a way in by tapping into students’ interests and passion.

“You don’t have to know how to read and write to think deeply,” said Claire Sylvan, founding executive director of The Internationals Network For Public Schools, schools that serve high school students who have been in the country fewer than four years. Sylvan spoke on a Deeper Learning MOOC panel focused on strategies for helping even the most challenged learners to engage in meaningful work.

Every student at an Internationals school is an English Language Learner, but not all have a common mother tongue. Internationals schools give students projects that involve complex thinking in both English and native languages. “Provide them with on-ramps that allow them to develop literacy in the environment that they now inhabit,” Sylvan said. There’s often a myth that students need to learn English before they can participate in more interesting work, but the Internationals Network has built an entire model on engaging students in learning through work that interests them, giving them a compelling reason to learn English.

“The key thing about deeper learning for the kids we work with is not whether they can do it, but how can we structure classrooms so they can be successful.”

“The one context that’s not particularly useful is trying to teach language by itself as isolated words,” Sylvan said. “Mothers don’t put babies in a row and ask them to repeat. Language is learned by using it to describe things that you are experiencing; so if kids are engaged in a project they have a real reason to learn a language,” she said.

Engagement is important for all learners, but especially for those who have extra barriers to success. Connecting learning to the real world can be an easy way to increase classroom engagement because many of the most disaffected learners have a lot of real-life experience they can draw upon.

“Those kids are often really talented in the real world,” said Ron Berger, chief academic officer for Expeditionary Learning, a network of schools that has pioneered the deeper learning movement. “In real life they thrive in many ways, so the more ways that we can make academic work connect to the real world, we let those kids thrive.”

To that end, educators have to move past the idea that learning is a linear process. “It’s crazy to separate basic skills from engaging complex work,” Berger said. Instead, the basic skills should be in service of something exciting to students because few students show their capacity through textbook work.

An example of a project that meets every learner at their skill level was done in a fourth grade Spanish class in which there were students who had never studied Spanish before alongside native speakers. The teacher partnered with a school in Guatemala online that also had Spanish language learners because its students mostly spoke indigenous languages like Mayan. The two classrooms wrote books for one another. Some books had complicated story lines and others were simpler, but the project gave each student the chance to contribute something meaningful. “They all created something beautiful and of quality,” Berger said.


Reaching all learners successfully is a tough job and requires carefully thought-out structures. “There’s a misperception that deeper learning is unstructured,” Berger said. “It’s really just a question about what you’re going to be tight and loose about. In traditional classrooms they are tight about pacing and about kids being quiet. I’d rather be tight about kids being focused and courteous.” Changing the focus might make for a more chaotic classroom, but meaningful learning is often happening between students in that environment. “It’s an active peer-driven sense of working towards quality,” Berger said. “It’s not just sitting passively and letting someone tell you what to think.”

Careful grouping is important to give all learners the best chance at success. “The key thing about deeper learning for the kids we work with is not whether they can do it, but how can we structure classrooms so they can be successful,” said Joe Luft, senior director of programs for the Internationals Network and a former teacher and principal at one of their schools.

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“You want to be able to support students academically and in terms of literacy,” said Rosemary Milczewski, a math teacher at Flushing International High School. “They are arguing; they are talking to each other; and I’m walking around as a facilitator.” A common way to teach students for whom English isn’t their first language is to group them by proficiency. But Sylvan says that rarely works. Grouping is a delicate balance of English language ability, native language ability, and familiarity with the academic content. “The grouping would differ based on the task you are asking students to do,” Sylvan said.


In addition to carefully grouping students for project work, it can be very helpful to group teaching staff to best serve the needs of students. At Internationals High Schools, five teachers all work with the same group of students. They coordinate closely on the literacy goals that cross all classes in addition to developing interesting projects together. For example, all teachers may be working on helping students use language to compare and contrast or to use cause and effect language, no matter what subject they teach.

Creating class structures that support student-self esteem and promote an open culture also help reluctant or traditionally hard-to-reach students. “The first thing that comes to mind for me is changing students’ perceptions of themselves so they don’t see themselves as unable to learn,” said Thabiti Brown, principal of Codman Academy, a Boston charter school in the process of growing to be a K-12 school. “If they are thinking about themselves as students who are exercising that muscle, the brain, then it changes their perception of themselves.” Students also need to feel permission to express themselves and to know that their input is valued.

Milczewski immigrated to the U.S. when she was a teenager and attended an Internationals School. She uses her story to motivate her students and create a community of learners. “Telling them my story, I feel like it gives them some hope,” she said. “They realize they can graduate from high school, go to college and all they’ve got to do is work hard.”


Teachers working with challenged students need extra time to plan, tutor, and work together. We need a lot of different time to meet in lots of different configurations around a lot of different issues,” said Ben Daley, chief academic officer at High Tech High. At Flushing Internationals School teachers meet for two hours each week to discuss instructional work and ways to support specific students. They plan the language function and outcomes they’ll be working on and talk logistics.

Additionally, each week they meet to talk about social and emotional needs of students, and there’s always a morning meeting for team leaders to report back on the school-wide administrative issues. In addition to all of that, teachers are on committees to help make decisions about the schools. These school-wide structures help teachers feel supported and connected in their difficult work and keep the staff on the same page about learning goals, but they are often built into the school day, not an addition.

This type of group work also mirrors the project-based learning teachers are asking of students. Adults are working on a complex problem together, collaborating with people different from themselves, and bringing their strengths to the table. “High school people think of themselves as subject people,” Sylvan said. “When you group them across subject you allow teachers to focus on students.”

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Top 10 skills children learn from the arts

Top 10 skills children learn from the arts | An Eye on New Media |
You don't find school reformers talking much about how we need to train more teachers in the arts, given the current obsession with science, math, technology and engineering, but here's a list of skills that young people learn from studying the arts.
Ken Morrison's insight:

I feel that each of the advantages listed below reflect the advantages of the video course that I teach.

I like this concept of changing STEM to STEAM. This would include adding Arts to Science, Technology, Education and Math. Here are the advantages:

1. Creativity

2. Confidence

3. Problem Solving

4. Perseverance

5. Focus

6. Non-Verbal Communication

7. Receiving Constructive Feedback

8. Collaboration

9. Dedication

10. Accountability


Lon Woodbury's curator insight, November 2, 2014 1:21 PM

Playing music (including my own dance band) was a passion when I was young.  I can see how that experience has benefited me in every activity since. -Lon

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Stop Complaining About Your Professors’ Lack of Classroom Tech. Sit and Think a Little.

Stop Complaining About Your Professors’ Lack of Classroom Tech. Sit and Think a Little. | An Eye on New Media |
Lucas Matney, a junior at Northwestern University and columnist for the Daily Northwestern, is concerned that his school is not adequately preparing him for the challenges of today. In his experience, he says, “very few” of his professors “have used technology in the classroom in a way that offers a...
Ken Morrison's insight:

I have shared many posts about the importance of integrating technology into the classroom. Here is a very wise reason for why we should consider leaving tech out of the classroom.

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

네이버에서 "파워포인트 for 인포그래픽" 이라고 검색해주세요! 책 보러 가기
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 |
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."

Vineta Erzen's curator insight, November 21, 2014 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 |
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 |
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.


Clay Leben's curator insight, November 18, 2014 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 |
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 |
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.

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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 |
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

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:


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

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.

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.

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.

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.


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.

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 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:

One school's policy:

Northwestern University's policy:


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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 |
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.


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


How Not to Spend Your Whole Day on Facebook
CHARLES DUHIGG Reporter, The New York Times

Facebook Rehab: The Danger of Internet Addiction
CLAY SHIRKY NYU Interactive Telecommunications Professor

The Disconnect of Being Perpetually Connected
WILLIAM POWERS Technology & Media Writer
Listening Will Add Gains to Your Business

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Presentation Zen

Presentation Zen | An Eye on New Media |
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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How Long To Nap For The Best Benefits -

How Long To Nap For The Best Benefits - | An Eye on New Media |
If you’re anything like me, you love a good nap. It’s almost like rebooting your brain. But did you know that napping has some pretty far-reaching effects on your health? Shorter naps give you the ‘best bang for your buck’ according to experts, but longer naps have their benefits too.

A 10-20 minute nap can boost your alertness. Perfect for a midday break at work. But for improved memory, an hour long nap may do you good. Slow wave sleep helps with remembering places and faces, but you might feel a little groggy when you wake up. A 90 minute nap involves a full cycle of sleep, which can help with creativity and procedural memory.

As it turns out, sitting slightly upright during a nap will help you avoid deep sleep. If you start having dreams while napping, it may mean you aren’t getting enough sleep at night. Be sure to give yourself the eight hours your body needs to be healthy!

Sara Mednick, an assistant psychology professor at the University of California, Riverside, said the most useful nap depends on what the napper needs.

For a quick boost, she recommends a 10-to-20-minute nap.
For cognitive memory improvement, however, a 60-minute nap may be better, Dr. Mednick said. The downside: some grogginess upon waking.
Finally, a 90-minute nap will most likely turn into a full cycle of sleep, which aids creativity, emotional and procedural memory.
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We're Smarter Than 36th In The World: Using Data Analytics to Empower U.S. Teachers and Students

We're Smarter Than 36th In The World: Using Data Analytics to Empower U.S. Teachers and Students | An Eye on New Media |
very three years, a select group of 15-year-old students from around the world is tested on their knowledge of math, science and reading. In the latest round of tests performed in 2012 by the Organization for Economic Co-operation and Development (OECD), U.S. students ranked 36th in math, 28th in science and 24th in reading out of the 65 countries in the survey. Clearly, there is plenty of room for improvement.

One emerging area with the potential to significantly improve the performance of U.S. students might lie in harnessing something that has revolutionized the business world over the last several years: data analytics. 

Because the education system places great emphasis on measurement—of grades, national averages, teacher performance, etc.—it’s no stranger to data, especially large data sets that have been used for years to analyze things such as standardized tests. These analyses tend to focus on a measurement of what has been learned and how that compares to a larger population, all of which is important when evaluating students. However, the retrospective nature of this type of information fails to capitalize on the power of data to improve student performance in the classroom while they are actively learning.

Imagine a system that provides teachers with real-time insights to understand how a student is performing. The teacher can then use the data to spot weak areas and adjust the lesson plan accordingly. This type of tailored instruction has the ability to greatly improve student performance. 

Over the last seven years, Xerox researchers have been developing such a system by spending more than 400 hours embedded with teachers, administrators and students from school districts in New York and California. They discovered that teachers wanted a simpler way to grade, analyze and chart each student’s progress. Teachers then could determine what concepts were being taught successfully and which were missing the mark—and they could do it on a student-by-student, class-by-class basis.

This insight led Xerox to develop Ignite, an automated student assessment tool that combines scanning hardware and analytics software. It not only grades exams faster, but also extracts student performance measurements and creates real-time feedback for teachers. This gives teachers the ability to quickly address the reality that students learn concepts at different paces and in different ways, and to customize their teaching, so individually or in small groups, students get the extra attention they need to achieve.

“Instead of spending time scoring tests and making sense of the data, teachers can quickly access relevant views of the data and focus on meeting the needs of each individual student. This is something that is making our lives more effective as educators,” says Principal Marc Nelson of Harris Hill Elementary in Penfield Central School District, one of several districts using Ignite in New York.

Demonstrating its broader importance, the benefits of the system go beyond even the teachers and students. Parents receive a report that shows the progress of their child over the course of the school year. Meanwhile, another report is made available to school administrators showing how students are progressing throughout their district, by class, grade and subject—information previously only available from state-mandated tests.

No one wants American education to succeed more than American educators, 98 percent of whom view teaching as not just a profession, but a commitment to the world’s future. Empowering teachers with the data and insight they need to be more effective educators is just one example of how recent technological advancements can help dramatically improve teaching and the learning experience.
Ken Morrison's insight:

The key will be to find a balance between using big data to help teachers, students and parents measure results without cutting into class preparation and feedback time for educators.  

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Only if you want. You can save me $20 if you sign up for GraphicStock this month GraphicStock - Friend Offer

Ken Morrison's insight:

I have been sharing on for almost four years and I have never asked for anything. ONLY if you were already considering joining GraphicStock for the 89% discount (about $100/year) subscription, can I ask you to use my code to save me $20 on future orders?  I will use more than 1/2 of my graphics to help my hard-working students learning in a 2nd or 3rd language. Some of the graphics of course will be used for personal projects and potential for-profit future profits. My heart is in the right place. You can save us both money.

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