DATART “CREATED AND RECREATED”

Rene Rafael Vogt-Lowell Senior Technical Education Consultant Dell EMC [email protected] 1 Table of Contents

2 Table of Figures ...... 4 3 Abstract ...... 6 4 Podcast ...... 7 5 Author’s Foreword ...... 7 6 Introduction ...... 8 6.1 Why data visualizations? ...... 8 7 Visualizations ...... 9 7.1 Video ...... 9 7.1.1 MusicTechHelpGuy ...... 11 7.1.2 NewYorkVocalCoaching ...... 11 7.1.3 EthosLab ...... 11 7.1.4 VintageBeef ...... 12 7.1.5 CaptainSparklez ...... 12 7.2 Music ...... 12 7.2.1 SoundCloud ...... 13 7.2.2 Virtual Choir ...... 14 7.2.3 Concert for the Planet ...... 15 7.3 Games, Mobile, and Social ...... 16 7.4 Virtual Labs ...... 18 7.5 Scientific Data ...... 19 7.5.1 Is the melting pot not melting? ...... 19 7.5.2 Is diversity the new homogeneity? ...... 20 7.5.3 Millenials and Homelanders ...... 21 7.5.4 Generations Timeline (1901-2020) ...... 22 7.5.5 Watch Dogs ...... 23 8 Artifice ...... 24 8.1 Are you an Artist? ...... 24 8.2 Technically Speaking … ...... 25 8.3 Short History of Divorce ...... 26

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8.3.1 Power AND Control Corrupts ...... 26 8.3.2 Infinite Labels ...... 27 8.3.3 Middle to Digital Dark Ages ...... 28

8.3.3.1 Middle Dark Ages ...... 30

8.3.3.2 Renaissance ...... 31

8.3.3.3 The Enlightenment ...... 32

8.3.3.4 Industrial Revolution ...... 33

8.3.3.5 Digital Revolution ...... 33

8.3.3.6 Digital Dark Ages ...... 33 8.4 Double Hemisphere ...... 33 8.5 Non-applicable Immersion ...... 35 8.5.1 Divorcing Collaboration ...... 36 8.5.2 Divorcing Subjects ...... 37 8.5.3 Divorcing Passion ...... 37 8.5.4 Unidirectional Knowledge Transfers ...... 38

8.5.4.1 Forgetful Anatomy ...... 38

8.5.4.2 College Lectures ...... 39

8.5.4.3 CIS versus WWW ...... 41

8.5.4.4 Distance Learning ...... 43 8.6 Polyhuman Extinction: A Crater Full of Specialists ...... 45 8.6.1 Generalize AND Specialize ...... 45 8.6.2 Drug Trilogy ...... 46 8.6.3 ADHD: Fictitious Epidemic? ...... 47 8.6.4 Adventures in Consumer Debt ...... 49 9 ReUnity ...... 51 9.1 Preserving the TechnoArt Relationship ...... 51 9.2 Access Tears Down and Reunites ...... 52 9.3 Applicable Immersion ...... 53 9.3.1 Reuniting Collaboration ...... 53 9.3.2 Reuniting Subjects ...... 54 2016 EMC Proven Professional Knowledge Sharing 3

9.3.3 Reuniting Passion ...... 55 9.3.4 Multidirectional Knowledge Transfers...... 56

9.3.4.1 Musical Anatomy ...... 57

9.3.4.2 Girl-Goo-for-Guys ...... 57

9.3.4.3 DevOps MOOC...... 58

9.3.4.4 Why and How? ...... 59

9.3.4.5 Thoughtful Anatomy ...... 60

9.3.4.6 Game Creators Learn their Content ...... 61 9.4 2U for U2 ...... 62 10 Summary ...... 63 11 Artifice: song and music video ...... 65 12 Author’s Biography ...... 65 13 Acknowledgements ...... 66 14 Appendix A – References ...... 67

2 Table of Figures

Figure 4-1 DatArt Podcast Series ...... 7 Figure 7-1 Social Video Platforms ...... 10 Figure 7-2 Social Platforms with secondary video focus ...... 10 Figure 7-3 anonymous adult #1 about MusicTechHelpGuy ...... 11 Figure 7-4 anonymous adult #2 about NewYorkVocalCoaching ...... 11 Figure 7-5 anonymous kid #1 about EthosLab ...... 11 Figure 7-6 anonymous kid #2 about VintageBeef ...... 12 Figure 7-7 anonymous kid #3 about CaptainSparklez ...... 12 Figure 7-8 SoundCloud sees invisible musical sound waves ...... 13 Figure 7-9 Eric Whitacre's Virtual Choir ...... 14 Figure 7-10 Global Orchestra’s Concert for the Planet ...... 15 Figure 7-11 Real-time conductor at Concert for the Planet ...... 15 Figure 7-12 Minecraft Mod Developer Pack for Visual Studio ...... 16

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Figure 7-13 Steam ...... 17 Figure 7-14 PlayCanvas ...... 17 Figure 7-15 Beatwave & Silk ...... 17 Figure 7-16 twitch: Social Video for Gamers ...... 18 Figure 7-17 CNN.com generational timeline ...... 20 Figure 7-18 AfterTheMillennials.com generational timeline ...... 22 Figure 7-19 WATCH_DOGS ...... 23 Figure 8-1 AfterTheMillennials.com snippet ...... 24 Figure 8-2 Technology equals Corruption? ...... 26 Figure 8-3 Middle to Digital Dark Ages Timeline ...... 29 Figure 8-4 Polyhumans ...... 31 Figure 8-5 Orrery ...... 32 Figure 8-6 Double Hemisphere ...... 33 Figure 8-7 RSA Animate, Collaboration 1 ...... 36 Figure 8-8 RSA Animate, Subjects 1 ...... 37 Figure 8-9 RSA Animate, Passion 1 ...... 38 Figure 8-10 Auditorium Redefined...... 39 Figure 8-11 Wrong Answer ...... 40 Figure 8-12 Empty Lecture ...... 41 Figure 8-13 Web 2.0 ...... 43 Figure 8-14 Meteor Crater Northern Arizona Desert ...... 45 Figure 8-15 RSA Animate, ADHD Epidemic? ...... 47 Figure 8-16 MRI Visualization of ADHD (Appendix A #60) ...... 48 Figure 8-17 From Sea to Shining Sea ...... 49 Figure 9-1 RSA Animate, Collaboration 2 ...... 53 Figure 9-2 RSA Animate, Subjects 2 ...... 54 Figure 9-3 RSA Animate, Passion 2 ...... 55 Figure 9-4 DevOps MOOC ...... 59 Figure 9-5 Skeletal Pal ...... 60 Figure 9-6 Thors Hammer Experiment ...... 61 Figure 11-1 Artifice Song and Music Video ...... 65

Disclaimer: The views, processes or methodologies published in this article are those of the authors. They do not necessarily reflect Dell EMC’s views, processes or methodologies.

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3 Abstract

The data is in:  pictures paint 1000 words  multi-media, memes, and icons are rampant everywhere (as are emoticons )  and … Data visualizations provide instant visual recognition that accelerates comprehension of complex scenarios, fuels revelation of our world’s relationships, and ignites compassion for understanding our human conditions.

Technology created this data but we created this technology. Will technology’s data recreate us? Somewhere buried in the data is an uncanny relationship between technology and art.

So where along our human timeline have we divorced the relationship between these two?

Preserving the technology/art relationship gives birth to innovation as a logical result of said artistry. We’re all born with a unique set of talents and passions, that when allowed to flourish, can become such significant gifts with which to serve the rest of humanity.

The increasing access to knowledge via internet-connected individuals and devices is effectively tearing down our long-standing fabricated division between the creation and the consumption. Hopping across labels and genres allows us to tap into our unique potentials to drive growth, innovation, and elevate the human condition.

Even though many of life’s decisions are presented as needing a stark choice between the left and right brain, we were artists long before we decided to divide these two hemispheres and place the left on a pedestal. Data will recreate us by reminding us what we’ve long forgotten …

I’m not an artist – the data says you are!

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4 Podcast

A podcast series of this paper is available at the following link: https://Remnandt.com/DatArt

If you’re an on-the-go mobile human feeling pressed for time, you might find this modality more digestible. If you’re an emotional intelligence advocate or enjoy hearing an author’s betrayal of their innermost thoughts by listening to their narrative inflections, this version might be for you 

Figure 4-1 DatArt Podcast Series

5 Author’s Foreword

I need to confess something that I believe is important you know about me before reading or listening to anything I have to say. I consider myself both victim and vindicator of the central theme of this paper/podcast: the divorce of passion from intellect. Growing up, I often felt these 2 were mutually exclusive as the education I received seemed to “marginalize everything that I thought was important about myself.”(Appendix A7) I grew up feeling extremely unintelligent as a result. As a coping/defense mechanism, I retreated to writing in solitude, often employing big words to purposefully dupe my readers and hopefully seem less stupid than I truly, and always felt, deep within. I therefore and obviously have a significant personal attachment to this topic. I want you to know that in advance so that when you encounter my biases and experiences, you’ll be able to identify these as such and choose to either successfully navigate around them, if they’re not helpful to you, or be empowered by them, if you feel that they are. My primary goal (if I’m honest about my ego) is to be heard … but heard truthfully. My secondary goal (again, if I’m honest about my ego) is that this work encourages you to be heard. My best mentors have all been the humblest of human beings. I’ve learned best from such humility, so now I humbly submit my truths and my time for our hopeful benefit. Thank you for yours.

- Rene Rafael Vogt-Lowell

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6 Introduction

"Data is internal … inside each isolated mind. Visualizations occur when we externalize data … inside many united minds." - me

6.1 Why data visualizations?

We see things first in the mind. We then want to see them outside, so that others can also see and so that we can see more than we originally envisioned, for we also like surprises. Thus, we create external matter and energy out of an initially internal consciousness.

The data is in:  pictures paint 1000 words  multi-media, memes, and icons are rampant everywhere (as are emoticons )  and … Data visualizations provide instant visual recognition that accelerates comprehension of complex scenarios, fuels revelation of our world’s relationships, and ignites compassion for understanding our human conditions. When we speak of data visualizations, we often hear the term Big Data: electronic information that is generated at a high volume, velocity, and variety. Although this article does not attempt to cover the topic of Big Data, which is a very big topic indeed, it's important to at least note that the visualizations presented below often produce data at high volumes, high velocities, and high varieties due to the global-user-contributed nature of the data and the proliferation of available platforms from which to create it. Another popular term often overheard in data visualization conversations is that of Scientific Data. We include it as merely one use case of the visualization platforms currently available so that we may widen our view to the many possibilities for data visualization and the underlying human truths to why we breathe these into existence in the first place. Scientific Data is discussed more in-depth as the last listed visualization platform under the section header appropriately entitled Scientific Data.

The many available platforms combined with the continuously decreasing costs of Internet access, devices, and software are opening the doors for ever more individuals to participate as co-creators of our world. Although this poses significant challenges in data storage, the opportunity for human expression while learning and understanding more about each other is even more significant. It is these revolutionary opportunities that drive the focus of this paper as we delve into the visualization, artifices and/or constraints, and the strive for reunification of technology and art.

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7 Visualizations

7.1 Video

See yourself on the silver screen … or at least on VHS, DVD, and YouTube. Given my personal disposition for visuals, I luckily grew up during a time when it was both possible and affordable to externalize the data inside my head via the aforementioned visualization formats.

Video, before the addition of social technology or even the Internet, enables rich and flexible expressivity as a visualization platform all on its own. Record a childhood story, a step-by-step how-to, a video baby book, a simplified whiteboard drawing of an otherwise complex topic, a video diary, a commercial, a theatrical production, a research presentation, an acting demo reel, a video resume, a cardio training workout, an animation, a wedding, a music video … and share physical copies with a few friends and family.

Now add social technology and let that scale. Do you want to convert that funny childhood story, enjoying over 1 million reruns in your own head, into 1 million+ new views? Upload your talking head and let the world finally live that humorous moment alongside you while relating back any similar experiences. Do you want to aggregate your knowledge on a passionate topic with the knowledge of a global community? Upload your screencast tutorial and keep it up-to-date by incorporating the world’s comments and feedback into future iterations. Do you want to share inspiration and collaborate with a musical audience not limited by the standing-room capacity, geography, or cost of a physical venue? Upload your music video and watch those of others to share unique visions while also enjoying the similarities that bring us together. Do you want to deliver timely information and training to a large enterprise workforce across geographies, time zones, and schedules - many who might be remote or always on-the-road? Stream your video conversations through real-time video software and watch a global company communicate like an agile startup.

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Figure 7-1 Social Video Platforms

Many social technology-enhanced video platforms like Prezi, Skype, Vimeo, VideoScribe, Vine, WebEx, and YouTube exist primarily to present some form of video even though the lines may blur on how this form is actually achieved. However, the power of video is made even more evident by the number of non-video-focused social technologies (Facebook, MySpace, Twitter, LinkedIn, Pinterest) that still leverage video through either user uploads to their own service or through embedding of video content previously uploaded to 3rd party video providers.

Figure 7-2 Social Platforms with secondary video focus

The proliferation of affordable video platforms has lowered the barrier to entry for producing valuable, insight-rich, and experience-rich user content with usually much less focus on commercial propaganda … for the moment.* (See Appendix A References: YouTube Monetization)

I asked a small group of kids and adults what video content they find themselves consuming on a frequent basis as well as the reason for their frequency. I purposefully asked the question about video content while avoiding the word YouTube and yet each answer yielded a YouTube channel, possibly because this platform currently excels at democratizing the creation of content while “meritocratizing” it’s consumption.

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7.1.1 MusicTechHelpGuy

“When it comes to digital music production, Josh Carney knows his stuff and he doesn’t assume you do. His unassuming square-one approach to teaching difficult concepts keeps me from getting lost in the minutiae of software details by focusing on a specific topic in each lesson”

Figure 7-3 anonymous adult #1 about MusicTechHelpGuy

7.1.2 NewYorkVocalCoaching

“Justin Stoney is an encouraging human being. His video series are available for desktop, mobile, DVD, downloads, and in small chunked sizes which makes virtual training with him flexibly portable. He fits my on-the-go lifestyle and I enjoy his fatherly encouragement both in his videos and in his paragraph-sized-emailed-insights-of-the-day!”

Figure 7-4 anonymous adult #2 about NewYorkVocalCoaching

7.1.3 EthosLab

“He’s entertaining, good at technical shenanigans, and is funny in general.”

Figure 7-5 anonymous kid #1 about EthosLab

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7.1.4 VintageBeef

“He’s very funny, and good at commentating what’s going on in his videos. Also, he can be forgetful at times, which makes him entertaining”

Figure 7-6 anonymous kid #2 about VintageBeef

7.1.5 CaptainSparklez

“I go there because I have never heard him curse. I like to watch him because he can play mod packs that I can’t get, so I can still watch the cool mod pack without going through the trouble of getting it or not being able to get it at all. Also, he plays ARK Survival Evolved, a game that needs a really good computer to play it, so I don’t need to get a new high tech computer to see what it is like to play the game.”

Figure 7-7 anonymous kid #3 about CaptainSparklez

7.2 Music

We discuss music now as the next visualization platform. You sometimes hear people say they remember exactly what song was playing when they experienced their first high school dance, kiss, graduation, wedding, newborn or … their first embarrassment, rejection, divorce, death, or near death experience after knowingly attempting something stupidly dangerous with a childhood friend and somehow surviving. The reverse seems to happen with more frequency, where a specific song’s playback triggers an internal visual recall of the initial experience or location itself. These individuals seem to have an intrinsically visual link between what they hear and see, which heightens awareness of intense situations and cements their details to memory - the more intense the situation, the more intense the cement.

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Regardless of the level to which one “sees” music in this manner, we only need to look at the number of musically scored movies, commercials, demos, and training videos to recognize that music moves each of us to visualize data differently. Music adds an interpretive color to a previously straight-forward concept or human perspective - some might refer to this as the

“emotional manipulation of data” * (See Appendix A References: ReForm | Data Becomes Art in Immersive Visualizations)

Musically-enhanced visual experiences are one side of the coin but what about visually- enhanced musical experiences? Whether proprietary or open source, hardware or software, there are countless audio players that give visual form to the musical sound waves themselves via music data visualization algorithms that analyze specific characteristics of sound (frequency, beat, tempo) and assign display values. SoundCloud is one of these.

7.2.1 SoundCloud

SoundCloud takes this fascination of “seeing” the invisible musical sound waves a step further by enhancing them with interactivity that invites us to play with, comment on, share, and build global communities over these visualizations – oh yeah, and listen to them too!

Figure 7-8 SoundCloud sees invisible musical sound waves

Much like creating movies for the silver screen, creating music for distribution to a global audience has long been an unattainably expensive endeavor. Visualization platforms like SoundCloud have done for music what visualization platforms like YouTube have done for video: democratize the creation of content while “meritocratizing” it’s consumption. When it comes to dividing music into distinct creation and consumption activities, there are many

2016 EMC Proven Professional Knowledge Sharing 13 available data visualization platforms. But what if you wanted to participate in both simultaneously?

7.2.2 Virtual Choir

Enter Eric Whitacre's Virtual Choir. Launched in March 2010, Eric’s first virtual choir extended a global invitation to take a vocal part in the song 'Lux Aurumque'.

Figure 7-9 Eric Whitacre's Virtual Choir

To achieve this, Eric recorded videos of himself conducting this song, which at the time played only in his head, and proceeded to make these available to any accepting his virtual choir invite. In return, he accepted any online singing performances that were recorded to his conducting. The result: an eerily sublime production of 185 global citizens from 12 countries singing in perfect harmony.

“It was all about connecting … and about somehow connecting with these people all over the world and … these individuals … alone … together. […] For me, singing together and making music together is a fundamental human experience and I love the idea that technology can bring people together from all over the world and still sort of participate in this transcendent experience.” – Eric Whitacre

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7.2.3 Concert for the Planet

Another music data visualization platform, the Global Orchestra’s Concert for the Planet, takes the concept of simultaneous creation and consumption of music a step further by enabling these both to occur … in real-time!

On Earth Day at 8:30pm March 28th 2015, the Global Orchestra Foundation and the Sydney Symphony Orchestra joined forces to enable the first real-time synchronized global performance of The Planets by Gustav Holst. For the first time and for the next hour, Earth Day had a global soundtrack and it resonated across 100,000+ participants’ instruments in more than 200 locations in Australia and abroad.

Figure 7-10 Global Orchestra’s Concert for the Planet

Similar to Eric’s Virtual Choir, the concept of a conductor camera feed was provided but as a real-time stream to keep everyone in time. As I watched the recording of this event while writing this paper, I was instantly taken back in time as my ears picked up on melodies I had grown up listening to and singing while watching Star Wars movies with childhood friends.

Figure 7-11 Real-time conductor at Concert for the Planet

Mind you, I’d never been a classical buff nor had I ever purposefully listened to Holst’s The Planets prior to this so my smile widened as I searched Google for the terms “Star Wars Music Influences” and found Holst name listed among them. At this point my external eyes glazed over and my internal eyes gazed within. I continued listening to the Global Orchestra but I was seeing something other than the prerecorded visual stream which continued playing, ignored, from my laptop screen … July 12, 2004, less than a year and a half after the Columbia accident and after NASA received a presidential mandate to send humans beyond low Earth orbit, I, then a member of the Mars Society and Space Exploration Alliance, stormed Capitol Hill with these 2 groups to meet as many congressional representatives and staff as possible and

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deliver this single message: "Fund NASA's requests for FY 2005 for starting the new Moon, Mars, and Beyond initiative." Still hearing the Global Orchestra’s production of The Planets, I amazingly even relived the cold sweaty shaking legs and arms that almost prevented me from mustering up the courage to admit to each congressman that I had never been interested in voting or politics … until now (or then).

7.3 Games, Mobile, and Social

I group these 3 platforms together not only to save written space but also to point out their relationships. If you ever needed to pick data visualization platforms that most resonated with our last 2 defined generations, Millennials and Homelanders, these three platforms might best represent them (more on this in the later section entitled Scientific Data). Today’s electronic games and game asset creation apps, regardless of underlying hardware device (computer, console, tablet, phone, watch), enable the visualization of your own data as well as the data of your global peers in socially connected ways. Many leverage an Open World Game philosophy which favors few boundaries and limitations. Games like Minecraft have no specific end goal and allows the import of assets and creation of your own avatar, creation of your own character’s back-story, and network collaboration on the creation of new worlds and levels. This game also enables modifications to the game code itself to extend its functionality past its original intention via the concept of “mods”.

Not long after purchasing Minecraft, Microsoft created the Minecraft Mod Developer Pack for Visual Studio to enable these game modifications directly within their popular development environment and made this extension freely available on their GitHub site.

Figure 7-12 Minecraft Mod Developer Pack for Visual Studio

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Game distribution platforms like Steam enable multiplayer access to your library of games that can be automatically updated across multiple computers. Social networking is built right in with community features like friends lists, groups, in-game voice, and chat. Steam’s freely available application programming interface (API) allows developers to integrate the platform’s existing functions into their own games. In- game achievements, networking, matchmaking, micro-transactions, and support for user-created content are made possible.

Figure 7-13 Steam

Game development platforms like PlayCanvas, enable multi-platform game creation from the ground up. “ […] the world's first cloud-hosted game development platform. It's a social hub where game developers have a next-generation toolset that focuses on real-time collaboration where users can build, share and play video games.” – playcanvas.com

Figure 7-14 PlayCanvas

Creative apps like Beatwave and Silk enable creation of your own music and interactive generative art that can be imported as game assets.

Figure 7-15 Beatwave & Silk

Game, mobile, and social platforms extend data visualization past the creating & playing of these socially-connected video games to also watching and learning from their peers. This often occurs on both non-game-specific video platforms like YouTube (see example YouTube channels listed in previous section entitled Video) and on game-specific video platforms like Twitch.

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Figure 7-16 twitch: Social Video for Gamers

“ […] the world’s leading social video platform and community for gamers. Each month, more than 100 million community members gather to watch and talk about video games with more than 1.7 million broadcasters. Twitch’s live and video on demand platform caters to the entire video game industry, including game developers, publishers, media outlets, events, casual content creators, and the entire esports scene.” – Twitch.tv

Users entrenched in data visualization platforms leveraging games, mobile, and social technologies aren’t usually concerned with the democratization of content creation and the “meritocratizing” of it’s consumption because those concepts are inherently built into these platforms – often maintained by the users themselves. If there is any concern at all, it’s not that some authority is controlling creation but that the ease in which these platforms enable everyone to create might now introduce an imbalance between creation and consumption, producing a noisy Internet that’s full of options and hard-to-navigate as a result. That concern however is eclipsed by the endless exploration opportunities available in open world games.

7.4 Virtual Labs

If games, mobile, and social are the most representative data visualization platforms for the Millennial and Homelander generations, then virtual labs and simulations might be the most representative of previous generations using computer technology. Compared to the divergent play, experimentation, discovery, and adventure often associated with the former platforms, virtual labs and simulations are often associated with linearly prescribed knowledge and procedural practices.

As an example, let’s take a virtual chemistry lab provided by an institution for online students to learn about the metals of the periodic table. The institution’s distance learning department might choose to develop this virtual lab to closely mimic a specific scenario the learner is

2016 EMC Proven Professional Knowledge Sharing 18 expected to eventually encounter in the real-world. In the case of metals, the specific scenario might be their identification based on a specific comparison procedure of a chosen set of metallic properties that students must follow. After successfully completing this lab, one should be able to identify all metals if comparing them against the previously chosen properties.

Virtual labs like these are great data visualizers when all parameters and outcomes are known and the learning needs to scale across many students in systematic fashion. But all parameters and outcomes are not usually known in the real-world, so virtual labs like these unfortunately fall short of their intent to prepare students for such. Later generations accustomed to open world games that allow unlimited deviations from any linear path recognize this instantly and quickly bore. For data visualization conversations to even be possible across this generation gap, both land-masses would need to somehow meet in the middle and grow from there. “EduTainment” (where Education and Entertainment collide) might be the epicenter of these conversations.

7.5 Scientific Data

Scientific Data visualization platforms aggregate a heavy amount of data to tease out truths about our world. Visualizations of global wind/weather maps and The Human Genome Project are two such examples. We have purposefully left this data visualization platform as the last in our list so that we may now leverage it to tease out some possible reasons for the connection between the “games, mobile, social” data visualization platforms and the Millennial/Homelander generations.

7.5.1 Is the melting pot not melting?

The data visualization below is a generational timeline provided by CNN.com. Upon visiting this site (available in Appendix A), I hovered my mouse over the far left side and began to drag to the right. As I did, an information bubble appeared overhead indicating the current level of diversity as comprised from the races represented in its legend. A big takeaway on their site listed the following underneath this graphic: “Today's babies mark the first generation where whites make up only 50% of the population. The Census Bureau predicts white kids will no longer make up a majority in just a few years.” What I learned while interacting with this data visualization, is that mixed races have been at or below 1% until the tail-end of Gen X and then accelerate to 5% across the next 2 generations: Millennials & Homelanders.

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Figure 7-17 CNN.com generational timeline

7.5.2 Is diversity the new homogeneity?

The United States has often been referred to as the “melting pot” when describing the assimilation of immigrants there. “Melting together” is a helpful metaphor to visualize a heterogeneous society becoming homogeneous as different cultures blend over time. However, I wrestled with the logic behind this metaphor as I interacted with the above generational timeline. If we’re actually melting in this melting pot, we should be noticing less diversity not more right? Maybe I’m missing something here but the only way an increase in diversity can also coexist with a homogenous culture created from a melting pot is if diversity is the new homogeneity. I won’t chase down that rat-hole any further but I will ask this:

Does this exponential increase in human diversity across the last 2 generations have anything to do with the exponential increase in technological diversity that’s occurred during that same period? If so, maybe therein lies a clue as to why these last two generations are recognized for adaptively dealing with an overwhelming amount of constant change, global connections, and platforms to visualize all the data produced.

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7.5.3 Millenials and Homelanders

The Millennial and Homelander generations are often defined as having overlapping ranges between the early 1980s and into the 2000s, sometimes with not the clearest delineation of characteristics between these groups. With alternate names like Generation Y, Generation We, Global Generation, Generation Next, Net Generation, Digital Natives, and Generation Flux, their timeframes seem to trend on the themes of constant change, technology, self-awareness, and connected global awareness. As such, these generations are more inclined to ignore long- standing institutions (pick any and insert here), create their own worlds or businesses, thrive at multitasking in a way that seems as if they have more than the proverbial 5 senses, and adapt to change amidst the hypocrisy of a socio-economic world suggesting the necessity of change but failing to do so in the work-place. “Millennials will become more like the ‘civic-minded’ G.I. Generation with a strong sense of community both local and global […] Societal change has been accelerated by the use of social media, smartphones, mobile computing, and other new technologies. Those in ‘Generation Flux’ have birth-years in the ranges of both Generation X and Millennials. […] Some employers are concerned that Millennials have too great expectations from the workplace. Some studies predict they will switch jobs frequently, holding many more jobs than Gen Xers due to their great expectations.” - William Strauss and Neil Howe via Wikipedia.org

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7.5.4 Generations Timeline (1901-2020)

The following data visualization from afterthemillennials.com, based on the generational theory of William Strauss and Neil Howe, is provided below as an overall reference between generations.

Figure 7-18 AfterTheMillennials.com generational timeline

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7.5.5 Watch Dogs

Constantly connected to their mobile video games, virtual friends, and social networks, previous generations might observe these individuals to be more connected to their data visualization platforms than they are to the realities of the day: a wavering economy after the worst recession since the Great Depression, constant technology disruptions and related company mergers, an upcoming presidential election, homeland security issues, and the declining superpower of the western world. If this is so, maybe it’s because habitation in these virtual worlds enables both logic and art to coexist peacefully, allowing would-be adventurers to creatively contribute and consume regardless of any storms raging outside this bubble. But are they really disconnecting and retreating to gamified utopic dystopias like WATCH_DOGS? Are they just watching previous generations live out their created nightmares? Maybe these new artists are arming themselves with global-game-play-collected knowledge that will later translate into honed crafts in many as-yet uninvented disciplines. For the purpose of this paper, the above information is intended not as an in-depth generational analysis, but rather to highlight how different

Figure 7-19 WATCH_DOGS generations use data visualizations to cope with, interpret, learn, and teach the world’s ever- changing and ever-increasing data. The learning/teaching process and modalities between generations is in a constant state of flux. What can be learned from each group’s data visualizations?

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8 Artifice

Or … creating artificial schisms

Since this paper’s introduction, we’ve identified both our reasons for visualizing data as well as the many revolutionary opportunities for human expression afforded to us via the data visualization platforms currently available. We now move on to identifying the artifices - or artificial schisms and constraints - that we as a species have a history of imposing on ourselves, thwarting creativity with quite effective deception.

8.1 Are you an Artist?

Try asking anyone born somewhere before the Millennial generation* whether they consider themselves an artist, and many will answer in the negative. Try asking why they feel that way, and you’ll often hear a list of lacking skills in painting, singing, dancing, acting, sculpting, animation, graphic design, [insert other Hollywood or visual arts stereotypical noun here]. Many will go on to drop names of those who visibly possess these “as shown on TV” qualities. But – are we limited to excelling in just these talents before we can qualify as an artist? The Greek and Latin data in the next section suggest we might have unwittingly constructed an artificial language schism between groups of talents based on the current values that our wavering society places on these.

* In this paper, we might refer to the last 2 generations as being more in touch with their artisan side, but this recognition seems to be cyclical when looking at the progression of archetypes across the generations listed in the above afterthemillennials.com graphic snippet from an earlier page. Specifically, notice the 1st listed archetype repeating from left to right: Hero, Artist, Prophet, Nomad, Hero, Artist …

Figure 8-1 AfterTheMillennials.com snippet

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8.2 Technically Speaking …

We have created many modern technological marvels that have in turn created an overwhelming amount of data. As a potential coping mechanism to this deluge of data, we’ve learned to mine, visualize, interpret, and harness it in many interesting ways. Will technology’s data recreate us? Somewhere buried in this data is an uncanny relationship between technology and art. Uncanny, until we get to the root of these two words which Wikipedia teases out beautifully:

‘The Greek word "techně", often translated as "art," implies mastery of any sort of craft. The adjectival Latin form of the word, "technicus",[1] became the source of the English words technique, technology, technical.’

So if art is the mastery of any sort of craft and techniques are the methods we sharpen to achieve mastery of said craft, being an artist begins to sound less like a genetic predisposition to the previously listed visual arts skills and more like a purposeful choice to excel at whatever we discover our passions to be.

We’re all born with a unique combination of talents and varying levels of ability within these talents but what unifies us all is our innate need to create. What we choose to create is our craft. The level of disciplined passion we allow to override the fickle fears of society is the level to which we can master that craft and become that craft’s artist. This is true whether we’re creating physical or intangible items: roadways, relationships, hospitals, healing, libraries, laws, gourmet coffee, green neighborhoods, open source, open minds, choreography, conversation, sunrooms, space, poetry, visual arts, or computer technology. This infinite list of potential artistic endeavors is unnaturally terminated only for the purposes of allowing the writer to complete this paper and the reader to read it. If your creation is missing from that list, please take a moment now to mentally append it, knowing that it is of great value to you and those you choose to serve with it.

When we choose to master anything we are passionate about, we create endless value that serves and inspires others. This service and inspiration further begets creation as we absorb the value and beauty of another’s mastery and allow these to unlock our own need to create, serve, and further inspire others to create.

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So where along our human timeline have we divorced the relationship between art and technology? To answer that, we need to look across more centuries than just our short era of computer technology. We may even need to redefine the use and meaning of the term technology and connect the dots between previous schisms to eventually see this current schism as just an ongoing derivative progression of the same theme: the need to control.

8.3 Short History of Divorce

Our need for control eventually divorces humanity from itself. We consider this topic next while looking across human history. The intent is not to cover all historical periods in excruciating detail but to tease out the path we took before knowledge became impossible to control and unleashed for everyone. We then consider the western world’s current education system and moments where it still tries to control knowledge in spite of this of the previous truth.

8.3.1 Power AND Control Corrupts

If technology (or techniques) are the methods we sharpen to achieve artistic mastery of any sort of craft (previous Greek/Latin definition), one might observe that said mastery often results only after first acquiring a vast amount of knowledge, both consumed and created. If we take this a step further by equating technology with knowledge and recall the often uttered phrases “knowledge is power” and “power corrupts”, one might deduce that technology is also power, and in need of control to avoid corruption.

Technology = Knowledge = Power = Control = Corruption

Figure 8-2 Technology equals Corruption?

However well intentioned and whatever the technical knowledge, the pursuit of controlling its power is often what causes this corruption. The above equation is not intended as a negative or nihilistic approach to life that condemns all technology to end in corruption. It is also not a suggestion that all forms of control are evil and should be abandoned. No, it is merely a general observation of humanity’s frequent transition from technology/knowledge to control/corruption when the previous 2 are used as a divorcing agent: that is, serving the best intentions of only the creators or serving the worst intentions of only the consumers.

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8.3.2 Infinite Labels

We divorce, or harmfully separate humanity from itself, for a variety of reasons. A big reason is our need to be in control. As stated earlier, control itself, is not an inherently bad word. I propose the following as positive use cases: Should you find yourself the driver of a vehicle up a steep, rail-less mountain road in Taxco Mexico, it would be good to control the steering wheel to make sure you don't also take your family “sky-driving”. Similarly, should you find yourself the passenger of said vehicle, it would be good to control your tongue from blurting out sudden unnecessary high-pitched noises that might distract the driver and cause them to lose

control of their vehicle.(Appendix A58) Negative use cases often (although not always) manifest themselves when we attempt to exercise control over others, instead of over ourselves. This seems truest especially when assumptions are made about the effect our applied control will have on others. Our need to control can silently shift into the creation of artificial labels and categories that we use as language crutches in a vain attempt to better understand the world around us … on our own terms, with our own terms. I say artificial, because each person experiences the world around them in their own unique way and outside the limitations imposed by any applied label or category. I say vain attempt, because human reasoning often selfishly begins from the limited views of the self. But there are many unique selves to learn from. A shared language (English, Spanish, Latin, Greek, etc), its defined terms, and grammar rules might aid the members of that language to conform around a mostly shared meaning of each word, but even then, each member still has a different experience when using these words based on their previous life experiences and biases. Labels and categories, as language constructs to enable identification, classification, recording, and recalling of the wondrous world around us and its infinite data, has served humanity in very positive ways. However, when the objects of identification, classification, recording, and recalling are the humans themselves, the results are not always as positive. For example, classifying some humans: to be of lesser popularity, to be of lesser prominence, to be of lesser intellect, to be of lesser importance, to be of lesser beauty, to require less rights, to require less access to knowledge. When labels transcend into assumptions that dictate the need to control some aspect of a life not your own, all humanity suffers. Knowing this, why then the need to label and categorize instead of allowing for infinitely diverging possibilities between each individual and their unique potentials? Is the concept of infinity scary and hard to wrap a human mind around? Do we really need to divide and conquer everything around us before we can begin to understand?

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8.3.3 Middle to Digital Dark Ages

Considering much knowledge builds off previously acquired knowledge, it can seem silly to horde or use it in divisive ways but we somehow often have. The title of this section sounds grandiose to me but its attempted intent is only to investigate the path leading to the world’s current education systems (already admittedly slanted on western societies), and ending with cautionary prediction. In a paper centralizing on the divorce between logic & creativity, there is no intention to capture all historical periods in the detail they deserve for many papers can and have been written on these. Personally, I am humbled after 3 days of non-stop reading on these topics and extremely grateful to be alive in my own time in history with the benefit of looking back on all previous achievements and setbacks. I pass no judgment nor profess absolute understanding of the past; I am merely a man trying to make sense of his own and neighboring generations’ places in time. Many items in the upcoming timeline I constructed below are rife with debate among historians on their precise beginning and end dates. I present these in conjunction with acceptance of overlap. Just as with the generational timeline presented earlier where no one fit perfectly into just 1 generation, archetype, or label, some events and people below also overlap between timeframes.

With advances come some setbacks – all cause and effect in need of analysis and applied human compassion. How do you sustain scaled growth for everyone while simultaneously preventing scaled waste, disease, decay, displacement, and social stratification? Answer: Education. An education whose access, creation, and consumption are democratized and “meritocratized” – an education that considers both the past and present while developing an unlimited future – an education that pays attention to both global and individual needs without divorcing either from the other – an education that equally values and dares not separate logic from creativity – a very tall order indeed!

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Figure 8-3 Middle to Digital Dark Ages Timeline

The Enlightenment Digital Revolution Middle Dark Ages 1687-1789 600-1400s 1950 - NOW

•1689-1755 Montesquieu •1947 Transistor •476 Fall of Roman Empire •1694-1778 Voltaire •1950s Television Sets •1337-1453 Hundred Year's War •1706-1790 Franklin •1950s Open Source •1431 Joan of Arc burned •1712-1786 Frederick the Great •1965 1st Commercial PC •1610-1633 Galileo Affair •1713-1784 Diderot •1965-Now Mars Exploration •1200-1900s Inquisition •1721-Derby Silk Mill Factory •1969 ARPANET (Internet) •1346–53 Black Death Peak •1731-1802 Erasmus Darwin •1969 Moon Landing •1100-1500 Feudal Revolutions •1743-1826 Jefferson •1972-2010 GPS Navigation •1743-1794 Condorcet •1973 Mobile Phone •1754-1793 King Louis XVI •1989 WWW •Coffeehouses •1998 International Space Station •1751-1772 Diderot's Encyclopédie •1991 Data Revolution •1771 Encyclopædia Britannica •1991 WWW becomes public •1765-1783 American Revolution •1993 Web Browser & Email •1789 French Revolution •1990-2000s Digital Renaissance •Internet Startups •Social,Gaming,Education •2001 Wikipedia •2006 Cloud Computing •2006 Ken Robinson & Creative Learning Revolution •2007 Multi-touch Smart Phone

Industrial Revolution Renaissance 1760-2000s Digital Dark Ages 1400-1700s ?-? •Agricultural Revolution •Mechanized Technologies •Humanist Revolution • Obsolete or Proprietary Formats •Agricultural equipment •1452-1519 da Vinci • Encryption, DRM •Tooling, Interchangeable parts •1475-1564 Michelangelo • Floppy Disk •Textiles • 1976 Viking Mars Lander •1632–1704 Locke •Steam power • 2000–2006 Optical Media Wars •Commercial Revolution •Chemicals • 2005 PDF •1450 Printing Press •Cement • 2006 Open Document Format •1543-1687 Scientific Revolution • 2006 Streaming Entertainment •Gas Lighting •1473-1543 Copernicus • 2016 Online Timeline FAILS •Iron, Glass & Paper making •1564-1642 Galileo •Mining •1642-1727 Newton •Transportation •1635 Academy of Science •Factory & Mass Production •1635 US Public Education •Printing/Publishing •Automotive & Electrical industries •1819 University of Virginia •1833,1844 1st Child Labour Laws •1865 13th Amendment ends Slavery •Literacy, Workers Unions 2016 EMC Proven Professional Knowledge Sharing 29

8.3.3.1 Middle Dark Ages Whether and how we agree on the period classically labeled the Middle or Dark Ages, history points to a time between the fall of the Roman empire and the Renaissance that was characterized by a scarcity of written and historical records across many areas of Europe. When compared to a post-Roman era, the Dark Ages are also painted by a scarcity of artistic, cultural, and creative achievements. This is not to suggest that the Roman Empire was the high point of humanity from which we fell. Many civil wars, expansion wars, assassinations of political leaders, slavery, and cruel punishments paint the Roman era as having its own share of technology-knowledge-power-control-corruption issues as well. Individual thought and society’s progress in technology and knowledge across Europe at this time were debilitated by many factors. Its current feudal system and the entrenchment of church and state were two such factors that gave rise to centuries of overlapping Inquisition with the documented aim of punishing identified heretics in order to control the masses, assumedly for the overall good of the people.

“The 1578 handbook for inquisitors spelled out the purpose of inquisitorial penalties: [...] for punishment does not take place primarily and per se for the correction and good of the person punished, but for the public good in order that others may become terrified and weaned away from the evils they would commit.” - https://en.wikipedia.org/wiki/Inquisition

Fear of punishment retarded many from thinking for themselves. Galileo, a famous thinker despite these times, lived between the fringes of the Dark Ages and the upcoming Renaissance. The church, monarchies, and many of that day, supported the theory that the universe revolved around the Earth, or geocentrism. After hearing of Dutch telescopes and building his own in 1609, Galileo was the first to point one at space and make telescopic observations of a celestial object. His subsequent publishing of the “Starry Messenger” supported Nicolaus Copernicus’ competing theory that the earth and planets revolved around the sun, or heliocentrism. He later published the “Dialogue Concerning the Two Chief World Systems” to logically compare helio to geo centric universes in 1632. Many Inquisitions between him and the church ensued between 1610-1633 in an attempt to have him recant his theories. Views outside those held by the church were fearfully seen as a threat to being able to control a secular world from taking over. Divorcing people from their own minds was an unfortunate result of that fear.

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8.3.3.2 Renaissance Often considered the founder of modern astronomy, Nicolaus Copernicus died over 50 years before Galileo became the first to point a telescope at our sky. Copernicus may not have had the tools to prove his heliocentric theories, but his efforts ignited a Scientific Revolution that other astronomers like Kepler, Galileo, and Newton, would leverage, pulling society away from the Dark Ages and into a period of humanitarian rebirth – or, the Renaissance. Despite these scientists’ astronomical achievements, we often think of the Renaissance more for the arts. This period of history saw a revival of classical art and intellect, championing polymaths and polyglots. Polymath is a word we use to describe individuals with a multiplicity of simultaneous intellectual pursuits in which they also excel. We use a similar word, polyglot, as it relates to exceling at multiple languages. Listing several of the more well-known names below, it seems that expanded aptitudes during this timeframe were less the exception than the norm. Why was that? Was left-brain married more to right, passion more to knowledge, technology more to art?

Johannes Gutenberg (1398-1468): blacksmith, goldsmith, printer, publisher Leonardo da Vinci (1452 – 1519): inventor, painter, sculptor, architect, scientist, musician, mathematician, engineer, literature, anatomy, geology, astronomy, botany, writing, history, cartography Nicolaus Copernicus (1473 – 1543): law, physician, mathematician, astronomer, translator, governor, diplomat, economist Michelangelo (1475 – 1564): sculptor, painter, architect, poet, engineer Johannes Kepler (1571-1630): mathematician, astronomer, inventor, scientist, physicist Galileo Galilei (1564 – 1642): astronomer, physicist, engineer, philosopher, mathematician, inventor Isaac Newton (1642 – 1727): mathematician, astronomer, physicist, alchemy, theology, economics

Figure 8-4 Polyhumans

Many such polyhumans flourished during the Renaissance, brining about not only scientific, but humanist and commercial revolutions as well. Free from the absolutist monarchies and church control experienced by many other European states, Italy’s independent city republics heralded the principals of capitalism and financed the Italian Renaissance.

Commercial-humanist revolutions further ignited in Germany with Johannes Gutenberg’s mechanical movable-type printing press in 1450. His invention started the Printing Revolution in all of Europe and “ushered in the modern period of human history. It played a key role in the development of the Renaissance, [the upcoming] Age of Enlightenment, and the scientific revolution and laid the material basis for the modern knowledge-based economy and the spread of learning to the masses.” (Appendix A63)

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8.3.3.3 The Enlightenment The Age of Enlightenment is often thought of as having occurred somewhere between Isaac Newton’s publication of Principia Mathematica (laws of motion, law of universal gravitation, planetary motion) in 1687 and the French Revolution of 1789. The increased reliance on observation and inductive reasoning of the scientific revolution combined with the speed and scale at which new knowledge could be shared thanks to the printing revolution, further brought scientific education to the masses. Printed books enabled any interested readers around the world to repeat Isaac Newton’s experiments. Blind trust in knowledge presented in earlier periods by political and religious rulers gave way to knowledge created and consumed by anyone choosing to interact with what they were observing. Orreries became famous observation tools used by Newton-inspired lecturers who spread his knowledge of gravity by building these celestial mechanics and traveling the country to teach.

Figure 8-5 Orrery

While the French Academy of Science and Boston Latin School (1st public school) began educating elite Parisian and Bostonian scholars at the fringes of the Renaissance and Enlightenment eras (circa 1635), two other vehicles enjoyed more widespread educational impact during this time: coffeehouses and encyclopedias. Coffeehouses provided unique environments that disregarded social classes and enabled anyone to gather and share ideas. The spread of knowledge these made possible intimidated the monarchs since their power depended on the same social class disparities that coffeehouses were dismantling. Monarchs feared successful revolts would occur if enough people joined together and embraced Enlightenment thinking. Reason replaced rulers as the primary source of authority in coffeehouse discussions that also advanced the ideals of tolerance, progress, liberty, scientific achievement, the pursuit of happiness, and constitutional government. Encyclopedias provided a wealth of affordable multi-disciplined knowledge in alphabetical order which enabled free interpretation of the information and education for a wider audience. Denis Diderot’s Encyclopédie was the most influential publication of the Enlightenment. He and a team of 150 scientists and philosophers created and compiled this first encyclopedia from the scientific and artistic knowledge of the commoner.

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8.3.3.4 Industrial Revolution

The following sections were incomplete at the time of this publication: The Enlightenment, Industrial Revolution, Digital Revolution, and Digital Dark Ages.

Please visit https://Remnandt.com/DatArt for future updates.

8.3.3.5 Digital Revolution

8.3.3.6 Digital Dark Ages

From the Dark Ages to the Digital & Data Revolutions, information scarcity became information overload. There really has never been an under-abundance of data. If supply has ever seemed less than demand, this unquenched thirst for knowledge is mainly due to control by the few with their hands on the water faucet.

8.4 Double Hemisphere

Most water faucets control not only the amount supplied, but also whether the water is hot or cold. Many of us unfortunately learn from an early age that we are either left or right brained, hot or cold. Who controls those faucets? The culture we’re born into, its perceived value of “technical” versus “artistic” talents, and its assessment of which side of your brain contains these talents, is often the starting point.

It doesn’t make sense to speak of a double hemisphere. If these exist, they do so at the expense of unfulfilled potential. Referring to a double hemisphere is like saying you have 2 half- empty glasses of water.

Figure 8-6 Double Hemisphere

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Of course, the proverbial pessimist might still insist that both glasses are half-empty but his statement would “hold much less water” than if he were stating that about only 1 half-empty glass of water  If he said his 1 glass was half-empty, one might argue this is pessimistic but equally as accurate as the optimist’s assertion that his 1 glass is actually half-full. However, if the pessimist had 2 half-filled glasses of water and continued insisting that they were half- empty, his observation skills might come under tighter scrutiny than his pessimism: If he were only to pour 1 into the other, not only would he have 1 completely full glass of water but an extra glass that someone else could fill. Optimism would become the clear and only choice.

Similarly, it doesn’t make sense to speak of our brains’ left and right hemispheres as though each existed independently of the other in their own half-empty cranial canisters. This would hurt - and in fact - does hurt every time we insist that only one side holds any useful function because doing so limits both our individual potential and our service to others. Every time we let society’s current perception of our talents dictate which side to exercise and which side to atrophy, we fearfully horde a half-empty glass from the rest of the world instead of drinking from our full glass and extending that extra one back to the world to fill. Divorcing these 2 hemispheres hurts everyone.

When educators divorce learning into left and right-brain related material, they simultaneously divorce students from both collaboration and holistic application, profoundly affecting both their present and their future.

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8.5 Non-applicable Immersion

Or … divorcing humanity through education “I hear, and I forget; I see, and I remember; ...”

- controversial variations from various

“… I divorce from my passions, and I don’t care”

- my controversial variation #1

“… I divorce both sides of my brain, and I’m angry”

- my controversial variation #2

In both this section and its upcoming antithesis section, Applicable Immersion, I reference much imagery from RSA’s hand-animated version of Sir Ken Robinson’s talk on Changing Education Paradigms. If you haven’t yet heard Sir Ken speak on this subject, I’d really appreciate you pausing where you are now, whether reading or listening to the podcast version of DatArt, and watch the abridged (~12 minute) animated version of his talk below.

I first discovered Sir Ken through this video in 2010 and was instantly filled with a tremendous amount of understanding of my past, hope for the future, and have since shared this video countless times.

https://www.ted.com/talks/ken_robinson_changing_education_paradigms

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8.5.1 Divorcing Collaboration

In high-school, I recall a vocational side … and the rest of us. Back then I didn’t understand from where or why this feeling emerged, but I would often hear this division bell collectively rung to the words “they use their hands, we use our heads”. This shared perception caused a terrible divorce of many things, of which motor from cognitive skills might have been just one of the more obvious. What I remember most was fear in place of collaborative camaraderie. Bullying was an ever-present issue.

Figure 8-7 RSA Animate, Collaboration 1

Strangely enough, although I remember being identified as more hands-on while growing up, I still landed in the head-smart category. This left me feeling stupid in “my” category while hated by many in the other. While I definitely had a fair share of bullying back then, I take partial responsibility in this. Had I made an effort to apply myself back then, I might have better known who I was, what I had to offer, and therefor could have looked at anyone as a collaborator instead of a potential bully. We do teach others how to treat us. I feared applying myself in high school much of the time because my thought process, I thought, didn’t conform to theirs. I remember visualizing many cool ways in which I might apply what I had just learned in the classroom, and then immediately, being asked to snap out of this daydream to focus. It felt as though my instructors were instantly able to recognize when my eyes had glazed over. The frustrating part of daydream scoldings was knowing their content had just inspired it! I trained my eyes to follow the teacher and purposefully blink every so often so they wouldn’t “see” these daydreams. In conversing with the small group of fellow Generation Xers that I hung with, it seemed we shared both misplaced-daydream-ideas and low classroom participation in common. If our ideas didn’t matter, we wouldn’t contribute much less collaborate.

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8.5.2 Divorcing Subjects

Apart from the uncomfortable hands-on versus head-smart categorization in high-school, classroom learning seemed so disjointed between subjects. There were few opportunities for direct application within a specific subject and even fewer opportunities between different subjects. Each body of knowledge seemed to exist isolated to its own category and irrelevant to the others.

Figure 8-8 RSA Animate, Subjects 1

This was confusing to say the least. Every day for 4 years you were told by 7 different instructors that they are very important to your life, that you should learn from them, but they don’t know (or at least don’t speak about) the other 6. Can they all be equally important if they don’t mention the others? To which should you spend more time listening? What about your own interests and passions? Where do those fit among these 7?

8.5.3 Divorcing Passion

I was passionate about poetry, lyric-heavy music, creative writing, and recording audio and video of the unnaturally occurring scenarios that I kept imagining in my daydreams. These interests didn’t fit within the confines of curriculum, or at least, I was insecure of the validity of these interests and refrained from sharing much of the time. I tried to align my passions to existing subjects but was soon confronted by the notion that subjects, just like people, are either left-brained or right-brained … intelligent or artistic. Often hearing teachers describe me as right-brained (sometimes hair-brained) even though I was also very interested in parts of “left- brained” subjects like science lab experiments, I found myself not knowing where my passions belonged.

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My teachers seemed more preoccupied with throughput and standardization practices instead of my unique interests and potential. The education I was receiving seemed to “marginalize everything that I thought was important about myself.”(Appendix A7)

Back then I wouldn’t have been eloquent enough to describe my emotions in this manner, but that was, in fact, how I had been feeling.

Figure 8-9 RSA Animate, Passion 1

8.5.4 Unidirectional Knowledge Transfers Or … “We came before you so listen!”

Of the frustrations I experienced throughout education, the worst offender was receiving information without the opportunity to transmit any of my own.

8.5.4.1 Forgetful Anatomy

Rote memorization for later regurgitation was one of my earlier pet peeves. It was very easy for me to memorize something the more obvious and available the applicable payoff was for doing so. For example: the words to a poem I would write or the lyrics to a song I would hear on the radio. High school worksheets for memorizing lists of anything were meaningless to me. These unidirectional knowledge transfer vehicles wouldn’t ask me how I felt about the data on their lists nor did they need me to contribute any additional data of my own. It was always just a one-way street to download info into my brain until the upcoming quiz or test. Then, and only then, was I to provide any info back – the same info – ooh, exciting! Of particular note, I recall struggling through an anatomy worksheet I received in a biology class.

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It had a bunch of bone names with arrows drawn to a corpse (the picture of the corpse was interesting) but the names all jumbled together in my head and when attempting to identify them, sometimes my metacarpus (hand) became my metatarsus (foot) and sometimes when I was lucky enough to really put my foot in my mouth, my metatarsus (foot) became my mandible (jaw). This seems funny to me now but as a really shy kid back then, it was not. I couldn’t remember without first having a reason to remember. There was no immediate application except the teacher saying one day we might be a doctor or biologist. I wasn’t sure about that.

8.5.4.2 College Lectures Education became even more difficult for me during college. Classrooms, or auditoriums (as they were now referred to), were much bigger than those in high school which meant many more students filled many more seats to just sit, listen to, and/or ignore the distant lecturers. Incidentally I present my semi-manipulated definition of the word auditorium:

Figure 8-10 Auditorium Redefined

Many of these lectures had hands-on lab counterparts. I truly appreciated these but found it very difficult to remember and apply what I had previously “learned” during lecture. Many of the chemistry and biology lectures were upwards of 2 hours long and with the lights dimmed except for the screen behind the instructor and their podium spotlight, those uncomfortable auditorium chairs would become comfortable and my mind would begin to drift. To keep from falling asleep in class, I would try to write down everything the lecturer said. I took copious notes, but didn’t learn from them while writing. Learning came later that evening when I got back to my dormitory and reread my notes alongside the textbook for missing context. It was frustrating to have 2-3 lectures each week before beginning any hands-on activities in the lab. These unidirectional transfers of knowledge did not work for me. I kept falling behind and would visit my instructors and their teaching assistants during office hours to catch up. This visibly frustrated a few of them. On one occasion, I was told by an instructor that he normally looked forward to office hours to spend time on his research projects but I had been taking up so much of their time that quarter. My perception of my own intellect wasn’t the best back then and comments like these didn’t help. Our chemistry instructor was about to return our final exams

2016 EMC Proven Professional Knowledge Sharing 39 one morning but before doing so, he exclaimed to his audience that our grades were curved based on the 300 submitted exams with a highest score of 204 and a lowest of 45. I can’t be certain which of my insecure or sarcastic sides was responsible for my response, but I remember wildly smiling from the back row as I loudly and semi-jokingly exclaimed back “The 45 is mine!”. When the laughter died down in the auditorium, he looked down at his stack of papers then up at the back row and said “Vogt-Lowell? It is!”.

I changed my major several times out of frustration: Veterinary Medicine, Math, International Studies, and Journalism. Each time I played the same game: take copious notes, not learn during lecture, get behind, late-night catch-ups, office hours, and lost sleep. I became so sleep deprived that ridiculous mistakes and falling asleep in class became the norm:

Figure 8-11 Wrong Answer one time going to math and realizing a day later I had actually attended a class in African American studies, and another time attempting to answer my professor’s question by accidentally screaming the word “Bush!” as I awoke from my desk’s drool puddle with last weekend’s music concert apparently more in my dreams than macroeconomics. College seemed like a really expensive day care considering how often I slept through class after each late-night catch-up session the day before. It was a vicious cycle.

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I wrote many songs during college, often to cope with how unintelligent I felt. Something inside me felt there had to be something wrong with a system that spent so much time cramming data into our heads when it didn’t seem to take in much of ours. But I wasn’t sure. Late in the evenings or on weekends, I would sling a green duffle bag over my shoulders and hike from my dorm-room to one of the now-empty auditoriums. I’d flip the lights on by the stage, take my guitar and amp out of my bag, and sing my lyrics while playing terribly to an invisible crowd.

Figure 8-12 Empty Lecture

8.5.4.3 CIS versus WWW Towards the middle of my college years I discovered Computer Information Sciences … and fell in love. The possibilities seemed endless as I imagined how I might build some kind of computer technology that would allow me to take those visualizations that had been trapped in my head for so many years and finally share these with the world. The CIS auditoriums were much closer in size to my high school classrooms and CIS students seemed much more collaborative and willing to share. This, I thought, might help me succeed.

The turn around time between theory and application was much shorter in CIS. I was absolutely captivated by being able to compile my programs and immediately determine whether or not I had understood the previously taught theory based on any errors the application generated. Once you understood the current logic and rules, you could also learn how to creatively break these to create new logic and rules. It was fun.

However, even though my colleagues and I enjoyed applying this type of creativity in the lab environment, these activities were often rejected during lecture. The more strict instructors viewed our creativity as deviations from their syllabus. Innovation in the classroom felt stifled. My desire for innovation back then consisted mainly of using languages that were recognized as industry standards, outside academia, and responsible for producing commercially viable products. I asked to use the latest Java language instead of their Pascal for a compiler-writing assignment and C++ for learning about classes and object oriented programming instead of

2016 EMC Proven Professional Knowledge Sharing 41 their insistence upon their choice of Lisp or Modula 2. Requesting the use of industry programming languages like these was met with either begrudging friction or a flat out ‘NO’.

How well you learned the prescribed “learning languages”, followed the syllabus, and made sure to consume only the given inputs and produce only the expected outputs, directly impacted your success in the curriculum. An office hours review of a poor grade I received on a submitted programming assignment yielded discouraging news. I explained that “I thought my addition of functionality to the program made it more useful”. He explained that “I think you probably won’t make it in CIS because you don’t listen well and might want to consider a different discipline.” I didn’t tell him that I had already switched majors about 4 times before this one. It was rough, but I completed my 5th degree.

I lacked a vehicle that encouraged and valued my own discoveries and contributions. This left explorative students like me receiving degrees that had much more to do with theoretical concepts grounded in academia and much less to do with real-world application. Applicable learning occurred outside the classroom, as I experimented with rejected languages on my own personal projects. I was certainly frustrated with the divorce between theory and industry application. I was growing even more impatient with an instructor attitude I perceived as “we came before you so listen!”.

The World Wide Web’s debut in 1989 and that of email in 1993, had introduced unrivaled innovations in communication. Because of these, I spent a lot of time online after class learning about the technologies I was interested in and the problems I wanted to solve with these. That’s why to this day, I say that I taught myself to program and received my CIS degree via the Internet with my university acting only as proxy  Back home during summer quarters, my high school peers shared similar college experiences. Was top-down unidirectional dissemination of knowledge a cyclical symptom of previous generations “teaching” later ones? Multi-directional teaching and learning seemed to occur only slowly as Internet communities were growing. Would these eventually erode the old top-down approach of education?

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8.5.4.4 Distance Learning The statement “I received my degree on the Internet” was only a joke I would make when asked about my college experience. It had absolutely no correlation to actual distance learning over the Internet, as that concept was unknown to me at the time. About 10 years after college, with several interesting corporate and startup IT experiences under my belt, I found myself working as an application developer for a college in their distance learning department.

Unidirectional knowledge transfers were under heavy attack here … as were multi-directional approaches to education. It was an amazing time to witness the friction at the epicenter of this knowledge tug-of-war. New technologies and teaching/learning modalities seemed to supplant old ones on a regular basis and “Web 2.0”, or the “read/write web” as it was often referred to, placed user-generated content at the center of a stage still dominated by the physical brick-and-mortar education institutions and their age-old mantra of top- down dissemination of knowledge. The cyclical nature of human control over knowledge was about to take yet another spin. My description of this cycle: “Yep, you did come before us but our content and tools are creating knowledge now, so listen!”

Figure 8-13 Web 2.0

An explosion of new visualization platforms made the user and learner its first-class citizens. The ease with which these platforms enabled learner-contributed content was decentralizing control from even the most well intended distance learning technology groups. As we traveled education conferences across the nation, we would find ourselves at times embracing this education revolution, and at other times, inadvertently fighting against it in an effort to understand our place in it all.

Mash-ups (combinations) of these read/write web visualization platforms were as revolutionary as they were controversial because many involved mixing, sharing, and trusting 3rd party information not your own:

 Wikipedia, Wordpress & Drupal Blogs, RSS feeds, podcasts

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 Reusing or rewriting multimedia from other schools like timelines

 Social media & embedded widgets: LinkedIn, Facebook, Twitter, SoundCloud, YouTube

 Trusting or blocking YouTube videos versus leveraging curated videos from TeacherTube.com or EduTube.org

 The clash of the learning management systems (LMS), learning portals, and massive open online course (MOOC) providers: WebCT, Angel, Blackboard, Moodle, Kahn Academy, EdX, University of Phoenix online degree programs, iTunes University

 SCORM compliance for integration and portability between LMSes and Section 508 compliance for accessibility by anyone with a disability

 Mobile learning and mobile application development on a web, native and hybrid basis

 Deciphering technical debt between the latest programming technologies

 Integrating open source and proprietary formats, content, and software

 STEM-focused education versus STEAM movement to re-associate the arts

 Virtual lab controversy as real-world replacements of physical labs

 Competing delivery modalities: mobile, gamification, virtual labs, instructor lead training (ILT), video recorded ILT, online ILT, Webex, webinars, hybrid in-class + online

 Rich Internet Applications (RIA) with Adobe’s Creative Cloud (then Creative Suite): Photoshop, Premiere, After Effects, Encore, Soundbooth, Illustrator, Flash Builder, Fireworks, Dreamweaver, etc.

I gloss over the many buzzwords above without going into detail, not because they’re unimportant, but because my intention here is just to paint an overall picture of the explosion of learning data and their visualization mechanisms made available via the web during this time. It was a wild-west of information overload and many tried to cope by wrangling some of it in. The biggest lesson I took away from this timeframe was trust. We were all learning how to trust data that was not our own because there was so much of it, it was unstoppable, and students were consuming this data, regardless of our choice in it.

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8.6 Polyhuman Extinction: A Crater Full of Specialists

Figure 8-14 Meteor Crater Northern Arizona Desert

Meet the dinosaurs fate. They became really well adjusted, specialized even, to their current climate and environment until … an asteroid changed things up a bit. OK, just a little jarring sensationalism to grab our attention as we change directions here .. oh, and the extinction theory points to Chicxulub underneath the Yucatán Peninsula as the correct impact crater - not the Arizona Desert depicted here - but I opted for an image of the latter because of the numerous movies that have embedded it into our pop-culture psyche.

8.6.1 Generalize AND Specialize

There is nothing inherently wrong with specializing. It’s just a bad idea to not simultaneously generalize so that you can better adapt to change. My entrepreneurial adventures in both corporate and startup worlds have unveiled countless industries disrupted by changing technology: law, accounting, healthcare, education, marketing, and engineering to name a few. I’ve seen friends and colleagues displaced by new technology that replaced, or at least commoditized, their old specialties. There was a time when I invested a decade of my life specializing in a certain technology that had been enjoying a near 100% global adoption rate across desktops and browsers and then … a well respected leader of aesthetic computing killed that technology overnight .. and I, personally experienced tremendous displacement. I’m referring to the Flash platform and you can Google countless online articles about its “death” to fill in the rest of the blanks.

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It’s generally accepted that the more time you spend on a particular activity, the better you get at it. Because this practice-makes-perfect logic seems so obvious, the dangers of specializing are understandably not so … until your skills become obsolete. That’s why I suggest to both generalize and specialize. Things you choose to specialize in should be those you would personally enjoy doing and would commit to continue regardless of the current climate. However, specializing at the request of parents, industry, economics, or society can lead to sudden extinction when climates, fickle hearts, or the tides of temporarily sound reasoning … change.

8.6.2 Drug Trilogy

I was prescribed phenobarbital, a strong sedative-hypnotic barbiturate, for my 1st gran mal seizure in April of ’84, and tegretol for my 2nd seizure in 1988 during 8th grade. Having gotten through high school and the 1st few years of college without another seizure, I discontinued epilepsy medications. Many other serious but seemingly unrelated mental health conditions manifested shortly afterwards and I was medicated for a variety of these conditions over the next 15 years. One of these was ADHD. I share these details for several reasons. In the author’s foreword, I admitted to a “significant personal attachment to this topic” that could, and probably would, color the information I presented to you at times. I wanted to state that upfront, so you could fairly weigh all information based on my experiences and potential biases. I divide my experiences into the following timeframes: Before Drugs (age 0-9), During Drugs (age 9- 35), and After Drugs (age 35-Now).

As I’ve reflected over my trilogy of mental health drug experiences, 2 things have become increasingly clear to me over the years: during episodes 1 and 3, my brain was capable of processing many simultaneous stimuli; in episode 2, my brain was overwhelmed by any stimuli over 1. This obviously had tremendous affects on my education, and my perceptions of it were probably colored by a heightened oversensitivity. Even though I divulged my bias in the foreword, I purposefully did not introduce the drug information until now so that you might first consider the facts of my story without adding any biases you may or may not have towards the topic of mental health. Even so, I believe it’s still objective enough to state that the over- diagnosis of mental health disorders and subsequent prescriptions have disrupted the lives of many navigating the US education system. I submit a short case on ADHD for your consideration next.

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8.6.3 ADHD: Fictitious Epidemic?

From childhood to early adulthood, I remember feeling there was no room for error and there was no room for indecision. There were many contributing factors to this, and I hold myself accountable to quite a few. That being said, social, economic and educational pressures did exist and also exerted their influence. You had to pick something and stick with it. Trying lots of different things was looked at as being “flaky”, “indecisive”, and a “waste of your time” if you couldn’t directly correlate these to their monetary viability – as in, “can you make money from this?”. So unnaturally and to gain social approval, I slowly separated the 2 halves of my brain and made a single isolated choice to learn something if I thought it might one day make me money … and then a series of similar other single isolated choices – all isolating and all unsatisfying.

I saw kids who seemed to have it together much of the time but also many like me who weren’t always certain about the decision-making process when it came to their education. Could all the “flakiness” and “indecision” of this 2nd group have caused the “fictitious epidemic” that Sir Ken Robison earlier referred to as the over-prescription for ADHD? If you skipped watching Sir Ken’s video on

Figure 8-15 RSA Animate, ADHD Epidemic?

“Changing Education Paradigms” earlier, I once again ask you to pause where you’re at and either scroll up to the section entitled “Non-applicable Immersion” or revisit the relevant podcast episode’s show-notes for the link to his animated talk. You won’t regret it.

When I consider some of the brilliant living people I know who were affected by this epidemic, I think back to the multi-disciplinarians (or polyhumans) of the Renaissance and the Enlightenment. How related is this ADHD epidemic (if at all) to the difficult challenge of controlling and scaling an education system around the varied interests of many unique individuals? Were some of us behaving similarly to those polyhumans? Were our ideas

2016 EMC Proven Professional Knowledge Sharing 47 disrupting the class? I’ve met people who were very disruptive in school, and entertaining, who escaped mental health drugs. I’ve met quiet people who never seemed to disrupt but hadn’t escaped these drugs. I’ve met people with variations of these 2 extremes. So my question now is this: what was it during those previous periods of human history that prevented people from being labeled similarly to those in our recent ADHD epidemic, fictitious or not?

Was it merely their lack of our current medical technology that now allows us to “see” into the brains of others and discover when someone has something different going on up there that might be best classified – or sometimes negatively labeled – as an attention deficit disorder?

Figure 8-16 MRI Visualization of ADHD (Appendix A #60)

Did polyhumans really get away with excelling at many different disciplines without being considered ADHD just because of the unavailability of brain scan technology? Maybe these radical folks were in fact considered crazies back then, and in need of classification and prescribed medication? I didn’t live then so I don’t know.

Like Sir Ken Robinson, I don’t dismiss the existence of ADHD and a potential for genetic predisposition to it. Maggie Koerth-Baker, science editor at BoingBoing.net and a diagnosed ADHD adult, similarly accepts this genetic potential but also points to an over-diagnosis potential. In her article The Not-So-Hidden Cause Behind the A.D.H.D. Epidemic, she suggests "A.D.H.D., education policies, disability protections and advertising freedoms all appear to wink suggestively at one another". This, she states, while analyzing events surrounding the definition and medicalized response to ADHD, beginning in the early 1990s in the US, and then spreading overseas via our Diagnostic and Statistical Manual of Mental Disorders or DSM.

So why the United States as the epicenter for ADHD? Is the US prevalence due more to a legitimate mental disorder or have many “crazy” polyhumans been the victims of false- advertising, false-epidemics and standardized education magnifying “their condition”?

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I can’t help but smile as I think back across US history at all the pioneers that had been “crazy” enough to discover the New World, “crazy” enough to leave everything behind and colonize it, and then “crazy” enough to discover new worlds in space and repeat our colonization efforts there.

Figure 8-17 From Sea to Shining Sea

With a Space Race behind us and standardized education before us, it seems possible we may have chosen medication to help some folks cope with the pain, we’ve somehow created, that there are just no new worlds left or worthy of our discovery. My smile fades.. Hocus-pocus hyper-focus so that you can learn to specialize in something that will make you enough money to continue consuming what’s already on the shelf at your local mall and drug stores. Your creativity is unnecessary … everything has already been created.

8.6.4 Adventures in Consumer Debt

Immersed non-applicable scholastic endeavors, or what often seemed a deluge of data that hardly considered my own interests, I only spared half an eye on what was going on in the world of politics most of my life. However, I still remember fragments of what seemed like constant battles between NASA, our government, and the need for human space exploration. Despite my chosen political ignorance, the news I didn’t ignore about NASA was the battle they seemed to constantly have with public perception of space exploration’s relevance. After the Cold War’s Space Race and lunar landings, it seemed that any discussion of real human adventure beyond low earth orbit was to be tempered by a “we have problems at home that need attention 2016 EMC Proven Professional Knowledge Sharing 49 first” mentality. NASA budgets have dwindled over the years from about 5% of the federal budget to just under 0.5% this year despite the many innovations, life improvements, and world collaboration that space exploration had already provided us. I submit the following short list of examples: compact digital computing, medical LEDs, ventricular assist devices, anti-icing systems, improvements in highway safety, video stabilization; enhancing and analysis, advances in firefighting suits and communication, fire-resistant technologies for public buildings, freeze drying technology, water purification, real-time weather visualization and forecasting, cordless tools, countless advances in robotics including Mars rovers, streaming Mars education, the International Space Station and GPS. The last is one that has become so pervasive in mobile devices and a mobile user base that Cisco projects to be 70% of the world’s population by 2020.

Like many of my early childhood friends, I talked excitedly about what I’d grow up to be. My group wanted to be Rockstar, Sports All-Stars, Astronauts or a combination of all three if possible. We sincerely believed the sky was our limit and looked forward to intelligently applying ourselves. Robotics, programming, physics, and math – yeah, we’d definitely study these in exchange for adventure! Instead and looking back at the many post college conversations I’ve had, it seems many received an education that taught us to be perpetual consumers … and in debt. With no application to cure our ills, these spacey dreams eventually faded and died as more time was spent catching up with debt repayments.

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9 ReUnity

Or … reuniting the schisms Behind us now are the visualization opportunities and the history of artifices threatening to constrain these. We now close with hopeful prosody as we attempt to heal the schisms and reunite technology to art, left-brain to right, and community to individual.

9.1 Preserving the TechnoArt Relationship

Revisiting the previously defined roots of the words technology and art:

‘The Greek word "techně", often translated as "art," implies mastery of any sort of craft. The adjectival Latin form of the word, "technicus",[1] became the source of the English words technique, technology, technical.’

If the above logic has resonated with you this far, allow me to conclude that we are all artists first, with the potential to give birth to innovation second and as a logical result of pursuing said artistry.

Preserving the TechnoArt relationship preserves our innovation potential.

Attempting to pull artistry apart from technology (or apart from any kind of knowledge) is unnatural, unhealthy .. and painful. We’re all born with a unique set of talents and passions, that when allowed to flourish, can become such significant gifts with which to serve the rest of humanity. The problem is that it’s so easy to divorce humanity from itself, often beginning simply with our use of language: categories, labels, pre-conceived notions, biases, and value judgments that we place on different people and their backgrounds, interests, activities, and intellect – of these, we’ve received and given many. The divorce can become much more costly when we begin to transition from divisive language to divisive actions that seek to control. Controlling knowledge has been painful for many people. It’s divided people from their families, beliefs, education, passions, health, and sometimes their lives. It’s divided all of us from collaboration at some point. Protecting this technology/art relationship from our accidental, purposeful and always unnatural divisions, enables all of us to create better tomorrows by combining our gifts with our imaginations. Life-long learning and contributions across all ages and socio-economic backgrounds are made possible and encouraged. Before we erect artificial limitations or boundaries on the human experience, we need to remember that innovation,

2016 EMC Proven Professional Knowledge Sharing 51 imagination, and gift-giving are available in unlimited supply to any considerate enough to 1st seek understanding.

Upon thinking on that truth, it becomes more evident that the combination of our individually unique perspectives can enrich both the worlds we currently live in as well as those we choose to create.

9.2 Access Tears Down and Reunites

The increasing access to knowledge via internet-connected individuals and devices is increasingly tearing down our long-standing fabricated division between the commercial and noncommercial, the product and the process, the consumption and the creation. Hopping across labels, genres, and stereotypes, we’re each omnipotently able to tap into our unique potentials to drive growth, innovation, and elevation in the human condition. From the Dark Ages to the Digital & Data Revolutions, we saw information scarcity becoming information overload. Despite this, there really has never been an under-abundance of data. When the supply of knowledge seems less than it’s demand, this unquenched thirst is usually due to control by the few with their hands on the water faucet. Now spilling out of modern network pipes at increasing speeds and densities, data is impossible to control and instead, freely flows to any global citizen interested in consuming and creating more.

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9.3 Applicable Immersion

Or … reuniting humanity through education “I hear, and I forget; I see, and I remember; ...”

- controversial variations from various

“… I combine with my passions, and I care”

- my controversial variation #3

“… I use both sides of my brain, and I ideate”

- my controversial variation #4

9.3.1 Reuniting Collaboration

About 25 years behind me now and looking back as a father of 2 teens (who teach me new things every day!), I’m a little more sympathetic as to why my public high school experience might have felt so divided and non-collaborative. Might overlapping industrial and digital revolutions presented mixed economic and therefor scholastic directions? I remember many latchkey kids who had 1 parent working a factory-job and the other working an office-job.

Figure 9-1 RSA Animate, Collaboration 2

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Might parents have pushed kids to follow in their same footsteps and absorb the same type of knowledge to which they had previous access? I remember many a grumble about “my dad/mom wants me to do this”. Might a doctor, the media, or current “common sense” of our day identified some with more hands-on aptitudes while others were more head-smart? I had personally experienced the pain of these two labels.

Earlier, I accepted partial responsibility for not applying myself in high school. Only partial responsibility though, because when your formative years are under the care of an educator, I strongly believe that it is the educator’s very big responsibility to help you discover not only your current strengths and weakness, but more importantly, your unique passions and aspirations so that these can become the forefront to a tailored-education that is as unique as you.

One size does not fit all. This is especially true in education. Much of US education is still influenced by and shares the similar goals of the industrial revolution – to scale. Uniqueness doesn’t scale well – at least not on a factory-line. But .. when you help someone discover their unique potential and you value what they have to offer, what scales very well, is collaboration!

9.3.2 Reuniting Subjects

In the earlier 7-important-high-school-instructors scenario, I exaggerated the experience by oversimplifying a bit but the point is simply this: an applicably immersive education can not be had without the mentorship of compassionate multi-disciplinarians. I’m not saying that only Renaissance poly-humans can be educators. I am saying that consideration of teaching-topics not your own is a vital component of original and creative thought. The best multi-disciplinarians I’ve known frequently cycle between the roles of teacher and student. They share their experiences, ask to learn from those of their audience, and are humble enough to answer questions with “I don’t know but let’s see what we can figure out … together”

Encouraging divergent thinking is an exciting and potentially very collaborative way of reuniting once seemingly disparate subjects. Instead of identifying daydreams as distractions, inviting students to share what they are silently visualizing can lead to very creative problem solving.

Figure 9-2 RSA Animate, Subjects 2

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Nurturing this attitude creates an emotionally-safe environment where everyone is equally encouraged to share their ideas no matter how off-the-wall or divergent they might seem to the initial learning concept. I referred to many brainstorm sessions in an earlier section on my experience as a distance learning developer. These were rife with divergent thinking, resulting in very creative solutions and relationships that I keep to this day.

9.3.3 Reuniting Passion

Compassionate multi-disciplinarians only get you part way to an education that provides applicable immersion. An educator that appreciates the relationships between disciplines gives students a chance to reunite their left and right brains as they draw on the multiple mental faculties across hemispheres often needed for problem-solving the more complex of these relationships. Instead of calling science, technology, engineering, and math as left-brain classes and calling literature, writing, theatre, and music as right-brain classes, encourage students to use both sides of their brains in concert. I propose that if you remove these labels, students will spend less time trying to “fit in” and more time excitedly learning material that “fits them”. That’s a very basic step 1. To further close the gap to applicable immersion, you need a step 2 that reunites the students’ individual passions to the learning material. How do you do this? By valuing their data before yours. By spending more time learning about and from them. By letting them teach you. Find out which life moments make them feel most alive and then find creative ways to cultivate a relevance of the their passions within their education.

Figure 9-3 RSA Animate, Passion 2

Basically, and as I just overheard someone in a coffeehouse say, show you care about them as a person 1st and as a student 2nd. Do this, and I further propose you will see their coordination, confidence, collaboration, original ideas, and passions become strong enough to overcome every obstacle presented. WARNING: step 2 requires more time/energy than step 1 

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9.3.4 Multidirectional Knowledge Transfers Or … “If 50 of us share our 2¢ we’ll have a dollar!”

The most effective learning scenarios for me have all shared one thing in common: each enabled collaboration over multiple simultaneous sources of information – including mine.

These scenarios included the startup community, a hometown band, and the distance learning/technical education communities of which I’ve been a part. Over the last 20 years I’ve collaborated with many folks in the startup communities surrounding Dayton, Cincinnati, and Columbus. I’ve been entrenched in my own startups at times, the startups of others, and sometimes just meet fellow entrepreneurs for coffee to brainstorm new ideas. The most important thing I’ve learned from these experiences is that solutions are found so much faster when we pick each others brains. The startup communities I’ve been a part of all recognize that change is fast, especially technological change, and the faster you can learn about somebody else’s successes and failures, the less time you spend getting to yours! The band I was a part of collaborated over at least 7 simultaneous sources of information: bassist, rhythm guitarist, lead guitarist, drummer, lead vocalist, the songs, and the audience. Not only did we need to learn the songs perfectly enough to perform them publicly, but we also had to learn to discern each others’ changing movements, moods, and musical vocabulary both audibly and visibly so we could adjust to these, absorb any imperfections, and respond to the audience in real-time. Striving through that many stimuli for 3 years together, we quickly learned a lot about each other’s personal lives too which resulted in many original songs. As multidirectional knowledge transfer scenarios, I’ve often experienced the most intense type of collaboration within the distance learning and technical education communities. This is probably due in part to the many diverse backgrounds, disciplines, technologies, and audiences that share in this collaboration. When a single project can encompass instructional design, graphic design, content development, application development, video production, casting talent, management, faculty, lab delivery, trainers, and students across the globe – the participants’ knowledge is going to scale very quickly!

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Multidirectional knowledge transfers derive their educational strengths through the concept we previously identified as learner-contributed learning. I have found the following learning vehicles to achieve learner-contributed learning quite well: Presentation, Peer-review, MOOC, Hands-on, and Gamification. I’ll provide examples of some of these next.

9.3.4.1 Musical Anatomy Let’s revisit the anatomy worksheet I had to remember in my high school biology class. Being the lyric-driven kid that I was back then (and still am), I finally decided to include each of their names in a song I would create. Because I enjoyed the silliness of the tune, the bone names stuck in my head – and now to embarrass myself (listen to podcast version ):

“cervical vertebrae, manubrium, clavicle, coracoid, scapula, sternum, xiphoid process, ribs, thoracic vertebrae, humerus, and radius, and ulna.”

Instead of using the rote memorization practices handed down to us by the Enlightenment and Industrial Revolution, imagine how much more memorable these bones could have been to me and the rest of my biology class, had I been encouraged to get up in front of them and present my musical modality of learning by singing this embarrassing song  Sure, we might have diverged from the initial topic a little, and it might have taken more time and energy to allow this, but it also might have been more a memorable experience. This would have also boosted my confidence. As shy as I was back then, any time I was able to entertain, some of that would disappear.

9.3.4.2 Girl-Goo-for-Guys OK, this section’s awkward title was the eventual name of a fictitious product for which we were to design an advertisement in 9th grade English class. The advertisement rules I remember were few: creatively persuade the class to buy an imaginary product. Remember when I said one of my passions was “recording audio and video of the unnaturally occurring scenarios that I kept imagining in my daydreams”? Well, we unfortunately didn’t get to record it but this project was otherwise right up my alley! Upon receiving the assignment, I instantly asked another equally shy kid if he’d be interested in partnering with me. Let’s call him Jimbo. Jimbo and I spent some time brainstorming until we decided on Girl-Goo-for-Guys - a new shampoo product that would transform shy and awkward guys like us into chick-magnets! Excellent! Now we just had to get an empty bottle of shampoo, create our own label for it, write a script, practice, and

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present to the class. Back then I went by the name ‘Ralph’ so I’ll use that in the script below instead. Jimbo was great at looking awkward. He was tall, skinny, and wore a strangely uncomfortable smile behind his straight but disheveled brownish-red hair hanging in front of his face. A comic-book sketch aficionado, Jimbo took charge of our label. Even though he was shy, he was pretty good at acting arrogant, which was an important asset we would soon be leveraging in our commercial. We both slowly walked up to the front of the class after the last act had finished. Jimbo dragged his chair along with him, sat down in it, and saddened his face as he got ready for the intro. As the voice of our commercial and standing behind Jimbo, I began to speak:

This great learning opportunity allowed us to collaborate on a hands-on project and presentation that leveraged our individual passions. The best part was surprising Jimbo and the rest of the class when a strange viscous liquid came pouring out of our shampoo bottle. Since we’d been

Ralph: Does your hair stink? (asking audience) Jimbo: (sadly nodding at audience) Ralph: Do you stink? (asking Jimbo) Jimbo: (sadly nodding back at Ralph) Ralph: Why would you ever expect to get any girl’s attention if you don’t bathe my good man? Jimbo: (shrugs shoulders quizzically while looking at the audience) Ralph: (removing bottle cap) I’ll show you why – Girl-Goo-for-Guys! (pours on Jimbo’s head) Jimbo: (arrogantly smiles and fist-pumps the audience)

asked to create an imaginary product, I imagined a mixture of ketchup, mayonnaise, vinegar, pickles and anything else I could grab in kitchen the night before. Some surprised laughter, scolding, and a week-long stain on the floor later, it was a memorable learning experience.

9.3.4.3 DevOps MOOC

Massive open online courses have caught my attention over the last few years, initially as a student of many music related courses and eventually as a facilitator of one on DevOps. I chose the word facilitator instead of teacher because this is truly what I and my colleagues became when we hosted our 1st MOOC. If I’m ever asked which learner-contributed learning platform would best level the playing field between teacher and student, I’d suggest a MOOC.

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In most MOOCs I’ve consumed as a student, video modules of the “teacher” have certainly been available. However, the other students taking the MOOC have usually been my main source of understanding the content through the discussion boards attached to these videos and our assignments.

In the DevOps MOOC, we may have created the video content and assessments but we found ourselves reading, responding to, and learning from so many existing DevOps practitioners and the varying degrees to which they employed these practices. Upon the MOOC’s closing date and as the facilitators, we realized how much more we now knew about the subject than when we first opened the class to the public.

Figure 9-4 DevOps MOOC

9.3.4.4 Why and How?

I’ve noticed a focus on emotional intelligence (EI) gaining critical consideration as a success factor in the workplace these last few years. A practitioner of EI in both my personal and professional life, I’m really glad to see corporate classes heralding the importance of emotional introspection and observation of your colleague’s emotions. Similarly, your passions contain emotional content that should not be labeled as "unprofessional" but recognized as extremely important benchmarks for success. When you tap into personal passions and focus on elevating those that drive you first, all the technical details needed to achieve your passions naturally fall into place because these will have gained context and meaning. Passion answers the question “why?” When you define the "why" first, you can then remind yourself of this "why", pursue this "why", and lean on this "why" for the energy you'll most certainly need when striving through all the "hows" during the technical challenges along the way to achieving "why".

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Whenever teaching, either as a class instructor, presenter, or personal mentor, I’ve always tried to focus on the personal goals and desires of each individual first - not on the teaching material. Why? Because I’ve wanted them each to have a "why?" I’ve wanted each of them to first admit why they were personally interested in something and what specifically they wanted to do with the material I was teaching so that they could then excel at it with reckless abandon.

9.3.4.5 Thoughtful Anatomy Earlier we talked about the generational gap between the 2 data visualization platforms: “games, mobile, social” and “virtual labs”. In my previous experience as a distance learning application developer, we attempted to close this gap by leveraging synergies between these 2 worlds.

Figure 9-5 Skeletal Pal

Beginning with a virtual lab on human anatomy that had previously been made available solely for the desktop, we recognized the need to meet students where they already were learning so … we gamified, mobilized, socialized it with Twitter and Facebook integrations, and made the resulting app, Skeletal Pal, available for download on Google Play. For our 17-strong team of graphic designers, instructional designers, faculty, media developers, web architects, and application developers, it was an exciting time to have delivered our first mobile science lab game. After consulting each other’s varying disciplines on a daily basis throughout 4 months of creation, we finally had our Skeletal Pal app. But the app wasn’t for us, it was for the students. We hadn’t consulted with them nearly as much. The app was well-received but it got me thinking again about the concept of learner-contributed learning. In high school, I had previously experienced difficulty when trying to remember a long list of bone names and their anatomical locations without the aid of a song to back these up. Fast forwarding to the work experience developing Skeletal Pal, I ironically observed that I was now in the teaching seat of the very same topic that previously gave me great difficulty. At that point, it had been 20 years since my high school biology class and I had that many years to forget those bone names so … why hadn’t I? Besides the high school memorization song I had created, it was also because I had just spent months collaborating with creative professionals who were all very much immersed in creating this mobile game and its content.

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9.3.4.6 Game Creators Learn their Content If you really want to meet the learner where they are at, an effective approach encourages active participation in creating the very content that is intended to teach them. We listed many learner-contributed learning vehicles for achieving this including MOOC, Hands-on, Peer- review, Presentation, and Gamification. I think it would be an interesting experiment to take learning opportunities similar to the previous mobile anatomy lab, and empower students to drive a combined application of all these modalities: Facilitate a hands-on experience where collaborative students create their own games around their target learning disciplines, curate their resulting content via peer-reviews and presentations, and finally distribute the resulting learning games and presentations to a global learning audience via their MOOC platform.

Creating content in this manner would provide a multi-disciplinary immersion (polyhuman, if you will) similar to what it took to develop Skeletal Pal. Doing so would give the learners immediate and direct application of the content from both learning and teaching perspectives – as they create, distribute, and play their games with others.

Providing access to existing game frameworks (like the previously mentioned PlayCanvas) for use during learning-game creation would also enable more real-world scenarios that obey the laws of physics and thereby provide unlimited deviations from a single path. Adventurous mobile data visualizations like these would be much more rewarding to later generations who are accustomed to constantly exercising creative problem-solving during game-play.

With the new creative freedoms afforded by the above gamified approach, the previous virtual chemistry lab students (see section: Virtual Labs) might opt to not only include straightforward successful identification of metals in the lab but also adventurously unsuccessful attempts. If during game-play for example, the learner “accidentally” dropped potassium into a beaker of water, this would result in a violent, but very interesting, explosion 

Figure 9-6 Thors Hammer Experiment

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9.4 2U for U2

If you’ve enjoyed this paper's musical slant by now, you might also appreciate an ending to this last section – ReUnity – that demonstrates the reunification of technology with art on a globally musical scale!

The 2U for U2 in this section’s title refers to the 2U compute rack that the band U2 used on their iNNOCENCE + eXPERIENCE world concert series. An amazing piece of EMC all-flash hardware, VNXe3200 and Data Domain 2200, drives the data visualizations across U2’s 400- ton 360-degree stage and the world’s largest video screen while also backing-up and archiving 20 terabytes of video from 20 high- definition cameras at every show. Many brains, using both left and right hemispheres, and asking both the “whys” and “hows”, must have been required to achieve this incredulously immersive data visualization!

I quote from pulseblog.emc.com: “The ability to easily access, modify and deliver the massive amounts of data required to drive the huge screens that are central to this tour gives them, and U2, a huge amount of flexibility and allows the group to evolve and tailor the set list and visuals for each show.”

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And now we listen (podcast) to U2’s front-man Bono describe the experience: “I think innocence is a … we’ll never be naïve again. I can’t get back to naivety but innocence you can … you can draw yourself a piece of innocence. You can steal yourself in a day, once a week, or whenever you have time. I think it’s important to find your essence every so often; to be reminded of what it was before the world happened to you. ‘Cause when you walk out in the world, you know, you pick up a lot of stuff. But the person that you really are … is still there. And as long as we continue to surprise ourselves, and then we think it’s worth sharing that with our audience … the moment that stops, we’re outta here.” – Bono

10 Summary

The last quote from Bono captures the essence of adventure … innocence. Innocence as it relates to education, requires humility from both teacher and learner to recognize the need to participate in both roles and reverse each, often. Without doing so, we eventually resurrect the need to control. When we attempt to control information, we once again create the artificial labels, categories, and divisions that divorce humanity from itself.

We lose the adventure and the rich growth that can only come from valuing everyone’s internal data and collaborating to enable the external visualizations of this data that we enjoy sharing.

We’ve come a long way from Diderot’s Encyclopédie during the Enlightenment, which aimed to incorporate all of the world's scientific and artistic knowledge, to Wikipedia.org, whose self- proclaimed slogan is “The free encyclopedia that anyone can edit”. The Internet combined with social technologies like Wikipedia, YouTube, SoundCloud, and many others, enable democratization of content creation and “meritocratization” of its consumption. Maintaining this create-consume balance empowers more individuals to be co-creators of our world. In this lush electronic ecosystem, data visualization platforms will continue to flourish, evolve, and beget new platforms.

Educational institutions are well positioned to take advantage of the many data visualization platforms available across the Internet. These platforms not only enable learner-contributed learning, but do so intentionally via the decentralization of authority they each provide. It’s not just a unidirectional transfer of knowledge anymore. Those who don’t seek to pre-define a set of learning modalities that all students must adhere to will prevail. Humbly remember that as a

2016 EMC Proven Professional Knowledge Sharing 63 teacher you are your “classroom’s” student too and seek to instead learn about every new modality in which each uniquely learns. This approach is guaranteed to enrich us all.

Over the span of recorded history we can see the power of knowledge slowly transferring from authoritative regimes to the self-sovereignty sought after by Enlightenment-era thinkers like Thomas Jefferson. But the transfer of power seems to be a cyclical event and every generation brings with it a new revolution to the status quo. Each revolution brings additional value that can and should be incorporated into the value obtained from previous revolutions. The trick is to tease out this value together, discard what is not valuable, avoid the dangerous complacency that accepts all new values as replacements for old, and avoid the equally dangerous fear that dictates holding onto old values despite the growth that would otherwise be achieved through adapting to new ones. Navigating each revolution carefully and thoughtfully avoids creating unnecessarily painful schisms between generations.

Are you enjoying meaningful employment? Are you fulfilling immersive scholastic endeavors? Does the thought of what lies ahead of your day, upon waking up, charge or discharge you? If you answered any of the above questions in the negative, it’s possible that many of life’s decisions have been presented as needing a stark choice between the left and right brain.

We were artists long before we decided to divide these two hemispheres and place the left on a pedestal. The Greek and Latin roots of the word technology alone, imply we all are artists simply by making the purposeful choice to excel at whatever we discover our passions to be. Will you let technology’s data recreate you as the artist you were always meant to be?

What data do you feel passionately enough to visualize?

The possibilities are endless for an artist. Be brave, take heart, do it!

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11 Artifice: song and music video

The following song and music video is very much inspired by the topic of this paper.

You can access it at the following link: https://Remnandt.com/Artifice. The combined life-time experiences of the author and acknowledged colleagues while navigating the US education system play a pivotal role in the lyrics, sounds, and visuals. It's currently under development and will be changing over time until complete.

Figure 11-1 Artifice Song and Music Video

Please enjoy the artistic vision in our upcoming data visualizations!

12 Author’s Biography

Rene Rafael Vogt-Lowell is a Senior Education Technology Consultant at Dell EMC in the Education Services department based in Franklin MA and has had the chance to serve humanity in many ways through 20+ years of multi-faceted IT experiences. A strong believer in mentorship, Rene strives to balance sharing against receiving of knowledge and perspectives with and from others through productive co-mentoring relationships. As a senior application developer, Rene lead the development and mentorship of junior developers on over 20 online science labs, simulations & mobile learning games. He has presented at many national e-Learning conferences representing Sinclair Community College where great acclaim and repeated awards were received for their pioneering online science lab program & their first mobile science lab. As an independent software consultant, Rene has applied both Adobe and open source solutions in the education, health, entertainment, data warehousing, medical & automation industries. As a stage performer, musician, college instructor and father of two, Rene has enjoyed throttling and repackaging his message delivery against many diverse audiences and backgrounds. Certifications include Dell EMC Proven Cloud Infrastructure and Services Associate, CompTIA Linux+ Certified Professional, and Berklee Modern Musician to indulge in the creation of interactive music videos 

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13 Acknowledgements

Shawn Gormley Solutions Architect PAR Framework, a Division of Hobsons https://www.linkedin.com/in/shawngormley

Shawn is an enthusiastic, creative and strategic technology consultant with 15 years of experience building community-based innovative digital solutions. His experience includes web application development, support and consulting for Information Technology, Higher Education and customer-focused business solutions. Shawn values collaboration, team consensus, mentorship and partner based learning styles. He like’s to be a part of a team that strives to challenge each other and to explore new ways of thinking. Shawn values high quality and innovative experiences that mirror business processes with a human element. He likes helping other people to succeed and reach their potential. Shawn is passionate about creating new experiences and taking ideas from concept to a realized and sustainable state.

Zach Vogt-Lowell Junior Consultant Dayton Region STEM School (DRSS) https://www.linkedin.com/in/zachvl

Zach is a 9th grader at DRSS who enjoys working with technology and visual arts. He’s worked with stop-motion animation, and video editing. He is someone who always has the need to create things of his own.

Zoe Vogt-Lowell Junior Consultant Dayton Region STEM School (DRSS) Zoe Vogt-Lowell is a 6th grade student at DRSS. She was an advanced 5th grade student that went to KMS Middle School every morning to do Honors 6th grade math. She loves animals and plays with them every day.

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14 Appendix A – References

1 Artist https://en.wikipedia.org/wiki/Artist 2 ReForm | Data Becomes Art in Immersive Visualizations https://www.youtube.com/watch?v=99gMbK2QCKE 3 Trailer: Street Art to Save a Generation | Art World: San Pedro Sula https://www.youtube.com/watch?v=9cQ5dwN8pdE 4 Make It Wearable | Wearable Sound With Richie Hawtin https://www.youtube.com/watch?v=GM0MJBnLENA 5 The Art of Data Visualization | Off Book | PBS Digital Studios https://www.youtube.com/watch?v=AdSZJzb-aX8 6 ADHD - A case of over diagnosis? : Dr. David A. Sousa at TEDxASB https://www.youtube.com/watch?v=ygKNRnz7q5o 7 Changing Education Paradigms https://www.youtube.com/watch?v=zDZFcDGpL4U 8U2 Rocks Global Tour with EMC’s All-Flash Technology http://pulseblog.emc.com/2015/09/17/u2-rocks-global-tour-with-emcs-all- flash-technology/?cmp=soc-cor-glbl-us-sprinklr-TWITTER-Flash-EMCcorp-328245784 9Promo U2 Tour 2015 - From innocence to experience (by Bono) https://www.youtube.com/watch?v=-61bkRoip_o 10 Information Tech on Tour (infographic) http://pulseblog.emc.com/wp-content/uploads/2015/09/Infographic-Technology-On- Tour.jpeg 11Moogfest http://www.moogfest.com 12Moogfest 2016 http://www.eventbrite.com/e/moogfest-2016-tickets-17654825057?aff=moogfestsite 13http://www.barrypopik.com/index.php/new_york_city/entry/tell_me_and_i_forget_teach_me_and_i_may_remember_involve_me_a nd_i_will_lear 14Global Orchestra Concert for the Planet - Hero Video 2015 https://www.youtube.com/watch?v=Yqdp9w0g8Zc 15Global Orchestra http://www.globalorchestra.com 16Gustav Holst https://en.wikipedia.org/wiki/Gustav_Holst 17The Planets https://en.wikipedia.org/wiki/The_Planets 18Music of Star Wars https://en.wikipedia.org/wiki/Music_of_Star_Wars 19Eric Whitacre's Virtual Choir - 'Lux Aurumque' https://www.youtube.com/watch?v=D7o7BrlbaDs 20Introduction to the Virtual Choir https://www.youtube.com/watch?v=zyLX2cke-Lw 21Global Orchestra Conductor-Cam Play along during the Concert for the Planet https://www.youtube.com/watch?v=fZHRQlq9EEA 22EthosLab https://www.youtube.com/user/EthosLab 23VintageBeef https://www.youtube.com/user/VintageBeef 24CaptainSparklez https://www.youtube.com/user/CaptainSparklez 25MusicTechHelpGuy https://www.youtube.com/user/MusicTechHelpGuy 26NewYorkVocalCoaching https://www.youtube.com/user/NewYorkVocalCoaching 27Came Back Haunted https://soundcloud.com/nineinchnails/came-back-haunted-2013 28Millennials https://en.wikipedia.org/wiki/Millennials 29GENERATIONS TIMELINE http://afterthemillennials.com/generations-archetype-turnings 30The Life and Works of Hildegard von Bingen (1098-1179) http://legacy.fordham.edu/halsall/med/hildegarde.asp 31Millennial generation is bigger, more diverse than boomers http://money.cnn.com/interactive/economy/diversity-millennials-boomers 32Silk http://weavesilk.com 33Silk 2 – Interactive Generative Art https://itunes.apple.com/us/app/silk-2-interactive-generative/id1050339928 34Space Exploration Alliance to mobilize 'Moon-Mars Blitz' on Capitol Hill http://www.nss.org/news/releases/pr20040517.html 35President Bush Offers New Vision For NASA http://www.nasa.gov/missions/solarsystem/bush_vision.html 36YouTube Monetization https://support.google.com/youtube/answer/72857?hl=en 37PlayCanvas https://playcanvas.com/about 38Twitch.tv https://www.twitch.tv/p/about 39Microsoft embraces Minecraft modding with new Visual Studio tools http://www.geek.com/microsoft/microsoft-embraces-minecraft- modding-with-new-visual-studio-tools-1621890 40Microsoft Buying Minecraft http://www.engadget.com/2014/09/15/microsoft-buying-minecraft 41The Thors Hammer experiment! -Potassium vs Ice https://www.youtube.com/watch?v=cDlyg_9m7tk 2016 EMC Proven Professional Knowledge Sharing 67

42Skeletal PAL https://play.google.com/store/apps/details?id=air.edu.sinclair.distancelearning.pocketlabs.SkeletalPalAirUpdate 43WATCH_DOGS https://en.wikipedia.org/wiki/Watch_Dogs 44Barringer Crater https://upload.wikimedia.org/wikipedia/commons/0/0c/Barringer_Crater_aerial_photo_by_USGS.jpg 45Data Lakes for Big Data MOOC https://educast.emc.com/learn/data-lakes-for-big-data-may-june 46Watch Dogs Review https://www.youtube.com/watch?v=N9doEqE0mWc 47Top 10 Open World Games https://www.youtube.com/watch?v=ho9HLdZeffQ 48Dark Ages (historiography) https://en.wikipedia.org/wiki/Dark_Ages_(historiography) 50Encyclopædia Britannica https://en.wikipedia.org/wiki/Encyclopædia_Britannica 51Orrery https://en.wikipedia.org/wiki/Orrery 52twenty one pilots: Stressed Out [OFFICIAL VIDEO] https://www.youtube.com/watch?v=pXRviuL6vMY 53Roman_Empire https://en.wikipedia.org/wiki/Roman_Empire 54Inquisition https://en.wikipedia.org/wiki/Inquisition 55Hundred Years' War https://en.wikipedia.org/wiki/Hundred_Years%27_War 56Trial of Joan of Arc https://en.wikipedia.org/wiki/Trial_of_Joan_of_Arc 57Nicolaus_Copernicus https://en.wikipedia.org/wiki/Nicolaus_Copernicus 58Coming Around the Mountain … out of control https://remnandt.com/coming-around-the-mountain 59Can a Brain with ADHD Look Different? http://www.healthline.com/health/adhd/brain-scans#Overview1 60Disorder-Specific Predictive Classification of Adolescents with Attention Deficit Hyperactivity Disorder (ADHD) Relative to Autism Using Structural Magnetic Resonance Imaging http://journals.plos.org/plosone/article?id=10.1371/journal.pone.0063660 61John Locke https://en.wikipedia.org/wiki/John_Locke 62John Locke (Lost) https://en.wikipedia.org/wiki/John_Locke_(Lost) 63Johannes Gutenberg https://en.wikipedia.org/wiki/Johannes_Gutenberg 64Newton's Orrery https://www.christianforums.com/threads/newtons-orrery.715751 65Heroes Of The Enlightenment Ep1 https://youtu.be/07DhMaOgDNs 66Heroes Of The Enlightenment Ep2 https://youtu.be/hDdnyqy6PKg 67RSA Animate Sir Ken Robinson, Changing Education Paradigms 16.06.08 http://www.learningandthinking.co.uk/10_1910_RSAnimateKenRobinson1190x420.pdf 68Student Sleeping in Lecture Hall at end of Seminar https://c1.staticflickr.com/2/1662/24497890934_93c6b9360b_b.jpg 69About EduTube http://edutube.org/en/about-edutube 70About TeacherTube https://www.teachertube.com/about-us 71NASA Technologies Benefit Our Lives https://spinoff.nasa.gov/Spinoff2008/tech_benefits.html 72The Not-So-Hidden Cause Behind the A.D.H.D. Epidemic http://www.nytimes.com/2013/10/20/magazine/the-not-so-hidden-cause- behind-the-adhd-epidemic.html 73DevOps: What, Why and How https://educast.emc.com/learn/devops-what-why-and-how-2016

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