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04 Jul 14:23

View from the US: a busy time for games and learning

by Peter Stidwill
Picture of a teacher focus group for Playful Learning

A teacher focus group for Playful Learning

A busy time for games and learning Stateside

I’m writing this first ’view from the US’ post as I fly between Boston and Chicago, eager, excited and slightly nervous about the next few weeks. This time of year is always super-busy for the games and learning field here in the States.

I’m on my way to the Games+Learning+Society (GLS) Conference at the University of Wisconsin-Madison. The GLS Center comprises videogame scholars and designers that study game-centered learning systems, design and develop videogames, and conduct outreach with learners and academics. The annual Conference is recognised as one of the best in the field, and it certainly has plenty of food and beer to fuel the debates and discussions. This year, keynote speakers include Mary Flanagan and Constance Steinkuehler, who co-directs the GLS Center and served last year as a policy advisor to the White House on the use of games.

Just down the road from the GLS Center in Madison is Filament Games, the award winning learning game studio that, among many other projects, created a suite of very successful citizenship games for iCivics.

Madison is also the home of one of the two Learning Games Network (LGN) studios, the non-profit I’ve worked at since I moved to the US in January 2012. Our mission is to close the gap between research and practice in games-based learning. We’re all about the development and distribution of games informed by research in the learning sciences, creative design, and technical development. I’m based in the Cambridge, Massachusetts studio – on the other side of the river from Boston, and on the edge of the Massachusetts Institute of Technology (MIT) campus. This location is no coincidence. LGN started as a spin-off from The Education Arcade at MIT.

The Education Arcade’s research and development projects focus both on the learning that naturally occurs in popular commercial games, and on the design of games that more vigorously address the educational needs of players. You can read about the creation of their latest MMO project, the Radix Endeavor, on their design blog.

Boston and the surrounding area is quite a hub both for games generally and games for purpose. At LGN we work closely on various events and activities with the Engagement Game Lab at Emerson College, and the MIT Game Lab, the latter of which recently released OpenRelativity, a Unity physics engine that allows developers to adjust the speed of light.

OpenRelativity: An Open-Source Toolkit for Unity3D by MIT Game Lab

As soon as the GLS Conference wraps-up at the end of this week, I’ll be returning to the East Coast for the Games for Change Festival in New York. This year I hope to again catch-up with several of my old UK gaming colleagues. And I’ll be crossing my fingers at the Games for Change Awards. The first game I was involved with at LGN, Quandary, is up for Best Gameplay. Quandary lets players aged 8-14 shape the future of a new society while learning how to recognize ethical issues and deal with challenging situations in their own lives. The game aims to develop ethical thinking skills such as perspective taking, critical thinking and decision making.

NYC is of course a hub of gaming and ed tech. For instance, the Institute of Play, whose initial project was the design and implementation of Quest to Learn, an inner-city public school inspired by gaming. BrainPOP creates animated and curriculum-linked animations and has had great success in recent years with GameUp, a free and curated portal of third-party educational games. The Joan Ganz Cooney Center is a research and innovation lab that forms part of Sesame Workshop (the organisation behind Sesame Street). The Center has formed the Games and Learning Publishing Council, with the aim to understand the dynamics and areas of innovation in the educational games market, and to push the sector forward.

The third major conference of the trio this June is ISTE, in Texas. It’s America’s version of BETT, although apparently a lot smaller and less intense. ISTE will mark the official launch of my most recent project, Playful Learning.

Playful Learning is a nationwide (and, we hope in time, a worldwide) initiative that invites teachers to innovate through the use of games in education. It consists of a free online portal designed for teachers to explore, discover and use games for learning, plus a growing community of teachers connected through both the website and national and regional events. The initiative aims to compliment the various teacher networks and game-based communities already in existence. Playful Learning, targeting teachers, forms part of a trio of sites that include Institute of Play’s recently launched Playforce, targeting players, and the Joan Ganz Cooney Center’s upcoming Games and Learning website, targeting publishers, policy makers and researchers.

With ISTE at the end of the month, that completes the outlook for June, at which point I’ll be laying myself and my British accent low for the July 4th celebrations! There is, of course, so much more going on over here in terms of games for purpose – I haven’t even mentioned, for instance, the hive of ed tech and gaming activity in California. My colleagues and myself here at LGN look forward to continuing to share news and insights from across the pond, and to build more links through this exciting new site.

Peter Stidwill is a British educational games producer who moved to the States 2 years ago and now works for the Learning Games Network in Boston. He’ll be writing a regular column on what’s going on with educational games in the US.

The post View from the US: a busy time for games and learning appeared first on edugameshub.

27 Jun 14:02

“Decreasing World Suck”: Fan Communities, Mechanisms of Translation, and Participatory Politics

by Henry Jenkins

Hi, guys. I have been taking some much needed down time this summer, putting the blog on hiatus, focusing on other writing projects, and putting in motion plans for new content in the fall. As a result, I am only posting when I have some major news to share.

Today, I am releasing a report from the Media, Activism, and Participatory Politics research group in the USC Annenberg School of Communications and Journalism. We are part of the larger Youth and Participatory Politics Network, funded by the MacArthur Foundation, and led by Joseph Kahne (Mills College). Our team is doing interviews with young activists, as well as field observations and media audits, to better understand the practices that have enabled successful networks and organizations to draw youth into greater political and civic participation. Our previous reports have included case studies of the DREAMer movement and Students for Liberty; a report on civic learning within the Harry Potter Alliance and Invisible Children; and a special issue of Transformative Works and Cultures focused on the concept of fan activism.

This week, we are releasing “‘Decreasing World Suck’: Fan Communities, Mechanisms of Translation, and Participatory Politics,” which shares insights about the Harry Potter Alliance, Imagine Better, and the Nerdfighters. The report is written by Neta Kligler-Vilenchik, an Annenberg PhD Candidate, who is doing her dissertation research on this topic.

We’ve written here about the Harry Potter Alliance before, so let me share a little of what she has to say about the Nerdfighters:

The Nerdfighters are an informal group, revolving around the YouTube channel of the “VlogBrothers,” two brothers in their thirties. John Green is a best-selling young adult author and Hank Green is a musician and entrepreneur, though both now engage in a wide variety of online projects. Inspired by video artist Ze Frank, the Green brothers launched the “Brotherhood 2.0” project in 2007, in which they pledged to cease all text-based communication for a year and keep in touch through publicly accessible vlogs (video blogs). In their vlogs, the brothers adopt the “talking head” format, facing the camera and chatting with the audience (and each other). Over time, they developed an elaborate repertoire of made-up jargon and inside jokes, which encouraged others to join their exchange. In 2007, YouTube featured Hank’s song “Accio Deathly Hallows” (calling for the release of the seventh Harry Potter book) on its front page, greatly increasing their visibility. The main focus for this case study is the community of Nerdfighters—the predominantly young followers of the VlogBrothers.

The name “Nerdfighter” emerged from one of the Greens’ vlogs; John encountered an
arcade game called “Aero Fighters” and mistook its name for “Nerdfighters.”. The brothers’ followers adopted the term to describe themselves, and the VlogBrothers address many of their vlogs to Nerdfighters or “Nerdfighteria.” The Greens define a Nerdfighter as “a person who, instead of being made of bones, skin and tissue, is made entirely of awesome.” Over time, the Nerdfighter community reached significant proportions—the average Vlogbrother video has over 250,000 views.  The “barriers of entry” to Nerdfighteria are kept low. As the VlogBrothers quip: “Am I too young / old / fat / skinny / weird / cool / nerdy / handsome / tall / dead to be a Nerdfighter? No!! If you want to be a Nerdfighter, you are a Nerdfighter.”

Based on their sense of agency and their real-world engagement, Nerdfighters go beyond being a mere “audience” to the VlogBrothers, and can instead be conceptualized as a “public.”

The pronounced goal of Nerdfighters is to “decrease world suck.” When interviewed, John Green explained that, to him, this goal is:

Very much at the center of Nerdfighteria and I don’t think that there really is a community without that commitment to decreasing world suck or, as Hank likes to say, “increasing world awesome”. I don’t think there’s a community without its values.

As the VlogBrothers enigmatically define it, “World Suck is kind of exactly what World Suck sounds like. It’s hard to quantify exactly, but, you know, it’s like, the amount of suck in the world.” This broad definition leaves much space for individual Nerdfighters to interpret what “World Suck” (and decreasing it) means to them. Examples cited in interviews have ranged from personal acts, such as being a good person or cheering up a friend, to collective acts that fit within existing definitions of civic engagement. For example, Nerdfighters are very active on Kiva.org, a non-profit organization enabling individuals to make small loans to people without access to traditional banking systems.Kiva.org features communities of lenders, and Nerdfighters are the largest community on the website with 34,773 members, topping “atheists, agnostics and skeptics” (23,795 members) as well as Kiva Christians (10,652 members). For several months, Nerdfighters ranked highly in the amount loaned, with a total of $1,771,025 disbursed. The Nerdfighters also support Project for Awesome (P4A), an annual event in which members are encouraged to create videos about their favorite charity and non-profit organization and simultaneously post those on YouTube. The first year the project was launched, its goal was to take over YouTube’s front page with videos of charities and non-profits for one day. In the 2012 P4A, Nerdfighters uploaded hundreds of videos and donated impressive amounts of money to the “Foundation to Decrease World Suck” (a non-profit created by the VlogBrothers). Nerdfighters could then vote on which charities should receive the donation. Finally, Nerdfighters decrease World Suck by collaborating with the Harry Potter Alliance.

 

In particular, Kligler-Vilenchik is interested in what she describes as “mechanisms of translation” where-by these groups tap into the passions and social ties that bring these networks of fans together and providing means by which they can be connected to debates around social change and public policy. In the course of the report, Kligler-Vilenchik explores the strategies by which these groups deploy elements of their content worlds as analogies for thinking about political issues; the ways they encourage their supporters to actively produce and circulate media content, sometimes in the service of their larger campaigns; and the ways that they provide a social environment that encourages people to reflect on politics and which provide varying degrees of support for diverse perspectives. These kinds of fan groups are only one model of the ways that participatory culture might build the scaffolding needed to help young people enter into their new roles as politically-engaged citizens, and we are eager to see other case studies identify a range of other mechanisms that fulfill these bridging functions.

You can read the full report below.

26 Jun 14:50

Settlers of Catan, the breakfast Don’t even ask about...

by cranberryzero


Settlers of Catan, the breakfast

Don’t even ask about trying to trade your grapes for my strawberries.

Via

26 Jun 12:33

George Lucas, John Lithgow, and Other Luminaries on How the Humanities Make Us Human

by Maria Popova

“Measurable is what we know, and the immeasurable is what the heart searches for. The humanities are the immeasurable.”

Ray Bradbury famously argued for reading as a prerequisite for democracy. “Poetry is the breath and finer spirit of all knowledge; it is the impassioned expression which is in the countenance of all Science,” Wordsworth wrote. In her superb 2013 McGill commencement address, philosopher Judith Butler championed the value of the humanities as a tool of tolerance. And yet the humanities have slipped into endangered academic species status — so says a major new plea of a report titled to Congress from the Commission on the Humanities and Social Sciences at the American Academy of Arts & Sciences, titled The Heart of the Matter, which opens with a sense of unequivocal urgency:

As we strive to create a more civil public discourse, a more adaptable and creative workforce, and a more secure nation, the humanities and social sciences are the heart of the matter, the keeper of the republic — a source of national memory and civic vigor, cultural understanding and communication, individual fulfillment and the ideals we hold in common. They are critical to a democratic society and they require our support.

Accompanying the report is this beautiful short film, a collection of luminaries’ testimonials for the value and immeasurable impact of the humanities both in our individual journey toward understanding the meaning of life and our collective odyssey toward better understanding one another and our place in the universe. Selected highlights below.

From director George Lucas:

The sciences are the “how,” and the humanities are the “why” — why are we here, why do we believe in the things we believe in. I don’t think you can have the “how” without the “why.”

From architect Billie Tsien:

Measurable is what we know, and the immeasurable is what the heart searches for. The humanities are the immeasurable. … If we leave behind the humanities and see it as unimportant, I think we’ll lose our ability to dream.

From masterful storyteller Ken Burns, revered voice of history:

The humanities are what Thomas Jefferson said “the pursuit of happiness” — this is not a pursuit of objects in a marketplace of things; this is the pursuit of ideas in a marketplace of our future.

From actor John Lithgow:

Without the humanities, life would have no life — that’s the heart of the matter.

Complement with Dorion Sagan, son of Carl, and his eloquent case for why science and philosophy need each other.

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26 Jun 01:16

radiomaru: Q: This isn’t meant to be an insult or a rant or anything of the sort, but I was...

radiomaru:

Q: This isn’t meant to be an insult or a rant or anything of the sort, but I was wondering why in scott pilgrim vs the world (which I loved a lot btw) there aren’t very many people of color? There was Matthew but not any or many others, unless I was very silly and I missed them. Is this because the setting? (it is my understanding that there aren’t as many people of color in canada as in the us) or you didn’t think of it? Im just curious and i hope I didn’t come off as rude! thanks!

A: I’ve always wanted to make some kind of definitive statement about this but I think i’ll probably just ramble instead…

first: I think it sucks that Scott Pilgrim came out so white!!!!!!!!!!!

I am mixed (white + korean) and grew up being told that race didn’t matter — that race was kinda over. As with many things you’re told as a kid, it took me many years to realize that it wasn’t really true… It was kinda wishful thinking on the part of my parents, who were in a mixed relationship. I mean, I wish it was true, we all wish it was true, but it’s not true.

I did grow up in an extremely white environment. In northern ontario during the time I was growing up it was really just white people and Native / First Nations people. i moved to a bigger town in high school and i think my school had like 3 black kids and 4 asian kids or something. later in high school and in college I hung out with asian kids a lot, but White Canadian Culture was like 99% of everything around us.

so anyway, I guess what I’m saying is, what I knew in the first 20 years of my life was white people and a little bit of asian people and so that’s what I put in Scott Pilgrim. I had an unexamined non-attitude towards race and I didn’t think about it until years later.

Honestly, when i saw the Scott Pilgrim movie it was kind of appalling to see just how white it was — to not even really see myself represented on the screen… At least in the comic they were just cartoons. You can project yourself into a simple drawing of a person so easily; race seems to matter less (look at the global popularity of manga, where everyone is ostensibly Japanese).

And who knows, maybe if my books had had more POCs they would have been whitewashed in the movie, or it wouldn’t have ever been made! Hollywood scares me sometimes…

By the time the movie got made, I was just super-proud that I had created a plum role for someone like Ellen Wong, who otherwise may never have been in a major movie, just by being born Asian and Canadian.

I’ve sometimes joked that Scott Pilgrim is my fantasy of being a cute white indie rock boy (which, as an ostracized mixed-race weirdo, was something I occasionally wished for when I was younger). I guess I whitewashed myself out of my own story, and I got what I deserved.

ANYWAY… IT’S COMPLICATED!

One of the main reasons I wanted to do Seconds in color (seriously) is because I wanted characters to have different skin colors… I think about these things way way more nowadays.

image(reposted because a bunch of people asked for a rebloggable version

Really interesting post by Bryan Lee O’Malley, the creator of Scott Pilgrim, about being appalled that the SP movie was so white, why the books had so few PoCs as well, and his own examination about how “not seeing color" led to him having so few PoCs in Scott Pilgrim.

Sharing because it’s about representation in comic books and movies, and I think some of my readers would be interested in it. :)

(Also, living in Toronto I want to correct the misconception that Canada has few PoCs.  Toronto is an extremely diverse city, and white people are actually a minority (the largest minority, but still a minority) in Toronto.)

25 Jun 02:34

How Do Physicians and Non-Physicians Want to Die?

by Lisa Wade, PhD

We’re celebrating the end of the year with our most popular posts from 2013, plus a few of our favorites tossed in.  Enjoy!

A recent RadioLab podcast, titled The Bitter End, identified an interesting paradox. When you ask people how they’d like to die, most will say that they want to die quickly, painlessly, and peacefully… preferably in their sleep.

But, if you ask them whether they would want various types of interventions, were they on the cusp of death and already living a low-quality of life, they typically say “yes,” “yes,” and “can I have some more please.”  Blood transfusions, feeding tubes, invasive testing, chemotherapy, dialysis, ventilation, and chest pumping CPR. Most people say “yes.”

But not physicians.  Doctors, it turns out, overwhelmingly say “no.”  The graph below shows the answers that physicians give when asked if they would want various interventions at the bitter end.  The only intervention that doctors overwhelmingly want is pain medication.  In no other case do even 20% of the physicians say “yes.”

Screenshot_1

What explains the difference between physician and non-physician responses to these types of questions.  USC professor and family medicine doctor Ken Murray gives us a couple clues.

First, few non-physicians actually understand how terrible undergoing these interventions can be.  He discusses ventilation.  When a patient is put on a breathing machine, he explains, their own breathing rhythm will clash with the forced rhythm of the machine, creating the feeling that they can’t breath.  So they will uncontrollably fight the machine.  The only way to keep someone on a ventilator is to paralyze them. Literally.  They are fully conscious, but cannot move or communicate.  This is the kind of torture, Murray suggests, that we wouldn’t impose on a terrorist.  But that’s what it means to be put on a ventilator.

A second reason why physicians and non-physicians may offer such different answers has to do with the perceived effectiveness of these interventions.  Murray cites a study of medical dramas from the 1990s (E.R., Chicago Hope, etc.) that showed that 75% of the time, when CPR was initiated, it worked.  It’d be reasonable for the TV watching public to think that CPR brought people back from death to healthy lives a majority of the time.

In fact, CPR doesn’t work 75% of the time.  It works 8% of the time.  That’s the percentage of people who are subjected to CPR and are revived and live at least one month.  And those 8% don’t necessarily go back to healthy lives: 3% have good outcomes, 3% return but are in a near-vegetative state, and the other 2% are somewhere in between.  With those kinds of odds, you can see why physicians, who don’t have to rely on medical dramas for their information, might say “no.”

The paradox, then — the fact that people want to be actively saved if they are near or at the moment of death, but also want to die peacefully — seems to be rooted in a pretty profound medical illiteracy.  Ignorance is bliss, it seems, at least until the moment of truth. Physicians, not at all ignorant to the fraught nature of intervention, know that a peaceful death is often a willing one.

Cross-posted at Pacific StandardThe Huffington Post, and BlogHer.

Lisa Wade is a professor of sociology at Occidental College. You can follow her on Twitter and Facebook.

(View original at http://thesocietypages.org/socimages)

24 Jun 20:06

Let’s Make a Game!

by Dennis
These tutorials are meant to accompany the presentation “Let’s Make a game” given at GLS 9. Because of sickness and travel, The tutorials have been delayed. In the mean time, please check out this tutorial series. This page will be updated with the game maker tutorials for GLS 9 as soon as they become available.
24 Jun 01:16

On (Not) Missing ISTE 2013

I’m skipping ISTE this year. And I’ll confess: for the first time since I quit working at ISTE, I’m fairly relieved to not be going.

I made the decision in part because I’m working hard on my book, and traveling costs too much – too much time and too much money.

I’d initially planned to make it just to Steve Hargadon’s Saturday unconference (the event formerly known as EduBloggerCon) on Saturday – it’s always my favorite day of “the show” – but that didn’t work out. (More details to come on Monday regarding why.)

I am, of course, sad that I’ll miss the opportunity to see old friends and meet new ones. That is always the biggest draw for me of any event: an opportunity to connect face-to-face and learn from the folks I am connected to and learn from online. And ISTE has been, for many years now, the one place I can be sure to regularly run into people.

Lots of people.

ISTE usually attracts around 12,000 attendees, including several thousand exhibitors. I can’t help but think about that exhibitor-to-teacher ratio – about 1:3 or 1:4 – particularly in light of my deep dissatisfaction with SXSWedu, where the ratio felt almost reversed. But even 1:4 isn’t such a great makeup if you want the focus to be on “learning” and not on “tools,” let’s be honest, and it’s no secret that ISTE (the conference and the organization) relies heavily on corporate dollars.

For a (short) while, I’d hoped that education startups would provide an alternative to the Pearsons and the Prometheans that dominate the sponsorships and exhibit floor and would forge a different sort of relationship with the educators in attendance – one that involves listening, not selling to teachers. I’m much less optimistic these days, not just because Pearson (via Learn Capital investment) owns a financial stake in so many startups, but because I see many young companies following the same conference marketing practices as established ones: booths, giveaways, parties.

But who can blame them, I guess. These practices have become standard at ISTE. Attendees expect and look for the freebies, sometimes with little regard for the quality, the utility, the data portability, their privacy, the pedagogical implications.

Microsoft, for example, is handing out 10,000 “free” Surface RTs to attendees. And by midday Saturday as I started writing this, there were already photos shared on Twitter of the line of those waiting to pick it up. I do wonder how many have read the reviews for the device (largely negative) or have thought critically about the data they’re agreeing to sign over in exchange for it. I wonder too, how just a few weeks after news broke of the NSA’s PRISM project and tech companies’ cooperation with building an infrastructure for spying on us, after Bill Gates’ pronouncement that he plans to spend millions to equip every classroom in the country with video cameras, after all the handwringing about inBloom and its massive data grab, that educators could be so exuberant about Google Glass.

I don’t get it. I mean, I try. I recognize the powerful allure of the education and technology industries’ myths. But right now, I’m happy to skip ISTE as I’m busily trying to write all my observations and frustrations and fears out in book-length form.

Don’t get me wrong: I like teachers that push teaching and learning with technology forward, and many in attendance at ISTE do just that. But I’m disappointed – increasingly so – that concerns about rampant tech consumerism and solutionism go largely unrecognized. I’m troubled that data portability, ownership, and privacy aren’t a core part of the ISTE (or larger ed-tech) conversation. My session proposal on this topic – Terms of Service 101 – was rejected, hardly a surprise since the popular sessions are always a variation on the “Top 5000 Apps You Can Use in Your Classroom” theme.

Always. Every year.

All this strikes me as a signal there’s a major problem at the core of education technology as we (commonly) know it, one that isn’t simply the fault of the companies churning out their products (although I’m happy to put a lot of the blame there) but is also a result of the flaws in teacher training and in professional development. It's a reflection, more broadly, of our cultural fascination with the shiny and the new. And no doubt, it’s a problem exacerbated by many technology and education technology blogs, where every app and every tool is equally newsworthy and nifty.

The theme of this year’s ISTE conference is “forging a learning frontier” – with little reflection on the imperialist legacy intertwined with such an analogy, I’d wager (but that’s a separate blog post). Yet it feels like, in many ways, we’re retreading the same education technology landscape that we have been for decades.

For over 30 years now, ISTE has offered a strange and often unsettling combination of the old and the new. The same, old problems of student engagement and attainment, for example, alongside the newest tools that promise to enhance or expedite these. And yet, as year-after-year the old problems remain, no matter which new tools are adopted, we should probably consider there’s something awry with the formulation. Something deeply, deeply awry. We should talk about it -- and talk about it loudly. We should recognize too that much of the “newness” of "the latest and greatest" that's celebrated at ISTE is a function of the planned obsolescence built into much of the technology and education industry – there’s always an update or an upgrade to procure, a latest edition to buy, a new (and well-lobbied for) policy mandate to fulfill.

Always. Every year. And by design.

So if I miss ISTE this year, I think I can be pretty safe in assuming it’ll be pretty darn similar -- with slight variations in color and layout, of course -- when the conference moves to Atlanta in June 2014. Maybe I’ll see you there.

22 Jun 18:26

Ship art by Kim Hyeong Seung

by Igor Tkac
Concept ships by illfill. A few ROBOTS.




Keywords: concept hover bike ships space environments concept art by professional concept artist Kim Hyeong Seung seoul korea bluehole studio
22 Jun 18:25

3 Themes from Games, Learning, & Society 9.0

by Kristen DiCerbo
Last week was the 9th annual Games, Learning, & Society conference in Madison, WI. As always, there were interesting, creative, and provocative moments. Overall, I took away three themes.
22 Jun 01:27

MOOCs, Hype, and the Precarious State of Higher Ed: Futurist Bryan Alexander

by jbrazil
MOOCs, Hype, and the Precarious Future of Higher Ed Blog Image

Does it continue to make sense to go to college when the sticker price of a college education is soaring, the amount of debt college students are taking on – even for the non-elite universities and what were formerly affordable public universities – is severely constraining their choices post-graduation, and job prospects for new graduates are dismal? A year ago, I talked with Anya Kamenetz, who delved into these issues in her book, DIY U. Since then, the ballyhooed arrival of free MOOCs into this frightening intersection of economic, intellectual, and social forces has ignited debate about the future of universities. The Reedie in me asks: What is the place of liberal arts ideals in an atmosphere like this?

Liberal arts education is not just about the transfer of cultural knowledge; the liberal arts are often said to be about learning how to learn and how to participate in public discourse vital to the growth of knowledge and health of democracies. Certainly, our civilization depends on those who know the nerves of the face and understand how Ohm’s law applies to microcircuits. It also depends on the existence of a broad and informed discourse about topics that don’t have exact answers, in which the answers are not as important as is widespread, rational and civil discussion and argument about them – about what it means to be a citizen, a democracy, a human.

Transfer of knowledge is not going away and neither is the need for institutions that perform that task. Possibly, and especially for fields such as mathematics or computer programming in which there are exactly correct or incorrect answers, brick and mortar schooling might be in some part supplanted by machine learning in the cloud – whether publicly provided or provided for profit. Can online communication and machine learning also supplant the small seminar that digs into philosophy and literature, semiotics and ethics, politics and civil society? “What is the role of the human teacher in an era of machine learning?” is a perfectly liberal arts question to ask.

At the moment, MOOCs are still in the early part of the hype cycle and discourse is dominated by Manichaean fears of robots replacing professors or venture capitalists taking over higher education. (Although the discourse is not without thoughtful pieces about the pedagogy of MOOCs or  forecasts that attempt to see beyond the hyperbole). When it comes to speaking about the nuances, the many shades of meaning between the extreme positions, and especially about the role of liberal arts at a time when digital media and learning offer such great promises – and to some, great threats – I knew where to turn. Bryan Alexander, who I previously interviewed about emerging learning technologies for this blog, is the senior fellow at the National Institute for Technology in Liberal Education. The ensuing video conversation is longer than usual – around 24 minutes – but if you want to get past the more superficial debates about MOOCs and take a more finely-tuned glimpse at possible futures, you will find it worth your time. This interview will be followed in my next blog post by a conversation with a passionate (and in online learning circles, legendary) practitioner who is bringing the ideas Alexander is laying out for us to life in a residential college and, simultaneously, a global online learning community.

MOOCs, Hype, and the Precarious State of Higher Ed: Researcher, Educator, and Futurist Bryan Alexander from DML Research Hub on Vimeo.

Banner image credit: mathplourde http://www.flickr.com/photos/mathplourde/8620174342

 

22 Jun 01:11

Remembering Vincent Chin

by C.N. Lee PhD

Cross-posted at Asian-Nation.

Today, June 19, marks the anniversary of the day Vincent Chin was beaten into a coma because he was Asian. As summarized in my article “Anti-Asian Racism,” Vincent Chin was a 27-year-old Chinese American living in Detroit, Michigan. On this date in 1982, he and a few friends were at a local bar celebrating his upcoming wedding. Also at the bar were two White autoworkers, Ronald Ebens and Michael Nitz.

1Ebens and Nitz blamed the Japanese for the U.S. auto industry’s struggles at the time and began directing their anger toward Vincent. A fight ensued and eventually spilled outside the bar. After a few minutes, Ebens and Nitz cornered Vincent and while Nitz held Vincent down, Ebens repeatedly bludgeoned Vincent with a baseball bat until he was unconscious and hemorrhaging blood. Vincent was in a coma for four days until he finally died on June 23, 1982.

Ebens and Nitz were initially charged with second degree murder (intentionally killing someone but without premeditation). However, the prosecutor allowed both of them to plea down to manslaughter (accidentally killing someone). At the sentencing, the judge only sentenced both of them to three years probation and a fine of $3,780. The sentence provoked outrage among not just Asian Americans, but among many groups of color and led to a pan-racial coalescing of groups demanding justice for Vincent.

Vincent’s supporters got the U.S. Justice Department to bring federal charges against Ebens and Nitz for violating Vincent’s civil rights. In this trial, Ebens was found guilty and sentenced to 20 years in prison while Nitz was found not guilty. However, the verdicts were thrown out because of a technicality and a second trial was ordered. The defense successfully got the trial moved away from Detroit to Cincinnati OH. In this second federal trial, an all-White jury acquitted both Ebens and Nitz of violating Vincent’s civil rights.

Vincent’s death and the injustices he, his family, and all Asian Americans suffered still stand as a stark and sober reminder that, in contrast to the image of us as the “model minority” and the socioeconomic successes that we have achieved, Asian Americans are still susceptible to being targeted for hostility, racism, and violence. We only have to look at recent incidents in which Asian American students continue to be physically attacked at school, and other examples of Asian-and immigrant-bashing and White backlash to see that we as society still have a lot of work to do before Asian Americans (and other groups of color) are fully accepted as “real” or “legitimate” Americans.

The silver lining in Vincent’s case was that it was a watershed moment in Asian American history because it united the entire Asian American community like no event before. For the first time, different Asian groups began to understand that the discrimination committed against other Asians could easily be turned towards them. In other words, for the first time, Asians of different ethnicities, cultures, and nationalities united around an issue that affected them all.

As a result, the Asian American community mobilized their collective resources in unprecedented ways and Vincent’s death was the spark that led to the creation of a network of hundreds of non-profit organizations working at local, state, and national levels to combat not just hate crimes, but also other areas of inequality facing Asian American (i.e., housing, employment, legal rights, immigrant rights, educational reform, etc.). Vincent’s death has had a powerful legacy on the Asian American community — as a result of the collective action demanding justice, it contributed to the development of the “pan-Asian American” identity that exists today.

This is why it is important for all Asian Americans, and all of us as Americans, to remember Vincent Chin — to mourn the events of his death, to reflect on how it changed the Asian American community forever, and to realize that the struggle for true racial equality and justice still continues today.

C.N. Le is a senior lecturer and the director of the Asian and Asian American Studies Center at the University of Massachusetts, Amherst.  He is the founder and principle writer for Asian-Nation.   You can follow him on Twitter.

Lisa Wade is a professor of sociology at Occidental College. You can follow her on Twitter and Facebook.

(View original at http://thesocietypages.org/socimages)

22 Jun 00:43

Kickstarter Apologizes, Donates $25,000 To RAINN, After Offensive Dating Guide Controversy

by Jill Pantozzi

Yesterday we brought you the story of an already funded Kickstarter project to publish a guide called, Above the Game: A Guide to Getting Awesome With Women. It came to the public’s attention after blogger Casey Malone posted some extremely problematic language within the proposed guide, already published online on Reddit, which included suggesting the user force women to do certain things and disregard their wishes to stop. After public outcry, including a petition brought to the Kickstarter offices, we have a positive update to the story. 

We have a few other updates as well, including a response from the author of the guide, Ken Hoinsky. Trigger warnings going forward.

Hoinsky writes:

I am devastated and troubled by the allegations that my book, Above The Game: A Guide to Getting Awesome with Women, promotes rape. That couldn’t be further from the truth. A handful of quotes were taken out of context and posted on Tumblr which steamrolled in a game of telephone where hardly anyone bothered to read the original version.

People took advice from a section on “Physical Escalation & Sex” and posted them online. Devoid of context, they appeared to be promoting sexually assaulting women when that wasn’t the case at all.

The gist of the controversial advice is “Don’t wait for signs before you make your move. Let her be the one who rejects your advances. If she says no, stop immediately and tell her you don’t want to do anything that would make her uncomfortable. Try again at a later time if appropriate or cease entirely if she is absolutely not interested.”

You can read the entirety of Hoinsky’s statement here but suffice to say, many of us did read the entire original version, since replaced on the Reddit subsection, Seddit, and were horrified by its content. I remain horrified still that Hoinsky doesn’t seem to understand the implications of his unqualified “advice.” He seems to be under the impression you have to wait until a woman is literally screaming at you “SERIOUSLY GET THE F**k OFF ME YOU CREEP” before you stop making unwanted advances. Since some of the offensive material was found in a section meant to advise readers while they’re already on a date with someone, he thinks that makes it ok. It does not. He also writes:

The thing that the commenters on social media are leaving out is that the advice was taken from a section in the guide offering advice on what to do AFTER a man has met a cute girl, gotten her phone number, gone on dates, spent time getting to know her, and now are alone behind closed doors fooling around. If “Don’t wait for signs, make the first move” promotes sexual assault, then “Kiss the Girl” from The Little Mermaid was a song about rape.

No, “don’t wait for signs, make the first move” is not terrible advice for someone already involved in a romantic relationship but “Don’t ask for permission. Be dominant. Force her to rebuff your advances,” also in the same section, does promote sexual assault, whether he understands that or not.

Naomi Hirabayashi, CMO of DoSomething.org took a printed version of the petition and signatures (49,000 strong at the time) along with twenty individuals to Kickstarter headquarters in New York City. They asked to meet with Kickstarter CEO Perry Chen but spoke only with an office manager who assured them the petition would be delivered. The company consists of 61 people and it’s not very unusual Hirabayashi wasn’t able to speak with the boss without making an appointment, if he was even there at the time, so we don’t find this reaction surprising. However, an email update from the petition writers mentioned being told by several individuals Kickstarter was deleting comments about the situation on their Facebook page. We have not verified this.

However, earlier today, Kickstarter made an official statement on their blog:

We were wrong.

Why didn’t we cancel the project when this material was brought to our attention? Two things influenced our decision:

  • The decision had to be made immediately. We had only two hours from when we found out about the material to when the project was ending. We’ve never acted to remove a project that quickly.
  • Our processes, and everyday thinking, bias heavily toward creators. This is deeply ingrained. We feel a duty to our community — and our creators especially — to approach these investigations methodically as there is no margin for error in canceling a project. This thinking made us miss the forest for the trees.

These factors don’t excuse our decision but we hope they add clarity to how we arrived at it.

So what now? Kickstarter says they missed their window to stop the project being funded but have removed it entirely from their website (and linked to a cache version).

“We are prohibiting ‘seduction guides,’ or anything similar, effective immediately. This material encourages misogynistic behavior and is inconsistent with our mission of funding creative works. These things do not belong on Kickstarter,” they wrote. “Today Kickstarter will donate $25,000 to an anti-sexual violence organization called RAINN [Rape, Abuse & Incest National Network]. It’s an excellent organization that combats exactly the sort of problems our inaction may have encouraged.”

And excellent response to the outcry, and an example other companies should look to. But ridding the site of “seduction guides” entirely is not the point. This wasn’t about people being uncomfortable with others teaching them how to speak to women, it was about how they were teaching others to treat women.

Kickstarter’s statement also fails to address the wording of their policy which lead them to hesitate on removing the project as soon as it was brought to their attention (or during their own review process for that matter), and whether or not they’ll be adjusting it in the future so something like this doesn’t happen again.

Guide writer Hoinsky said in his statement, “The book contains an entire chapter on sexual assault & rape, preaching men what not to do. Of course no one has seen those parts yet because the book hasn’t been released yet.” Which seems all too convenient now. However, the petition update mentioned reaching out to the author, “offering advice and insight from a professional author and relationship blogger (who works for us!) on how to improve his book so that it does not promote sexual assault. If this book is (apparently) going to be funded and written, we want to make sure nobody is going to get hurt. Our goal isn’t lots of clicks or to embarrass anyone, we just want to make sure violence against women isn’t rewarded…ever.”

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18 Jun 21:31

Summer 2013: Smithsonian Digital STEAM Fellow… Intern

by nettrice
STEM vs Art wallpaper.

STEM vs Art wallpaper.

STEM (Science, Technology, Engineering and Math) is based on skills generally using the left side of the brain and thus is logic driven. Fields such as the Arts use the right side of the brain to support and foster creativity, which is essential to innovation. STEM education combined with Arts education (STEAM) is thought offer more possibilities for regaining the innovation leadership essential to a better future. While each of these domains stand alone, together or in some combination they can support or enhance 21st century learning.

A research model for advancing CSABL by Nettrice Gaskins.

A research model for advancing CSABL by Nettrice Gaskins.

A proposal to conduct a STEAM workshop for experts in learning sciences, STEM and the arts went in to the National Science Foundation. At the same time I was offered a summer 2013 fellowship (technically an internship) at the Smithsonian. Later, I found an instrument to measure levels of interest and personal motivation among underrepresented ethnic learners who, as studies show, are increasingly disengaged in STEM. I call this “culturally situated arts-based learning” or CSABL. In a sense, ‘situated’ is interchangeable with ‘relevant’ or ‘sustaining’. Culturally sustaining pedagogy (Django Paris 2012) supports the value of our multiethnic and multilingual present and future.

Linking cultural heritage art with urban culture and new technologies.

Linking cultural heritage art with urban culture and new technologies.

With the Smithsonian I will work with a small team to produce a web portal that offers new digital resources that incorporates STEAM materials for learners at different levels. With the upcoming STEAM workshop(s) my plan is to advance a research agenda that leads to the development of a model that leverages creativity, culture and innovation to motivate URMs to increase engagement with STEM topics. A website will document this process and present resources for practitioners and learners in informal learning environments. In other words, what I am learning this summer will hopefully inform my research in the 2013-2014 academic year.

Left: Graf pioneer Futura creates a piece. Right: My student creates his.

Left: Graf pioneer Futura creates a piece. Right: My student creates his own.

My journey began with my interaction with graffiti pioneer Futura (formerly 2000) and teaching art and design as a undergraduate at Pratt Institute. At the time Futura was doing his atom tags and it made me think about science. Art provided the creative space for the pluralistic aspects of expression. The notion of pluralism extends to the art, especially as many artists produce works that have multiple meanings. It’s not simply about “art for art’s sake,” although there is always that. These artists are investigating the construction of identities and exploring abstract concepts that challenge viewers to think beyond the surface of the work. Representation is such a prevalent issue across STEAM areas that it creates a natural space for discussion and collaboration, especially around culture and identity. This brings me full circle back to the summer internship at the Smithsonian. I can’t wait!


18 Jun 21:16

Expeditions Conquistador and Post-Imperial Arrogance

by Mark Filipowich

It’s no secret there’s a not-so-subtle undertone of colonialism in a lot of games, particularly in strategy games. Eador: Masters of the Broken World has the player reorganize the universe into its “proper” state by conquering every available territory in the game (Filipowich, Mark. “Eador: Masters of the Broken World review.” PopMatters. May 15 2013); Civilization privileges western history, where “the United States is made the ultimate inheritor of all…human advancement and elevated to the position of the most perfect and most ‘civilized’ state of all.” (Poblocki, Kacper. “Becoming-State: The bio-cultural imperialism of Sid Meier’s Civilization.” Focaal – European Journal of Anthropology. 39. 2002: 163-177.); Age of Empires celebrates the age of—er, well—empire building. These games are founded on the assumption that history is composed of distinct, easily distinguishable peoples that emerge at the same time and under the same circumstances. The objective is to represent a group in its ascension of Eurocentric progress.

What follows is a player’s attempt to enact the imperial mythology: map every acre, subjugate every rival by the most convenient means available and acquire every resource in the name of progress. Most games, however, do this beneath a layer of fantasy, or at least with the innocent veneer of a history lesson. Expeditions Conquistador on the other hand, is not accidentally colonialist; it is a colonialist fantasy. It is a game that puts the player, with their modern, post-colonial attitudes and understandings, in the role of the first military foray into Mexico. The game argues that there is no form of colonisation that does not cause harm. All the post-colonial wisdom the player may have cannot prevent the damage of imperial expansion: it preys on the player arrogant enough to think they can “fix” history.

The cover art for Expeditions Conquistador portraying a Spanish man with a black beard and curled moustache gazing at something out of frame. He's wearing steel armour and a white-short sleeved shirt. The game's title sandwiches a simple longsword

The cover art for Expeditions Conquistador portraying a Spanish man with a black beard and curled moustache gazing at something out of frame. Beneath, the game’s title sandwiches a simple longsword

The game begins with the promise that you, the player, can rewrite the colonisation of South America. As the opening text explains, “The year is 1518—a year before Hernán Cortés would be elected captain of the third expedition to the South American mainland, where he would overthrow the Aztec empire.” Cortés, however, never makes it to South America in this alternate history because the player-character is sent instead. The central question the game asks is what you would do, knowing what you do, if you were in Cortés’ place?

The game’s expedition takes place in a fantasy version of history. In this world women are equals in military and diplomatic roles, the purpose of the expedition is not outright conquest, just exploration and scholarly investigation of a newly discovered land. Expeditions Conquistador does not pretend it exists in a world where South America’s indigenous people were not massacred. The point of it, as a thought experiment, is to see how the player will halt Spain’s advance into Mesoamerica. The player, sitting at their computer five centuries into the colonisation of the Americas, ought to have all the knowledge they need to prevent the violence associated with Spain’s occupation of Mexico and the Caribbean. But nearly every decision in the game tempts a colonial impulse; it invites and appeals to the same imperial, “I know better than they do” arrogance that led to such violence in the first place.

For one, the option of just not colonising is unavailable. The hornet’s nest has already been kicked by the time the player arrives in Santo Domingo; the game begins after Hispaniola has been settled and after the first Spanish towns and fortresses have been built in what would come to be called the Dominican Republic. A generation of European settlers have already fought, diseased and enslaved local populations for decades. The player has no option but to reverse an established momentum. Moreover, the game seems to especially want the player to put themselves in the role.

Granted, many unnamed protagonists seem to expect the player’s name to fill the blank, but Expeditions Conquistador is particularly interested in the player’s personal investment. The main character’s profile picture is affectively neutral, betraying only their sex as chosen by the player. Next, the player composes their party based on the brief but interesting backstories and personalities of their house soldiery and staff. Each expedition member’s morale will rise or fall based on the player’s interactions in the game, the goal being to avoid a mutiny by keeping the team content and loyal. The point is to build a team of like-minded individuals to accomplish whatever the player expects to be able accomplish: either the subjugation or the salvation of the native South Americans.

Portraits of the various Spaniards available to begin the game with. 8 are women, 7 are men.

Portraits of the various Spaniards available to begin the game with. 8 are women, 7 are men.

While maintaining team morale is an effective and a more nuanced twist on the “morality meter” mechanic, it’s not very difficult to compose a team whose members are of a similar enough disposition that they will stay in line. The point is that the player becomes invested in their squad: they’re trying create the perfect dream team that will fix history. After the expedition begins, though, every decision the player makes is undercut by the fact that they are colonial forces and that they will cause harm. There are decisions that cause less harm than others, but the game inevitably reduces the player’s intervention as an irresponsible, military endeavour.

The first decision the player must make is whether or not to own slaves or enlist paid servants. The player may choose not to endorse slavery and condemn the people that do, but their employment and survival still depends on slave-owners. Furthermore, the first chapter of the game positions the player opposite two factions of Spanish rebels, both abolitionists. The player can—and undoubtedly does—know that slavery and colonial occupation are wrong, but their first major rivals are people that claim to oppose European oppression. The player is never given the chance to side with either faction of the rebellion. In fact, ultimately neither faction is interested in relieving any oppressed people, one is motivated by self-interest the other by short-sighted, uninhibited rage. No matter what the player’s personal view of Spanish occupation, they must violently uphold the status quo. Moreover, the only people that are fighting against the status quo are self-interested or even more irresponsible than the current regime. This foreshadows that the player will—regardless of their intent—become a force of colonialism.

The player must uphold European occupation by virtue of their participation in it. The game tells them to fix history while acting it out. When the player reaches the mainland, they are free to explore the land and interact with the natives. For a long while the game permits (even encourages) nonviolent interactions with various tribes. But eventually, the player learns that the Totonac are conspiring with the Tlaxcaltec to overthrow the Aztec. The player can meet and speak with each side of the conflict as well as with any groups around it. But it becomes increasingly evident that both the Totonac and the Aztec want to secure the player’s loyalty against the other. The quests that each assign the player begin as harmless (track down these bandits, recover this lost artifact, safely escort this noble to that location). But the player gradually gets folded into the war, until they must choose between poisoning a Totonac city’s water supply or razing Aztec farmland. In either case, the player must make a decisive, deceitful strike against one side or the other, targeted at the labouring class with no stake in the war.

A battle from Expeditions Conquistador. Player controlled units on blue hexes line up against AI controlled enemies on red hexes.

A battle from Expeditions Conquistador. Player controlled units on blue hexes line up against AI controlled enemies on red hexes.

Granted, the player may choose not to join either, the player’s ship is ready to sail back to Spain at any time in the game. However, Spain’s King Carlos will only deem the expedition a success if the player has made some great accomplishment or if they’ve acquired a great deal of wealth. Hernán Cortés waits in line just behind the player: if the player doesn’t find some resolution to the Totonac rebellion and if they don’t steal enough valuables to placate their king’s greed, than they are dooming the Totonac, the Aztecs and the other disparate tribes to the history the game tasks the player to fix. The player may support the Aztecs, they may support the Totonac or they may play the two off one another and conquer both (as Cortés had in history). They may not, however, make peace between them because they aren’t peacemakers: they’re warriors in a war. They can only destroy.

The player is placed in a politically tense situation with only a few scraps of information about which side is more justified. The Totonac call the Aztec oppressors and the Aztecs call the Totonac violent insurrectionists. The player is never qualified to make the value judgement of who is right but they’re still roped in to participating in the war. Violence is the player’s only means of action, if they choose not to act, the game picks away at their resources until they starve to death. This is where the game’s difficulty becomes especially meaningful.

Expeditions Conquistador is—at its higher difficulty settings—a remarkably challenging game. It should be. The whole purpose of the game is to force the player to intervene where they have no business. Surviving the higher difficulty settings not only puts the player at greater risk, it makes the option to raid nearby villages or unearth native religious sites for much needed supplies more tempting; thereby putting the indigenous people the player is trying to learn about at greater risk. A miscalculation or a misinterpreted sign results in disaster. Starvation and injury are only a mistake away and mistakes are inevitable. The constant threat of failure—even failure as a result of uncontrollable factors—makes it tempting to attack defenceless villagers for their food or to withhold medical supplies from a plague-stricken town to supply the expedition for another day. The game offers its player substantial, uncomfortable power with only their personal ethics to keep it reined in. But the game does more than make colonialist behaviour justifiable, at times it makes it downright fun.

The player controlled avatar on horseback stands at the base of a ruined Aztec pyramid. Thick greenery hides the structure from the main road.

The player controlled avatar on horseback stands at the base of a ruined Aztec pyramid. Thick greenery hides the structure from the main road.

It isn’t much of a revelation to say that it feels to collect powerups in Super Mario Bros. or rings in Sonic the Hedgehog? There’s not much feedback to either of these tiny events, just a sparkle and high pitched jingle, but there’s a primal reward response activated every time Mario gathers up a green mushroom or Sonic bounces off a spring to full speed. It just feels good. The steady chiming that comes with collecting points, the sharp scratch that comes with taking damage, the chirping of a cursor down a menu are all just little bits of feedback that emphasize a player’s agency in a game. People have an intuitive reaction to the stimuli that games present them. It just feels good to fill a map by exploring every corner or to see an experience points bar max out. It may be reptilian to find such small things so pleasing, but it’s effective. Expeditions Conquistador exploits these “gamey” reinforcements to make colonialism fun.

Filling blanks in Mexico’s map, luring an enemy into a bear trap, scoring a critical hit all feel good because the game emphasizes the flashes and chirps that come with succeeding an objective. Acquiring valuables earns the player a big green plus sign with a number next to it, a high pitched guitar strum punctuates every successfully completed quest, every combat victory is marked by a whooping cheer from the player’s soldiers. Each success is reinforced by the same signifiers. It doesn’t matter if the player was forced into combat because they failed a negotiation or if their success comes at monumental cost; it doesn’t even matter if the player’s own expedition members suffer a loss of morale, the game will treat the player like a winner for meeting the win condition. It takes cognitive effort for one to remember that they are simulating a colonial excursion. The game makes every victory initially feel good regardless of the context: the player as conquistador is constantly positively reinforced for conquest.

The game opens with the promise that the player can undo South America’s colonial history even as it places them in the role of conqueror. The player is a conquistador and conquistadors arrived in South America with the purpose of robbing and subjugating the aboriginals living there. With skill, luck and tact the player can avoid the absolute destruction of Mexico’s indigenous cultures; they can even create a situation that is inarguably better than Cortés’ legacy, but nonetheless the player must cause harm simply by being present where they don’t belong. The player must be an intervening force in a war they have no business in, they will be tempted to exploit natives to survive and there is a sense of accomplishment in colonial victories. Expeditions Conquistador posits that there is no action free from colonial influence: the oppressors may not “fix history.” They can only oppress to a lesser or a greater degree.

Finally, while Expeditions Conquistador does do some interesting things, it is still a narrative of aboriginal South Americans delivered by a small team based in Denmark. Furthermore, the as-yet-unreleased Mexican campaign played from the perspective of an Aztec eagle warrior could be an opportunity for a more nuanced look at colonialism and/or further appropriation of an oppressed culture’s story.

Expeditions Conquistador focuses centrally on the colonialism most similar strategic games bury in their subtext. It may not always approach its themes gracefully or respectfully—perhaps not even intentionally—but it does create an interesting space to approach colonial themes that many games aim to avoid. At about $20 on most digital distribution services it’s a tad pricier than most similarly sized independent games, but for its (perhaps reckless) courage for its themes it’s worth at least looking at.

17 Jun 12:53

Book Domino Chain World Record

by Chris
markdangerchen

Yay Seattle!

16 Jun 00:11

Weird Stats of the Day: Toddlers killed more Americans than...

by cranberryzero


Weird Stats of the Day: Toddlers killed more Americans than terrorists did this year

Opposing Views brings some frightening (though obviously tongue-in-cheek) statistics about the future of America: more American lives have been claimed by gun fatalities involving American toddlers than terrorist attacks this year. In the past five months, a total of 11 people were killed by preschoolers with firearms compared to the four that perished in the Boston explosions — the only terrorist attack to occur this year. We can only hope the NSA will ramp up surveillance on children less than 5 years of age in order to counter this threat to national security.

15 Jun 05:44

Microsoft Points Go Away

by Edward Castronova

Microsoft announced that it is retiring its virtual currency, Microsoft Points. This follows Facebook abandoning Facebook credits. Companies are trying to figure when and where it makes sense to have your own currency. The thing about a rewards-type currency, such as Microsoft Points, is that it adds a click to the buying process. Put in your credit card, buy Points, buy games (or movies or whatever). MS is saying, why not have it be just: Put in your credit card, buy games. What after all is the point of having the virtual currency in there?

Perhaps we are laready moving beyond virtual currencies to the next innovation, for which I conjured the name "digital value transfer." The technology FB has developed allows it to instantly and costlessly translate value from one app to another. Currently FB funnels any such transaction through dollars (so it can take its 30% cut). But it doesn't have to.

Games like Path of Exile have many things called currencies and a back-end system for translating the player's holdings of X, Y, and Z into different things of value.

The thing that makes Bitcoin valuable isn't Bitcoin, its the DVT that allows you to exchange Bitcoins for other things.

An economy backed by DVTs doesn't make any distinctions between the virtual entities it is tossing around. They may be currencies, or assets, or resources, or even virtual goods such as movies. Files. The DVT just knows how much of one thing is needed to exchange with another. Imagine a vast traingular matrix listing every good in the world. Each cell says how much one good is worth in terms of the other.

15 Jun 05:42

Shockingly Similar Digital Divide Findings from 1998 and 2013

by Justin Reich
Two studies of student surveys from 1996 and 2011 show remarkably similar patterns of technology usage and inequalities. - Justin Reich
13 Jun 13:04

I’ve been putting off writing this for a while because my personality is such that I get...

I’ve been putting off writing this for a while because my personality is such that I get really scared people think I’m egotistical or that it’s really unfair for me to ask for stuff. :\

But basically I don’t really have a job anymore, and I’m having money issues because of it, so I’m just pointing out if you want to, and can afford it, and you like Escher Girls, that there’s a paypal donate button on the sidebar of Escher Girls, and I would really appreciate anything people could donate. :)

I’ve always had the donate button on the sidebar as a tip jar, but I never pointed it out because I don’t want people to think I expect to be paid for running EG or anything (obviously, I don’t), but just right now with everything going on w/ my life, I wanted to point it out just in case some people didn’t know, and that it would really help me out.

Thank you so much :)

Ami

12 Jun 11:54

Who Needs the Justice League When There’s The Grumpy League of America!

by Isabella Kapur

I doubt that Grumpy Cat would do well as Aquaman, given that cats have an aversion to water.  Well, at least he would be able to get a constant supply of delicious fish.  Maybe hunger makes Grumpy Cat grumpy.

(via Geeks Are Sexy)

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12 Jun 11:52

My Top Three Policy Recommendations for Education Reform

by Justin Reich

I was recently asked for my top three recommendations for policy and "non-policy" strategies for improving education, particularly with an eye towards increasing equity and advancing deeper learning (the development of student competencies like ill-structured problem solving, communication, and new media literacy in the context of academic content learning).

One might expect me to recommend things related to the use of technologies in schools. But what I think of as high-quality, technology-rich education for all students in schools depends upon fundamental changes in our national system of schooling and national ecology of learning. Education technology needs education reform much more than education reform needs education technology. (I stole that line from Barry Fishman; I've never asked him if he stole it from someone else.)

So here are my top three domains that I think state and federal policymakers could address to improve education. (In my next post, I'll share three things that policymakers probably have little control over, but are even more important.) 


Start Before School. Compelling research from Sean Reardon and many others demonstrates that educational inequalities begin long before children begin attending schools. The best way to ensure that systems of K-12 schooling are capable of providing rich, equitable opportunities for learning is to ensure that all children enter kindergarten prepared for school. In his New York Times opinion piece, Reardon advocates several policy initiatives that would advance this goal: universal, paid maternity and paternity leave; nurse-family partnerships for early interventions in resource-poor environments; resources for parental education; universal early childhood education; and greater resources and training for early childhood educators.

These initiatives are all outside my area of expertise. I'm called in my own career to explore the mysteries of adolescents. But every day that I work with schools, and as I raise my own 2 year old daughter, it becomes increasingly clear that those working in early education and parent education are doing, by far, the most important work in our national system of education. Achieving equitable outcomes related to deeper learning depends upon addressing the woeful state of early education and parental support structures in the U.S.  As Reardon writes, we need to rethink "our still-persistent notion that educational problems should be solved by schools alone."

Assess Less Frequently and More Effectively. Testing all students, every year, from 3rd to 8th grade, is not an efficient use of resources. We need a much more variegated assessment strategy, where assessments are designed for their intended function, rather than using one annual test to evaluate students, teachers, schools, districts, teacher training universities, and systems, in complete contra-indication of psychometric guidelines. While baseline assessments of computational skills and reading comprehension are well and good, unless we can develop assessments that evaluate the full range of competencies embodied in deeper learning, these deeper competencies will only be developed in students in affluent schools where students can reliably pass these baseline tests.

At key milestones, students should produce rich, portfolio-based performance assessments (leveraging new technologies to address reliability issues from previous efforts) that demonstrate ill-structured problem solving, complex communication, and new media literacy skills in the context of rigorous investigations of carefully-selected academic content. These performances should be supplemented by assessments designed to evaluate teachers, schools, or systems, administered using well-designed sampling methodologies. Better assessment is critical to better policy, curriculum, and pedagogy.

Support Continuous Learning and Innovation

Teachers improve when they work in community to continuously improve their pedagogy and curriculum. This work is especially effective when teacher communities evaluate the quality of their teaching by looking closely at student work and at the teaching practices in their community and in their own classrooms. Developing this capacity--one school at a time, in 15,000 school districts and 130,000 schools--is essential to improving student learning in schools. I have little confidence in any reform strategy that seeks to improve student learning without accounting for the need to work, individually, with each of these 130,000 faculties.

In my own practice, I find that emerging technologies are a particularly useful vehicle for stimulating new thinking among faculty around curriculum and pedagogy. The physical presence of new devices symbolizes the changing demands of the civic sphere and labor market and gives teachers permission to re-examine their practice. Technology is a kind of Trojan Mouse, where you can start a conversation by talking about devices and then shift quickly to addressing fundamental questions of teaching and learning. 


For regular updates, follow me on Twitter at @bjfr and for my publications, C.V., and online portfolio, visit EdTechResearcher.

- Justin Reich
10 Jun 14:02

Life XP: Why Gaming Makes Us Better

by Sande Chen
In this article, writer Lily Francis expounds on the benefits reaped from playing games and not just educational games.

Almost all gamers can share a variation on the same story: someone - often a parent or a teacher when they were younger, but sometimes a colleague or a partner - has told them that they’re dulling their mind by playing so many games. Game designers in particular often get it in spades; if the person they’re talking to isn’t a gamer themselves, they often have to steel themselves for “harmless” asides. Games are fun, after all, but aren’t they a little - you know - silly? Aren’t games just a brain-draining time-waster? Luckily, exciting research suggests that the answer to that question is a resounding no. Playing video games appears to sharpen critical thinking, teach skills like collaboration, and otherwise prep gamers to succeed in life. It’s not just educational gameswhich confer these benefits either; no matter your chosen genre, your favorite games are likely to give you a boost in life.  

Problem-Solving & Critical Thinking

One of the reasons children play make-believe is to learn about their world. By imagining themselves in different situations, they learn how to react to situations they probably haven’t encountered in their real lives. Consider it a test drive for their brains, emotions, and problem-solving skills. We never lose the capacity to learn from these kind of games, and this is exactly the well that video games draw from when they increase our critical thinking. For all that the mind is a complex instrument, it also has the ability to process immersive media, such as video games, as lived experiences. New experiences promote new perspectives, which in turn encourage creative solutions in everyday life.

Games also help to fine-tune your ability to think quickly under stressful circumstances: even if you logically know that you’re safe in the middle of a particularly tense mission, your pounding heart and adrenaline rush probably have your body fooled. Next time you have a stressful, fast-paced day at work, think about how you’d react to it if you were playing - it’s a surprising hack might help you regain control of the situation by looking at it from a new angle.

Community & Teamwork


Whether sharing real space with your friends or family, or collaborating with someone you’ll never meet in a city you’ll never visit, gaming can be a team sport. Just like any other team sport, these games can foster social skills which are applicable to every other part of your life. Even businesses have realized the potential games have to spur social development, with Forbes running a story which highlighted the ways in which collaborative gaming trains players in alliance-building, resource allocation, and teamwork. Even after players leave the game itself, the benefits continue. Stories on healthygame-playing often note that “[online] gaming tends to spawn lively and active Internet communities, with gamers frequenting fan sites, forums, and shared databases to discuss developments, tactics and gameplay”. Although social media has made this sort of interaction commonplace, these communities can be highly close-knit, encouraging social skills in a way Facebook can’t compete with.

Relaxation & Creativity

Given the pace society runs at, many people feel like relaxation is a slightly taboo act, something they have to find legitimate excuses for. Forget all of that; anything which relaxes you is beneficial by its very nature, since it’s those moments of happiness which allow for greater productivity, a healthier body, and a less manic mind. Like other hobbies, gaming has the potential to be a relaxing break from “real life”, but it’s also a way to recharge while staying engaged. The stress of work might fade away, but your mind is still active and focused, the hallmark of a healthy hobby. Games - particularly immersive ones - also promote creativity and increased imagination. In this, they come full circle back to the make-believe games of children, with the power to ignite an interest in storytelling and the world around us.

Once upon a time, gamers were seen as unsuccessful weirdos with poor people skills. Games have changed, and people have changed, but more than anything it’s this perception which has changed - or is, at least, in the process of changing. With research to back up these shifts in understanding, it’s possible to be proud of what gaming offers both players and society in general.

Lily Francis writes for a number of ethical healthcare providers. She's always been a keen gamer since she fell in love with Civ in her school days and loved taking the opportunity to prove that all that time plotting world domination had some mental health benefits (as well as being great fun).
09 Jun 19:52

Bookseller humor.

by cranberryzero


Bookseller humor.

06 Jun 23:49

Freak Out Kitty

Kitten is scared of a lizard - AnimalsBeingDicks.com

Here, we get a rare glimpse of the Cowardly Lion as a baby.

06 Jun 13:28

Mad Mod Recreates Baldur’s Gate in Neverwinter Nights 2

by Nathan Grayson

Even the characters are amazed that it all looks so... multi-dimensional.

Whoops, this is insane. Completely insane. Game designer and ex-TimeGate-er Drew Rechner’s been on a seven-year quest to recreate the entirety of Baldur’s Gate (including expansion Tales of the Sword Coast) in Obsidian’s Neverwinter Nights 2, and he’s finally succeeded. With the help of a programmer and contributions from a ragtag team, he squeezed every last drop of the original’s genre-defining juice into a glistening concoction of role-playing past and present. There’s a trailer after the break, and it’s pretty bonkers. I’m reinstalling NWN2 right now, because wow. Madness.

(more…)

06 Jun 01:36

Best car wreck ever.

by cranberryzero


Best car wreck ever.

06 Jun 01:36

Norwegian student could lose eyesight from Syttende Mai bar attack

by Meghan Walker

A 21-year-old Norwegian college student will likely end up blind after being attacked outside the Ballard Smoke Shop (5439 Ballard Ave NW) on May 17 after the Syttende Mai parade. The Seattle P-I reports that King County prosecutors say Michael J. Squibb, 54, slammed a glass into Joakim Grevstad’s face just before midnight. They also report that witnesses unaffiliated with either man told the police that Squibb attacked without provocation before fleeing the bar. The probable cause documents show that Grevstad was very drunk, and that bar staff had cut him off. Squibb contends that he was provoked; he said he was being pushed by Grevstad and warned him to back off before hitting him with the glass.

KOMO reports that, “according to the probable cause documents, Grevstad, who is in the United States to attend college, suffered serious facial and eye injuries requiring surgery. He will likely be blind and lose an eye in addition to facing lifelong pain from his injuries.”

05 Jun 01:44

Feminists in Games Workshop 2013

by Samantha Allen
From left to right: Rachelle Abelar (of Geek Girl Con), Samantha, Quinnae, Anita Sarkeesian (Feminist Frequency) and Mitu Khandaker (DearAda and TheTiniestShark).

From left to right: Rachelle Abellar (of Geek Girl Con), Samantha, Quinnae, Anita Sarkeesian (Feminist Frequency) and Mitu Khandaker (DearAda.com and The Tiniest Shark).

This past weekend (May 31st to June 1st, 2013), Quinnae and I had the pleasure of attending and presenting at the 2nd Annual Feminists in Games Workshop in Vancouver, British Columbia at The Centre for Digital Media. This interdisciplinary workshop brings together a wide array of academics, developers, industry professionals and activists who work on feminist issues in games and technology.

This year, we tripled the attendance of the 1st Annual FiG Workshop. The weekend was also a historic occasion in The Border House history as well because it marked the first time Quinnae and I could meet in person. I could dedicate this entire post to describing how much fun it was to hang out with Quinnae in Vancouver but instead I’ll share a brief run-down of the workshop proceedings!

If I had to select one theme of FiG 2013, it would be this: as feminists in games, we are excited about the exponential growth of our movement over the last year but we are also realizing the need to develop new strategies to deal with increasing amounts of resistance and harassment. As feminist scholars, activists, developers and professionals continue to challenge the medium and the culture surrounding it, others seem to be clinging more firmly than ever to conservative traditions of exclusivity.

Keynotes

T.L. Taylor (MIT)

T.L. Taylor (MIT)

The three keynotes were by T.L. Taylor (MIT), Brenda Laurel (UC-Santa Cruz) with Kirsten Forbes (Silicon Sisters) and Anita Sarkeesian (Feminist Frequency). T.L. Taylor compared the operations of hegemonic masculinity in physical sports and in the e-sports community. Although geek masculinity may seem to be at a distance from hegemonic norms of masculinity in some respects, T.L. Taylor argued that geek masculinity entails a repetition of the same exclusionary gestures that constitute it as an alternative masculinity in the first place.

Brenda Laurel (UC-Santa Cruz)

Brenda Laurel (UC-Santa Cruz)

Brenda Laurel and Kirsten Forbes discussed their work making games for women and girls. Brenda Laurel has been making games for girls since the 1990s (which you can read more about in this archived feature in Wired) and Kirsten Forbes just co-founded Silicon Sisters in 2010. Together, these two designers discussed their differing approaches to serving a female audience and reflected on how the landscape for “girl games” has changed over the last twenty years.

Anita Sarkeesian, media critic and creator of Feminist Frequency.

Anita Sarkeesian, media critic and creator of Feminist Frequency.

Anita Sarkeesian (who just released her second video in the Damsels in Distress series) spoke about the harassment she has received since the start of her Kickstarter campaign to fund Feminist Frequency. Anita reported that her harassers shared evidence of their deeds in comments threads and forums as if they were badges of honor. She also argued that we need to stop conceptualizing harassment as mere “trolling” and instead use more specific language to describe the harassment (e.g. “sexist,” “racist,” “homophobic,” etc.). Anita also pointed out that most websites have “few mechanisms for accountability” and, as such, crying “It’s just the internet” can no longer function as a valid excuse for allowing web vitriol to appear in forums and comments threads.

More On Harassment

Several of the individual presentations at FiG also addressed the harassment of women in both virtual and physical game-related spaces. Using legal definitions of sexual harassment, Nina Huntemann argued that the #1ReasonWhy tweets reveal a sweeping culture of harassment in game spaces while Kelly Bergstrom honed in on anti-feminist rhetoric that circulates on Reddit through image macros.

Mitu Khandaker and Emily Flynn-Jones spoke about their work on DearAda.com, an online letter-writing series they curate that allows women in games to safely share their experiences. Grace gave a presentation on her experience running Fat, Ugly or Sluttya website that catalogs sexist messages on XBoxLive and PSN. And Celia Pearce capped this theme of the conference off by reviewing sexist incidents in games over the past year and offering some strategies for change.

On Positive Steps

Despite the persistence of exclusionary norms in gaming culture, more women and feminist-identified folks are making games than ever before. As a case in point, Hannah Epstein, Alex Leitch and Emma Westecott presented their work on the game PsXXYborg, a psychedelic, multi-screen avatar-less gaming experience.

Hannah, Alex and Emma show off their game psXXYborg to a full house.

Hannah, Alex and Emma show off their game psXXYborg to a full house.

Cecily Carver, Helen Kennedy and Alison Harvey also reported on their successes running women-focused game jams in feminist gaming spaces across the world. Cecily is co-director of Dames Making Games in Toronto, Helen ran the XX Game Jam in Bristol and Alison Harvey took the ethos of Dames Making Games to the Pixelles in Montreal.

A panel of scholars and activists led by Erica Meiners (and featuring Shana Agid, Sozan Savehilaghi and Harsha Walia) stressed the continuing necessity of radical politics for those of us working in games and technology.

On Gaming Culture

Several presentations offered in-depth analyses of particular facets of gaming culture. Victoria Hungerford and Kari Storla presented on a panel about the “gamer girl” identity. Victoria and Kari pushed beyond a description of the kind of harassment that gamer girls receive to offer a complex analysis of the “gamer girl” as a flexible and strategic political identity that changes contextually. Some gay men and genderqueer folks, for example, have adopted the “gamer girl” identity as a way to locate themselves within gaming culture at large.

Sara Downing explored representations of Chinese and Japanese female characters in games, noting that their gender identity and sexuality are often seen as more definitive features than their race. And Catherine Goodfellow gave a primarily North American and British audience a glimpse into Russian gaming culture. She also treated us to a picture of a shirtless Vladmir Putin.

The lovely city of Vancouver played host to FiG 2013.

The lovely city of Vancouver played host to FiG 2013.

Jessica Soler-Benonie and Frédérique Krupa brought in-depth ethnographic research to FiG. Jessica presented on her work interviewing female MMO players while Frédérique presented results of an extensive personality study of of women working in the tech industry using a Myers-Briggs test.

(I couldn’t go in-depth on each presentation at FiG but Lillian Cohen-Moore has created a Storify of the entire conference in two parts [here and here] that can fill in the details I’ve had to omit!)

The Border House at FiG 2013

In my own presentation at FiG, “Teaching with Games in a Women’s, Gender and Sexuality Studies Classroom,” I re-capped the teaching activities I have been blogging about on The Border House (here and here) and shared what I have learned from them. I also speculated that video games’ focus on object collision limits both their expressive potential and their relevance to feminist pedagogical projects. I have written a bit about this idea before in the first issue of Zoya Street’s fantastic Memory Insufficient, but I expanded those thoughts for the audience at FiG. (There is a Storify of my presentation available here.)

I demonstrate Merritt Kopas'  Lim for the audience at FiG.

I demonstrate Merritt Kopas’ Lim for the audience at FiG.

The loquacious Quinnae (better known around academic parts as Katherine Cross) gave a talk entitled “Bending the Rainbow: How the Feminist Prism Reveals Gaming Solutions.” In this stirring speech, Quinnae argued that there is a Möbius strip effect in the rhetoric of “reality” when we talk about online harassment: the Internet is real enough to hurt us but, when we call out the causes of our pain, we are told that the Internet is “not real enough” for our wounds to be taken seriously. She also refuted the notion that anonymity was behind bad behavior on the internet, stressing that anonymity also protects marginalized groups online. Throughout, Quinnae argued that a feminist analysis of social structures would be uniquely equipped to address structural problems in online gaming spaces.

Concluding Thoughts

The workshop as a whole was exhilarating; Quinnae and I were both energized by spending two days in a room packed to the brim with feminists who were invested in changing the medium. And I sincerely hope Quinnae will agree to be my roommate again!

Samantha and Quinnae were so happy to be at FiG2013.

Samantha and Quinnae were so happy to be at FiG2013.

As I waited in line to use the washroom, I overheard someone say, “This is the first conference I’ve ever attended where there has been a line for the women’s washroom.” This joking moment, to me, captured the spirit of the conference. For most of the year, many of us work in male-dominated institutions and environments. Feminists in Games gives us an opportunity to come together and experience a space in which our perspective matters. I can’t wait for next year!

02 Jun 23:49

Upcycled Comics Collages Celebrate Our Favorite Sound Effects

by Susana Polo

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Amy Watkins runs an Etsy shop where she produces these beautiful collages made from comics panels and pages. From DC to Marvel and even Adventure Time, with striking color combinations and plenty of thwip, bamf, and… you know, a picture is worth a thousand sound effect words, so lets just look at some of them. Check out her shop here!

(via Laughing Squid)

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