Cyberculture: July 2007 Archive Page

A frequent objection I hear from Digital Immigrant educators is "this approach is great for facts, but it wouldn?t work for 'my subject.'" Nonsense. This is just rationalization and lack of imagination. In my talks I now include "thought experiments" where I invite professors and teachers to suggest a subject or topic, and I attempt --on the spot -- to invent a game or other Digital Native method for learning it. Classical philosophy? Create a game in which the philosophers debate and the learners have to pick out what each would say. The Holocaust? Create a simulation where students role-play the meeting at Wannsee, or one where they can experience the true horror of the camps, as opposed to the films like Schindler's List. It's just dumb (and lazy) of educators -- not to mention ineffective -- to presume that (despite their traditions) the Digital Immigrant way is the only way to teach, and that the Digital Natives' "language" is not as capable as their own of encompassing any and every idea. --Marc Prensky --Digital Natives, Digital Immigrants (marcprensky.com)

Extremely relevant when it was written in 2001, and still important now. When I recently gave a talk about simulations in Holocaust education, I didn't mention this passage, but I probably should have.

Gamers are unequivocal: "Dying gives a game meaning", say posters on the PC Advisor forums. Markus Montola, a researcher at Tampere University in Finland, takes this further: "You have a motivation - to avoid being annoyed by dying. Motivation is what makes the game meaningful."

Pete Hines - vice-president at Bethesda, the developer behind the role-playing game Oblivion and its expansion pack, Shivering Isles - agrees. "Having your character die or fail is important because your actions have to have some meaning in the game, and to you."

But is the death of your character the right way to give a game meaning? Peter Molyneux of Lionhead, the developer of Fable, Black & White and The Movies, says: "A fight has to cost the player something, or it loses its meaning. Previously, that cost was time and tedium [in replaying a level]. But is that the right cost?" --Kate Bevan --Why do we have to die in games? (Guardian)

Scholars have a vast range of opportunities to distribute their work, from setting up web pages or blogs, to posting articles to working paper websites or institutional repositories, to including them in peer-reviewed journals or books. In American colleges and universities, access to the internet and World Wide Web is ubiquitous; consequently nearly all intellectual effort results in some form of "publishing". Yet universities do not treat this function as an important, mission-centric endeavor. The result has been a scholarly publishing industry that many in the university community find to be increasingly out of step with the important values of the academy. --University Publishing in a Digital Age (Ithaka)

Filing away for the ol' tenure application.

Update, 01 Aug: IHE report; McLemee analysis.

Once you put in several hours flailing around learning how to function in Second Life, there isn't much to do. That may explain why more than 85 percent of the avatars created have been abandoned. Linden's in-world traffic tally, which factors in both the number of visitors and time spent, shows that the big draws for those who do return are free money and kinky sex. On a random day in June, the most popular location was Money Island (where Linden dollars, the official currency, are given away gratis), with a score of 136,000. Sexy Beach, one of several regions that offer virtual sex shops, dancing, and no-strings hookups, came in at 133,000. The Sears store on IBM's Innovation Island had a traffic score of 281; Coke's Virtual Thirst pavilion, a mere 27. --Frank Rose --How Madison Avenue Is Wasting Millions on a Deserted Second Life (Wired)

I recall scratching my head in puzzlement last year when the Second Life stories started appearing in the media. Didn't the VR hype fizzle out with the 90s?

"I have never forgotten the magic night that my own father, like his father and his father's father before him, gently woke me, bundled me up in a warm blanket and quietly led me outside to see the Northern Lights for the first time," said the elder Meier, dejectedly sipping a cup of hot cocoa on the back porch as his uninterested son ran back inside to his Sony PlayStation. "It was a moment I'd always looked forward to sharing with my own son."

"Well, so much for that dream," added Meier, heading to the kitchen to pour the boy's untouched mug of cocoa into the sink. --Child Unimpressed With Aurora Borealis After Whole Day Of Tekken 3 (The Onion (Satire))

An armed gang of four kidnapped one of the world's top RPG gamers after one criminal's girlfriend lured him into a fake date using Orkut, Google's social network. After sequestering him in Sao Paulo, they held a gun against the victim's head for five hours to get his password, which they wanted to sell for $8,000. And yes, the story gets even better. --Gang Kidnaps Gamer to Get Password Using Fake Orkut Date (Gizmodo)

The story points to a website that appears to be in Portugese, so I can't investigate this story any further. It fulfills so many stereotypes it just doesn't sound credible... the kidnap victim isn't named, for instance. I don't see any coverage of this outside the gamer weblogs and fansites, so I'm leaning towards "PR hoax" on this one. Perhaps time will tell.

--Echochrome - the Escher Game (YouTube, Via Game Girl Advance)

What a hypnotically simple interface! This is a PSP game. Since I'm not a platform gamer, I'll have to admire this one from afar.

Asking contributors to "write the story on open-source car design" had all the appeal of asking people to rewrite their college term papers. Asking them to talk to someone they admire and respect was met with a far warmer response. --Jeff Howe --Did Assignment Zero Fail? A Look Back, and Lessons Learned (Wired)

An assessment of Wired's pro-am journalism experiment. Can a crowd of volunteers produce quality news reporting?

Your job is very simple! All you need to do is look out for the features that mark out sprial and elliptical galaxies. In fact, as you're a human and not a computer, most galaxies should be easy to classify since they're obviously spirals or obviously ellipticals. On this page, you will practice classifying galaxies. On the next page, you will take a short trial to test your skills. If you don't pass the trial, you can try again. Once you pass the trial, you can start contributing to Galaxy Zoo science!
--Galaxy Zoo

I got a 13 out of 15 score on the qualifying test.

I gather that astronomers have developed software that chops telescope images up into chunks centered on bright objects, and that people are better at identifying the bright spots as clockwise spiral galaxies, counter-clockwise spirals, oval galaxies, or something else (like a star or a satellite). Or, to be more precise, the effort it would take to create a computer program that surpasses human skill is not worth investing, when it is possible instead to get an army of volunteer humans to do the work. (This is called "Flintstoning," which refers to the usefulness of certain low-tech solutions, such as Fred using his feet underneath the car.)

For a long time, I have daydreamed about making a computer program that asks students to evaluate short writing samples, such as thesis statements or news leads. The idea is that I would first train students with samples that I have already graded. Then those students who have demonstrated that they are good at evaluating the writing samples (that is, those whose answers closely match mine) start being asked to evaluate samples written by their peers. I imagine that a particular student sample would get evaluated by at least two peers; if the peers disagree, then the system would flag that sample, and I would break the tie.

I wouldn't use such a system to mark assignments for a grade -- my thought that it would be useful for the kind of assignment where students get credit for simply doing the work, and the added value would be that students would get some kind of structured peer feedback. I would make sure to read and comment on at least a handful of exercises in each set, and this system would help me identify which students are not only doing a poor job writing their own exercises, but are also unable to recognize when a sample exercise meets the criteria.

"You know, they're not that bad, but they were meant to be private. And it is making me feel very vulnerable that the entire country has to see them now because of this situation." --Miss N.J. releases blackmail photos (MSNBC)

Amy Polumbo, the 22-year-old Miss New Jersey, says she had put the photos on a password-protected area of her Facebook profile. The photos, as described in this article, sound pretty tame compared to the kinds of paparazzi photos that routinely show up on celebrity websites, but once again we have an example of a young person who didn't think of the consequences of her actions.

Note the way the reporter creates contrast by juxtaposing the description of a suggestive photo, snapped in what seems to be a public place (and posted onto a website), with Polumbo's rather naive expectation of privacy:

One shows a smiling Polumbo with a man she identified as her boyfriend, his open mouth over her left breast. Polumbo is fully clothed in the photo, which appeared to be snapped at a nightclub.

"This was meant to be private," Polumbo said.

—What People are Doing [US Social Networking Sites] (Businessweek)

An interesting, but not very well-sourced graphic, that shows 70% of youth (ages 18-21) are members of social networks, but only 37% create content on those sites. (I’m not sure what the researchers count as “creating content” — there’s a separate column for “Critics” who comment on and rank the content others create, so presumably, according to this chart, leaving a message on someone’s wall doesn’t count as content creation.)

Found via Reeves Library.

--Lego White and Nerdy (YouTube)

Weird Al's awesome "White and Nerdy" has spawned not just one but several different Lego versions (of various quality levels).

Our research indicates that each of these six areas will have significant impact on college and university campuses within the next five years.

* User-Created Content. It's all about the audience, and the "audience" is no longer merely listening. User-created content is all around us, from blogs and photostreams to wikibooks and machinima clips. Small tools and easy access have opened the doors for almost anyone to become an author, a creator, or a filmmaker. These bits of content represent a new form of contribution and an increasing trend toward authorship that is happening at almost all levels of experience.

* Social Networking. Increasingly, this is the reason students log on. The websites that draw people back again and again are those that connect them with friends, colleagues, or even total strangers who have a shared interest. Social networking may represent a key way to increase student access to and participation in course activities. It is more than just a friends list; truly engaging social networking offers an opportunity to contribute, share, communicate, and collaborate.

* Mobile Phones. Mobile phones are fast becoming the gateway to our digital lives. Feeding our need for instant access, mobile phones are our constant companions and offer a connection to friends, information, favorite websites, music, movies, and more. From applications for personal safety, to scheduling, to GIS, photos, and video, the capabilities of mobile phones are increasing rapidly, and the time is approaching when these little devices will be as much a part of education as a bookbag.

* Virtual Worlds. Customized settings that mirror the real world--or diverge wildly from it--present the chance to collaborate, explore, role-play, and experience other situations in a safe but compelling way. These spaces offer opportunities for education that are almost limitless, bound only by our ability to imagine and create them. Campuses, businesses, and other organizations increasingly have a presence in the virtual world, and the trend is likely to take off in a way that will echo the rise of the web in the mid-1990s.

* The New Scholarship and Emerging Forms of Publication. The nature and practice of scholarship is changing. New tools and new ways to create, critique, and publish are influencing new and old scholars alike. Although this area is farther out on the horizon, we are beginning to see what new publications might look like--and how new scholars might work.

* Massively Multiplayer Educational Gaming. Like their non-educational counterparts in the entertainment industry, massively multiplayer games are engaging and absorbing. They are still quite difficult to produce, and examples are rare; but steps are being taken toward making it easier to develop this kind of game. In the coming years, open-source gaming engines will lower the barrier to entry for developers, and we are likely to see educational titles along with commercial ones. --The Horizon Report 2007 Edition (PDF) (New Media Consortium / EDUCAUSE Learning Initiative)

I'm glad to have found this document, as I start to pull together materials for my tenure bid.

Sites like the Blake archive mark an important point of departure from expensive clothbound volumes available in university libraries -- and unique items in private collections -- to high-resolution facsimiles freely available to anyone with Internet access. Even the nonspecialist (like me) can easily spend hours appreciating Blake's aesthetic achievement beyond reading the unadorned transcriptions of his poems one might find in an anthology.

The editors have performed a great service for the general public, but what about the exacting standards of literary scholarship? Does the Blake archive meet the expectations of professionals?

[...]

Yes, young scholars, you may cite the Blake archive. --"Thomas H. Benton --Authoritative Online Editions (Chronicle of Higher Education)

If I'm working on a project, it's my dream. I'm not toiling away in a dank quarry, hauling blocks across miles of boiling sand to build someone else's pyramid. If you're going to grind your life away in a masochistic profession - and make no mistake, game development is unadulterated masochism - I say to you this: make it mean something. Spend your life making meaning. Create things that excite you, which get you out of bed early in the morning and keep you up late at night. Create experiences that will set minds on fire and inspire, in turn, to create experiences for others. We all have a reason for wanting to create games and, at some level, it boils down to an experience we had playing someone else's creation, their dream. What was that game for you? --Swink --The Teaching Game: Part One - Transitioning (Game Career Guide)

An interesting feature from a games industry professional who got tired of the grind and gave it up. I'm a little worried that Swink is romanticizing the teaching profession as much as he had previously romanticized the games industry, but this is still a good read.

RUR Cats (Jerz's Literacy Weblog)

My first (and probably only) contribution to the LOLCats meme.

In the 1920s, the Czech play R.U.R. (Rossum's Universal Robots) introduced the world to a word that quickly displaced older terms such as "automaton."

As author Karel Capek was working out the plot, he fretted that calling them "labori" would be too stuffy. His brother Josef, a cubist painter and author, muttered, "Then call them Robots," drawing on a Czech word meaning "menial labor" or "servitude."

The illustration is from a Josef Capek's children's book, A Doggie and a Pussycat: How They Wrote a Letter.

Okay, that was pretty obscure, but now I can get on with my life.

It isn't clear whether Linden Lab simply took the Woodbury island offline, or actually destroyed the software behind it. Dori Littell-Herrick, an assistant professor and chairwoman of the animation department, said she believed it was the latter. If so, the university would need to build another island if it re-established a presence in Second Life.

Ms. Littell-Herrick suggested that Woodbury's island could have attracted unruly avatars because it was more open to outsiders than other college sites in Second Life. And while the island is gone, no Woodbury faculty or student avatars appear to have been barred.

"We need to see what went wrong because obviously getting shut down was not the result we were looking for," she said.

Edward Clift, an associate professor and chairman of Woodbury's communications department, who is responsible for the creation of Woodbury's island, railed against Linden Lab's action in an interview with the Second Life Herald.

"The destruction of the Woodbury 2.0 campus is, in my view, an egregious shot across the bow of academia," he said. --Andrea L. Foster and Dan Carnevale --The Death of a Virtual Campus Illustrates How Real-World Problems Can Disrupt Online Islands (Chronicle of Higher Education (subscription))