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    <title>Video Game Culture and Theory (EL250)</title>
    <link rel="alternate" type="text/html" href="http://jerz.setonhill.edu/EL250/2010/" />
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    <id>tag:jerz.setonhill.edu,2007-08-07:/EL250/2010//29</id>
    <updated>2010-01-22T21:44:14Z</updated>
    <subtitle>Dennis G. Jerz, J-Term 2010, Seton Hill University</subtitle>
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<entry>
    <title>Final Update</title>
    <link rel="alternate" type="text/html" href="http://jerz.setonhill.edu/EL250/2010/01/final_update/" />
    <id>tag:jerz.setonhill.edu,2010:/EL250/2010//29.11802</id>

    <published>2010-01-22T21:05:17Z</published>
    <updated>2010-01-22T21:44:14Z</updated>

    <summary><![CDATA[And so it ends.&nbsp; Thanks for all your hard work and great conversations.&nbsp; I look forward to evaluating your last few submissions.As I've mentioned before, since a few students may be tweaking their creative presentations, you are all welcome to...]]></summary>
    <author>
        <name>Dennis G. Jerz</name>
        <uri>http://jerz.setonhill.edu</uri>
    </author>
    
        <category term="news" scheme="http://www.sixapart.com/ns/types#category" />
    
    
    <content type="html" xml:lang="en" xml:base="http://jerz.setonhill.edu/EL250/2010/">
        <![CDATA[And so it ends.&nbsp; <br /><br />Thanks for all your hard work and great conversations.&nbsp; I look forward to evaluating your last few submissions.<br /><br />As I've mentioned before, since a few students may be tweaking their creative presentations, you are all welcome to comment on each other's final projects over the weekend.&nbsp; The final draft of Paper 2 is due on Monday. I've also asked everyone to participate in a final discussion question, posted in the GriffinGate forum.<br /><br />We've learned a lot about our own tastes in games; about the complex, deep relationship between "fun" and learning; about the difference between playing for pleasure and playing for study; about the difference between writing a traditional review, writing a "new games journalism" essay, and an academic paper.&nbsp; We've learned a bit about the history and development of video games, about what there is to say when we move beyond "it was fun/boring" and "here's how you play," to asking questions about who plays games and why; what society at large has to say about games and why; about mainstream blockbuster games, "serious games" for education and political change, modding, and indie gaming.&nbsp; You've had the opportunity to discuss some big-picture questions, you have on occasion disagreed respectfully with each other and with me, and your blogs are a record of your developing thoughts.<br /><br />If you liked the parts of the course that dealt with interactive fiction, blogging, and online presentations, I'll offer more of those this fall in "Writing for the Internet."&nbsp; That's a prerequisite for the more advanced "New Media Projects," which is a studio course in which you'll learn a handful of tools and have the time to build a new media project. (Each year, about half the students in both of the courses choose to program an interactive fiction game, but informative or creative websites are other possibilities.)<br /><br />You are welcome to return to your blog and keep updating it. (I may turn off the "comment" feature if your blog gets noticed by spammers and I see you haven't updated it in a long time. If you ever want me to turn the comments back on, I'll be happy to do so.)<br /><br />Would anyone be interested in having a class reunion (can it really be
a "reunion" if we've never met in person?) in the IT department's video
game center?&nbsp; If we had been running this course during the regular
semester, we would have spent a lot of time in that room.<br /><br />In the future, if you come across anything that makes you think of "Video Game Culture and Theory," I'd be happy to hear from you.<br />]]>
        
    </content>
</entry>

<entry>
    <title>Portfolio 3</title>
    <link rel="alternate" type="text/html" href="http://jerz.setonhill.edu/EL250/2010/01/portfolio_3/" />
    <id>tag:jerz.setonhill.edu,2009:/EL250/2010//29.11394</id>

    <published>2010-01-22T10:00:00Z</published>
    <updated>2010-01-20T23:55:55Z</updated>

    <summary>Final participation portfolio, emphasizing your accomplishments since the previous portfolio. Follow the same format as the last two portfolios. Emphasize especially your contributions to the online discussions of student-selected readings, games, and term projects your contributions to peer-led discussions Post...</summary>
    <author>
        <name>Dennis G. Jerz</name>
        <uri>http://jerz.setonhill.edu</uri>
    </author>
    
        <category term="due_dates" scheme="http://www.sixapart.com/ns/types#category" />
    
    
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        <![CDATA[<p>Final participation portfolio, emphasizing your accomplishments since the previous portfolio.  Follow the same format as the last two portfolios.</p>

<p>Emphasize especially <br /></p><ul><li>
your contributions to the online discussions of student-selected readings, games, and term projects </li><li>your contributions to <strong>peer-led discussions</strong></li></ul>



<p>Post a link from here to your blog entry by 4pm.<br />
</p>]]>
        
    </content>
</entry>

<entry>
    <title>P2 Revision</title>
    <link rel="alternate" type="text/html" href="http://jerz.setonhill.edu/EL250/2010/01/p2_revision/" />
    <id>tag:jerz.setonhill.edu,2009:/EL250/2010//29.11393</id>

    <published>2010-01-22T06:05:00Z</published>
    <updated>2010-01-21T00:20:03Z</updated>

    <summary>Minimum 6 pages, not counting the works cited list. Demonstrate your ability to respond substantially to the feedback I gave you on your draft....</summary>
    <author>
        <name>Dennis G. Jerz</name>
        <uri>http://jerz.setonhill.edu</uri>
    </author>
    
        <category term="due_dates" scheme="http://www.sixapart.com/ns/types#category" />
    
    
    <content type="html" xml:lang="en" xml:base="http://jerz.setonhill.edu/EL250/2010/">
        Minimum 6 pages, not counting the works cited list. Demonstrate your ability to respond substantially to the feedback I gave you on your draft.
        Upload to Turnitin.com. You are also welcome to post it on your blog.

(As I mentioned in a few e-mails, I will accept this revision as late as 9am Monday.)
    </content>
</entry>

<entry>
    <title>Student Presentations</title>
    <link rel="alternate" type="text/html" href="http://jerz.setonhill.edu/EL250/2010/01/student_presentations_1/" />
    <id>tag:jerz.setonhill.edu,2009:/EL250/2010//29.11392</id>

    <published>2010-01-22T06:00:00Z</published>
    <updated>2010-01-03T02:43:05Z</updated>

    <summary></summary>
    <author>
        <name>Dennis G. Jerz</name>
        <uri>http://jerz.setonhill.edu</uri>
    </author>
    
        <category term="class_topics" scheme="http://www.sixapart.com/ns/types#category" />
    
    
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</entry>

<entry>
    <title>Daily Update: Jan 21</title>
    <link rel="alternate" type="text/html" href="http://jerz.setonhill.edu/EL250/2010/01/daily_update_jan_21/" />
    <id>tag:jerz.setonhill.edu,2010:/EL250/2010//29.11800</id>

    <published>2010-01-21T20:39:36Z</published>
    <updated>2010-01-21T21:08:56Z</updated>

    <summary>I&apos;ve added a bit to the &quot;Indie and Viral Games&quot; discussion page for today; I don&apos;t feel the need to add a whole online lecture there, since we already had a successful student-led discussion of indie games. But I did...</summary>
    <author>
        <name>Dennis G. Jerz</name>
        <uri>http://jerz.setonhill.edu</uri>
    </author>
    
        <category term="news" scheme="http://www.sixapart.com/ns/types#category" />
    
    
    <content type="html" xml:lang="en" xml:base="http://jerz.setonhill.edu/EL250/2010/">
        <![CDATA[I've added a bit to the<b> "Indie and Viral Games" discussion page</b> for today; I don't feel the need to add a whole online lecture there, since we already had a successful student-led discussion of indie games. But I did add a few<b> details about viral games,</b> such as Farmville.&nbsp; (I'm using the term "viral" in the sense "spreads from user to user, much as a virus spreads from cell to cell.")<br /><br />I've also <b>added a final GriffinGate forum thread</b> -- just an informal "What do you think of the course now that it's almost over?" prompt. You're also free to blog about your reactions, but I thought it would be appropriate to end the course in the same forum where we started.<br /><br /><b>Online Participation<br /></b><br />I've reported grades for last week's participation -- both the blogging portfolio and the online reading quizzes. <br />
<br />I continue to be<b> impressed by everyone's blogging</b>, but because there is no assignment that requires you to look at each other's portfolios, I realize that many of you may not have seen the creativity of <a href="http://blogs.setonhill.edu/MattTakacs/2010/01/portfolio_two.html">Matt's portfolio</a>, admired the clarity and insight that <a href="http://blogs.setonhill.edu/SusanCarmichael/2010/01/blog_portfolio_for_video_game_1.html">Susan</a> and <a href="http://blogs.setonhill.edu/ElizabethSwartzwelder/2010/01/portfolio_2_unfinished.html">Beth Anne</a> offered, or marveled at <a href="http://blogs.setonhill.edu/JessicaKrehlik/2010/01/el_250_portfolio_2.html">Jessie's</a> meticulously annotated links. I invite everyone to take a look at these excellent portfolios, and get some ideas for how to present Portfolio 3.<br /><br />Rather than give reading quizzes this week, I will make <b>the final blogging portfolio worth 100 points</b>, instead of the usual 50.&nbsp; I'll distribute those additional 50 points according to how actively you <b>participated in your peer-led discussions</b>, and how engaged you are in the <b>online discussion of final projects.</b> (Part of this component includes <b>posting your project,</b> or at least a rough version of it, <b>early enough that your peers can see </b>and comment on it.)<br /><b><br />Wrapping Things Up</b><br /><br />You are welcome to submit all your work by 5pm tomorrow and be done with the class; however, I will let the <b>discussion of final projects run through the weekend</b>, so if you'd like a list-minute chance to get some participation points, you'll have the time to view and comment substantially on all your peer projects.&nbsp; <br /><br />Those of you who already posted your project link for today, feel free to re-post on the Friday page, if you have made any changes that you want us to see.<br /><br />Keep up the good work, everyone.<br />]]>
        
    </content>
</entry>

<entry>
    <title>Student Presentations</title>
    <link rel="alternate" type="text/html" href="http://jerz.setonhill.edu/EL250/2010/01/student_presentations/" />
    <id>tag:jerz.setonhill.edu,2009:/EL250/2010//29.11391</id>

    <published>2010-01-21T07:00:00Z</published>
    <updated>2010-01-03T02:43:05Z</updated>

    <summary></summary>
    <author>
        <name>Dennis G. Jerz</name>
        <uri>http://jerz.setonhill.edu</uri>
    </author>
    
        <category term="class_topics" scheme="http://www.sixapart.com/ns/types#category" />
    
    
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</entry>

<entry>
    <title>Ex 6B: Article Presentation Reflection</title>
    <link rel="alternate" type="text/html" href="http://jerz.setonhill.edu/EL250/2010/01/ex_6b_article_presentation_ref/" />
    <id>tag:jerz.setonhill.edu,2009:/EL250/2010//29.11390</id>

    <published>2010-01-21T06:05:00Z</published>
    <updated>2010-01-03T02:43:05Z</updated>

    <summary>Your assessment of your own online article presentation, and your participation in the presentations of your peers....</summary>
    <author>
        <name>Dennis G. Jerz</name>
        <uri>http://jerz.setonhill.edu</uri>
    </author>
    
        <category term="due_dates" scheme="http://www.sixapart.com/ns/types#category" />
    
    
    <content type="html" xml:lang="en" xml:base="http://jerz.setonhill.edu/EL250/2010/">
        Your assessment of your own online article presentation, and your participation in the presentations of your peers.
        An informal essay, about 2 pages. Upload to Turnitin.com.
    </content>
</entry>

<entry>
    <title>Indie &amp; Viral Games</title>
    <link rel="alternate" type="text/html" href="http://jerz.setonhill.edu/EL250/2010/01/indie_viral_games/" />
    <id>tag:jerz.setonhill.edu,2009:/EL250/2010//29.11389</id>

    <published>2010-01-21T06:00:00Z</published>
    <updated>2010-01-21T20:39:31Z</updated>

    <summary>Non-commercial art games and hobbyist remixes sometimes capture the collective interest of online gamers. Since we have already covered this as part of a student presentation, I encourage you to participate in and further the discussion; I don&apos;t feel I...</summary>
    <author>
        <name>Dennis G. Jerz</name>
        <uri>http://jerz.setonhill.edu</uri>
    </author>
    
        <category term="class_topics" scheme="http://www.sixapart.com/ns/types#category" />
    
    
    <content type="html" xml:lang="en" xml:base="http://jerz.setonhill.edu/EL250/2010/">
        Non-commercial art games and hobbyist remixes sometimes capture the collective interest of online gamers.

Since we have already covered this as part of a student presentation, I encourage you to participate in and further the discussion; I don&apos;t feel I need to assign additional readings.

I should point out that Adventure, 9:05, and all the IF games you sampled also count as indie games -- with the exception of &quot;Hitchhiker&apos;s Guide to the Galaxy,&quot; which was originally released as a commercial title. 

One thing I will mention... Farmville.

What do you feel about games that integrate with social networks to this degree?
        
    </content>
</entry>

<entry>
    <title>Daily Update: Jan 20</title>
    <link rel="alternate" type="text/html" href="http://jerz.setonhill.edu/EL250/2010/01/daily_update_jan_20/" />
    <id>tag:jerz.setonhill.edu,2010:/EL250/2010//29.11722</id>

    <published>2010-01-20T18:22:58Z</published>
    <updated>2010-01-21T01:36:39Z</updated>

    <summary><![CDATA[General CommentsI'm glad to see the activity in the student-led discussions.&nbsp; Let's all do our best to keep the momentum going as we reach the end of the line.We only have one assigned reading for today, but I have posted...]]></summary>
    <author>
        <name>Dennis G. Jerz</name>
        <uri>http://jerz.setonhill.edu</uri>
    </author>
    
        <category term="news" scheme="http://www.sixapart.com/ns/types#category" />
    
    
    <content type="html" xml:lang="en" xml:base="http://jerz.setonhill.edu/EL250/2010/">
        <![CDATA[<b>General Comments<br /></b><br />I'm glad to see the activity in the student-led discussions.&nbsp; Let's all do our best to keep the momentum going as we reach the end of the line.<br /><br />We only have one assigned reading for today, but I have posted a new discussion topic on Modding, Machinima and Motion Capture.&nbsp; Please take a look and share your thoughts on how gaming technology helps us tell stories in other media.<br /><br />Yesterday I spent all day marking term paper rough drafts. I really enjoyed reading what you accomplished.&nbsp; I learned about games that I haven't played, I read your references to academic studies I didn't know about, and I got to wrestle with some challenging and insightful new ideas.&nbsp; <br /><br /><b>A Word on Beta Releases<br /><br /></b>Game developers usually release a near-finished version of a game to a small group of volunteer playtesters.&nbsp; During the trial run, the developers eagerly look for the flaws their beta testers encounter. Of course, designers hope there won't be any big flaws, but if the testers find them at this early stage, you can be sure that the paying customers will find them, too. Better to catch those problems early, while there's still time to address them.<br /><br /><b>Your rough draft is a beta release of your ideas.&nbsp;</b> So, when you do your peer review exercise, think of yourself as testing out the ideas your peers are exploring, and if you run into any weaknesses, tell your peers now, while they still have time to work on the issues (and time to ask for help).<br /><br /><b>Responding to Feedback<br /></b><br />When I submit an article for publication or a report to a committee, of course I'd rather hear "This is fantastic! Don't make any changes, you're finished!"&nbsp; <br /><br />When instead I hear, "This is mostly okay, but these parts need more work," I admit that sometimes I get a sinking feeling.&nbsp; <br /><br />But in the long run, I realize that people who make substantial, candid suggestions -- especially when they make them in private, so as not to embarrass me -- are valuable resources.&nbsp; They are not simply trying to point out all my flaws to make me feel bad. They are, instead, giving me secret tips that I can use to improve an end product that has my name on it.&nbsp; <br /><br />Any feedback that comes before the deadline tells me what is working and what isn't working, and that helps me plan the time remaining until the final deadline. I can't act on every single suggestion, but I can try to decide what changes will have the greatest impact.<br /><br /><br /><b>About the Revision Process<br /></b><br />I'm glad to see plenty of evidence of students who are taking the peer review assignments seriously.&nbsp; (Be sure to give yourself enough time -- it takes a while to read and
comment on a research paper).<br /><br />When you get feedback (from peers, and from me), remember that constructive criticism helps you deliver a better final product.&nbsp; <br /><br />Any time you have the opportunity to revise a paper, fixing spelling mistakes and moving commas around may get you a few points. <br /><br />The word "revise" means "to see again." To take the full advantage of the opportunity to revise, recall that -- instead of making local insertions and edits -- I'm asking you to rethink, remove, and rebuild those parts of your paper that didn't help you advance your goal. (Are you summarizing the game plots, instead of analyzing them? Are you summarizing your sources, instead of using them to advance your own ideas?)<br /><br />As I noted in a few recent e-mails, I would be happy to arrange a
telephone conference, to discuss your first steps, as you contemplate
your revision assignment.<br />
<br />
What can I do to help? Please post your thoughts on this page, or send me an e-mail directly. I'm happy to do what I can to help you do your best work.<br />]]>
        
    </content>
</entry>

<entry>
    <title>Presentation Workshop</title>
    <link rel="alternate" type="text/html" href="http://jerz.setonhill.edu/EL250/2010/01/presentation_workshop/" />
    <id>tag:jerz.setonhill.edu,2009:/EL250/2010//29.11388</id>

    <published>2010-01-20T09:00:00Z</published>
    <updated>2010-01-20T19:27:38Z</updated>

    <summary>Time reserved for brainstorming and troubleshooting the creative term presentations. Post an update and let me know if I can offer you any technical help.Here are the project suggestions that appeared in the instructions for section 6 of the presubmission...</summary>
    <author>
        <name>Dennis G. Jerz</name>
        <uri>http://jerz.setonhill.edu</uri>
    </author>
    
        <category term="class_topics" scheme="http://www.sixapart.com/ns/types#category" />
    
    
    <content type="html" xml:lang="en" xml:base="http://jerz.setonhill.edu/EL250/2010/">
        <![CDATA[<p>Time reserved for brainstorming and troubleshooting the creative term presentations. Post an update and let me know if I can offer you any technical help.</p><p>Here are the project suggestions that appeared in the instructions for section 6 of the presubmission report:</p><blockquote><ul><li>A <b>video lecture</b> in which you engage the class in a discussion about your chosen topic.</li><li>A<b> narrrated playthrough of an important event </b>in
a game. Can you freeze-frame and zoom in on important details, and
interview the participants about why the event was significant?<br /></li><li>I used to joke that your presentation could <b>include interpretive dance if you want</b>.
In Fall 2009, some students in my literature class did, in fact, dance
several different potential interpretations of important scenes from
the literary works.&nbsp; Their presentation was fantastic, because they
didn't simply summarize the plot, they carefully chose two or three
different but valid ways to interpret each scene, and that made the
class think about which interpretation they preferred, and why. (I wish
I had a video of their work! Obviously, if you choose this option,
you'll need to record it and share it, at least within the class.)</li><li>You could <b>design your own game</b>,
and make a video with paper cutouts on Popsicle sticks, or LEGOS, or
sock puppets. The game proposal should serve the academic point you
want to make, rather than demonstrate your ability to follow industry
trends, or your confidence that the world is full of fools and that one
day you will crush them all.</li></ul></blockquote><p></p><blockquote><p><i>Update, 19 Jan</i>: I'd like to see enough material that would fill about a 10-15 minute in-class presentation.  It should be related to the research you're doing for your term project; my hope is that working on this project will actually help you revise your paper.  But please, do not just read from your paper into a camera or microphone.<br /></p><p>
In various e-mail exchanges with students, among the suggestions I have made or approved include:</p><ul><li>A YouTube video (showing gameplay with your commentary; it doesn't need to be as fancy as the IF videos I made with Peter -- you could do it in the style of the Civlization III and TimezAttack videos, instead.)</li><li>A podcast (along the lines of the "What is Fun?" audio clip from earlier in the term).</li><li>An informative, richly-linked, blog entry (along the lines of Leslie Rodriquez's project on Lara Croft)</li><li>A simple Scratch game, or a series of games that illustrate various issues from the course (there's a passage in the Scratch tutorial where I make the ball say "You killed me!" when you lose a point, and then I change it to say "Let's try again!"  Even while I was making the video, I was surprised at the effect of making my creation talk to me like that.)</li><li>A simple interactive fiction game that illustrates a point you want to make. (Those of you with the skills to do this, you already know who you are.)</li><li>I am open to suggestions. Be creative; demonstrate your ability to apply what you learned; support a specific, non-obvious argument, rather than just listing interesting things you've found about cool stuff.</li></ul><p>Create a web page that links to all your resources, with a brief "how to" that mentions any special tools or techniques you used, or any particular difficulties you're proud of overcoming.</p></blockquote>

]]>
        
    </content>
</entry>

<entry>
    <title>Reading 6 TBA</title>
    <link rel="alternate" type="text/html" href="http://jerz.setonhill.edu/EL250/2010/01/reading_6_tba/" />
    <id>tag:jerz.setonhill.edu,2009:/EL250/2010//29.11387</id>

    <published>2010-01-20T08:00:00Z</published>
    <updated>2010-01-03T02:43:05Z</updated>

    <summary></summary>
    <author>
        <name>Dennis G. Jerz</name>
        <uri>http://jerz.setonhill.edu</uri>
    </author>
    
        <category term="readings" scheme="http://www.sixapart.com/ns/types#category" />
    
    
    <content type="html" xml:lang="en" xml:base="http://jerz.setonhill.edu/EL250/2010/">
        
        
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</entry>

<entry>
    <title>Wilson (with Cody)</title>
    <link rel="alternate" type="text/html" href="http://jerz.setonhill.edu/EL250/2010/01/reading_5_tba/" />
    <id>tag:jerz.setonhill.edu,2009:/EL250/2010//29.11386</id>

    <published>2010-01-20T07:00:00Z</published>
    <updated>2010-01-14T20:47:01Z</updated>

    <summary></summary>
    <author>
        <name>Dennis G. Jerz</name>
        <uri>http://jerz.setonhill.edu</uri>
    </author>
    
        <category term="readings" scheme="http://www.sixapart.com/ns/types#category" />
    
    
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<entry>
    <title>Modding, Machinima, and Motion Capture</title>
    <link rel="alternate" type="text/html" href="http://jerz.setonhill.edu/EL250/2010/01/modding_machinima_and_motion_c/" />
    <id>tag:jerz.setonhill.edu,2009:/EL250/2010//29.11385</id>

    <published>2010-01-20T06:00:00Z</published>
    <updated>2010-01-20T18:22:45Z</updated>

    <summary>Areas of creative digital expression that relate directly to games.Games have driven advances in technology that enable creative people to tell stories in ways that would previously have been impossibly expensive. Of course, the fact that the untrained masses can...</summary>
    <author>
        <name>Dennis G. Jerz</name>
        <uri>http://jerz.setonhill.edu</uri>
    </author>
    
        <category term="class_topics" scheme="http://www.sixapart.com/ns/types#category" />
    
    
    <content type="html" xml:lang="en" xml:base="http://jerz.setonhill.edu/EL250/2010/">
        <![CDATA[<p>Areas of creative digital expression that relate directly to games.</p><p>Games have driven advances in technology that enable creative people to tell stories in ways that would previously have been impossibly expensive. Of course, the fact that the untrained masses can produce content with a few clicks does not guarantee that every creative effort is a masterpiece -- in fact most if it is forgettable. But the right tools do permit ordinary people -- even those who are not programmers -- to create extraordinary things.<br /></p>

<p><b>Sims Stories</b></p>
<p>The creators of The Sims did not expect that users would take
screenshots, post them to fan pages, and use them as the framework for
storytelling. As the developers realized that fans were doing this on their own, they encouraged the practice within the game.<br /></p><p>This past summer, Robin Burkinshaw "a student of games
design in the UK" created two sims, took away their house, and told a
story about what happened to them.&nbsp; He posted the story in installments
on a blog, "<a href="http://aliceandkev.wordpress.com/2009/06/09/test/">Alex and Kev</a>."&nbsp;
If you want to create your own Alice &amp; Kev fan fiction, you can
even download the characters and tweak their environment, to try to
achieve a different story. &nbsp; <br />
</p>
<p><img src="http://farm4.static.flickr.com/3239/3597828827_2c7cfa1b78.jpg?v=1244241523" alt="" /></p>
<p><br />
</p>
<p><b>Modding</b></p><p>In its simplest form, modding is creating additional content for existing games. In the 90s, fans of DOOM could create and share their own levels. For much of the 90s, this kind of thing was in a legal gray zone, since copyright owners weren't always comfortable with the idea of other people messing with their files.</p><p>But modding also means changing ("modifying") the rules of the game.<br /></p><p>Authors of early text-adventure games would encrypt their data files, in order to make it harder for casual gamers to cheat. The additional challenge of hacking the software to look for hidden "Easter eggs" was part of the fun of playing a game.&nbsp; We see a echo of that historical experience in the concept of "cheat codes" -- built-in power-ups designed to give hard-core gamers additional reason to keep paying a game.</p><p>Game designers realized that the longer the hard-core gamers remained interested in a title, the more copies the game would sell. <br /></p><p>Half-Life 2 comes with a free editing tool that lets users create their own maps.&nbsp; Power users can edit the bitmap textures, either by crudely adding smiley faces or targets on their enemies, or adding the faces of people they know into the game world.</p><p>HL2 is a sci-fi combat game. The editing tool that comes with the game is so powerful that a group of fans completely rebuilt the game as a World War II simulator&nbsp; -- replacing the futuristic weapons with historical pieces, the horror- and sci-fi props and settings with realistic historical ones.&nbsp; The result grew so popular that it was released as a commercial title, Day of Defeat.&nbsp; <br /></p><p>(After I got stuck in HL2 in 2006, I stopped playing the game and dabbled with my own mod.&nbsp; I reported on my progress over several weeks... see <a href="http://jerz.setonhill.edu/weblog/2006/02/4061/">Week 1</a>, <a href="http://jerz.setonhill.edu/weblog/2006/04/4132/">Week 6</a>,&nbsp; and <a href="http://jerz.setonhill.edu/weblog/2006/05/4215/">Week 10</a>.)<br /></p><p><br /></p><b>Machinima<br /></b><p>A very popular do-it-yourself strategy for using a computer to tell a story is to build on the framework of a coputer game -- "machinima" (for "machine" + "animation").&nbsp; <br /></p><p>The long-running "<a href="http://redvsblue.com/home.php">Red vs. Blue</a>" series uses in-game footage from Halo to assemble a story. It started out as little more than a lark in 2003, but the series has continued for years and been released on DVDs. <br /></p><p>

<object height="344" width="425"><param name="movie" value="http://www.youtube.com/v/9BAM9fgV-ts&amp;hl=en_US&amp;fs=1&amp;" /><param name="allowFullScreen" value="true" /><param name="allowscriptaccess" value="always" /><embed src="http://www.youtube.com/v/9BAM9fgV-ts&amp;hl=en_US&amp;fs=1&amp;" type="application/x-shockwave-flash" allowscriptaccess="always" allowfullscreen="true" height="344" width="425"></object><br /></p><p><br /></p><p><b>Motion Capture</b></p><p>First drawing serious mainstream attention in the character Gollum from the Lord of the Rings movies, motion capture technology involves an actor wearing a special suit, performing motions that a computer records. The angle of their limbs, the position of their body parts, and the speed and direction in which all the parts move can be mapped to a 3D computer-generated character, which can result in animated CG images that convince our brains that what we are watching is more than a cartoon. (But if you've seen any publicity material on Avatar, you already know all this.)</p><p>When motion capture works, the effects are breathtaking. Here we see a few stages in the creation of Gollum.</p><p><img src="http://home.comcast.net/%7Ewardomatic/andygollum.jpg" />
<br /></p><p>The above image is from a a good analysis of the weaknesses of a motion-capture system that's not employed very well.&nbsp; The <a href="http://wardomatic.blogspot.com/2004/12/polar-express-virtual-train-wreck_18.html">characters in The Polar Express seem stiff and waxy</a>.&nbsp; <br /></p><p>The Uncanny Valley</p><p>When animation is too real for our brain to process it as a cartoon, but not real enough for us to accept it on a deep, instinctive level; something seems wrong.&nbsp; We're trained to sense trouble when someone won't make eye contact with us, when their facial expression doesn't match their words, when they moving stiffly (perhaps because they've been injured by a hazard we haven't noticed yet).&nbsp; <br /></p><p>If part of you is just a little creeped out by clowns, or china dolls, or you're amused by zombies and other undead, it's because those human-like creations fall along a line. To some extent, the more human-like something is, the better we respond to it. But at some point, when something looks very much like a normal human, but does not act like a normal human, our comfort level drops. <br /></p><p>The term was coined by a robot designer, but it applies just as well to digital creations. (See <a href="http://en.wikipedia.org/wiki/Uncanny_Valley">Uncanny Valley</a>.)<br /></p><p><a href="http://upload.wikimedia.org/wikipedia/commons/f/f0/Mori_Uncanny_Valley.svg"><img alt="File:Mori Uncanny Valley.svg" src="http://upload.wikimedia.org/wikipedia/commons/thumb/f/f0/Mori_Uncanny_Valley.svg/461px-Mori_Uncanny_Valley.svg.png" height="360" width="461" /></a></p><p><br /></p>]]>
        
    </content>
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<entry>
    <title>Eladhari (with Keith)</title>
    <link rel="alternate" type="text/html" href="http://jerz.setonhill.edu/EL250/2010/01/reading_4_tba/" />
    <id>tag:jerz.setonhill.edu,2009:/EL250/2010//29.11384</id>

    <published>2010-01-19T07:00:00Z</published>
    <updated>2010-01-14T20:45:40Z</updated>

    <summary></summary>
    <author>
        <name>Dennis G. Jerz</name>
        <uri>http://jerz.setonhill.edu</uri>
    </author>
    
        <category term="readings" scheme="http://www.sixapart.com/ns/types#category" />
    
    
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</entry>

<entry>
    <title>Grimes (with Susan)</title>
    <link rel="alternate" type="text/html" href="http://jerz.setonhill.edu/EL250/2010/01/reading_3_tba/" />
    <id>tag:jerz.setonhill.edu,2009:/EL250/2010//29.11383</id>

    <published>2010-01-19T06:10:00Z</published>
    <updated>2010-01-14T20:43:42Z</updated>

    <summary></summary>
    <author>
        <name>Dennis G. Jerz</name>
        <uri>http://jerz.setonhill.edu</uri>
    </author>
    
        <category term="readings" scheme="http://www.sixapart.com/ns/types#category" />
    
    
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