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Beast Marketing

Diablo 3 Dueling - 0 views

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    This is the only and best Diablo 3 dueling and tournament league online today, guaranteed.
Ed Webb

Kill Screen - Folk Game Story Corner: The Game With a Hat - 2 views

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    Simon Ferrari now writing for Kill Screen. Entertainment likely.
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    Awesome. Think I'll play this with my Games class next Friday; maybe we'll use game titles instead of celebs. And I'll be sure to pretend I'm thick if one of my neighbors gets too far ahead of me on points. (Also, am glad Kill Screen exists.)
Beast Marketing

Diablo 3 to Become the Greatest MMORPG of 2012 - 0 views

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    Great game, A+
Brett Boessen

Talking with Tom Bissell-By Donovan Hohn (Harper's Magazine) - 2 views

  • The best part of that scene, and what was so affecting about it, was, as Clint Hocking (the game’s designer) pointed out, it wasn’t scripted. It was something that grew organically out of the systems they put into place. And it was wonderful: upsetting, funny, bizarre, intense. What other form of entertainment can do that for you? Provide a series of systems that you poke and prod and walk around in and explore, to the effect that, sometimes, you have something happen right in front of you that you made happen by virtue of being a virtually present within the system. You think about it long enough and your brain begins to melt, doesn’t it? It’s not storytelling, actually, but it allows a story to happen.
Todd Bryant

Games don't Equal Academic Achievement - 20 views

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    Makes a good point. There's a big difference between showing games help students learn, and finding games that match the much more narrow objectives of a class.
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    Sure... compare with reading a book, or doing an experiment. It takes contextualization and reflection, which can be done by a learner (autodictat) or school (pedagogy).
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    It's also a higher level of learning that's difficult to quantify. Student A and B take History 101. Student A is given a book on US History after 1870. Gets test on same topic. If he read the book, does pretty well. Student B plays a history game, explains outcome, and compares with actual historical events. Certainly more impressive, but if given the standard 101 exam, would he do better? I think games are likely to get the short end of the stick with most standardized assessments.
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    I don't know -- it has much to do with the way the prof articulates her objectives. For us (who use games regularly), we can/will shape our objectives at least somewhat around existing titles (just as others do so around existing texts), or augment those games with other content that they don't cover (as others do with inadequate texts). So it seems the issue is more about trying to articulate why games could be useful to *others*, who don't yet use them. Trying to persuade our colleagues to try games when they've been using texts with which they're familiar to accomplish pedagogical objectives they've been using for years is going to be hard, and that's where identifying games that more directly support traditional objectives becomes a boon.
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    I wonder if we could develop a few talking points tying games to Bloom's taxonomy (updated version), making clear that like all pedagogical tools, games address some student needs better than others. And, of course, that not all games address the same type of developmental tasks, just as all texts, A/V materials, classroom techniques do not address the same tasks. The computer/radio analogy is a good one. Expecting computers and/or games to replace some other educational and entertainment resource is missing the point - they are their own thing.
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    Ed, I feel like such a set of points might already exist and/or have been publicly expressed by game critics/designers, especially from the serious games side of things. But that shouldn't stop us from discussing whether they might be in need of update/reworking/extension. :) I'm interested -- could/should we try to look at some existing texts/posts and then come together in a conference call or something?
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    I'm thinking something specific to liberal arts educators. We could brainstorm with an etherpad clone (e.g. ietherpad.com) or asynchronously via a google doc.
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    Ed, would you object if I took that Bloom's approach in a forthcoming paper? "augment those games with other content that they don't cover (as others do with inadequate texts)" - nicely said, Brett.
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    Go for it, Bryan. If you want to kick ideas around, let me know.
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    Will certainly do.
Brett Boessen

What Will They Do? Transmedia Producers as Narrative Architects « Asmedia - 5 views

  • The transmedia producer thus holds a different type of skill set, one that draws connections across media forms and one that involves conceptualizing, analyzing, and designing experiences at the macro-level. It is a person that does not just dive into the transmedia realm with a laundry list of media to explore, but actually has a deep understanding of the relationship between content, context, and culture.
  • transmedia producers must understand the unique storytelling potential behind each media platform. Certain stories lend themselves to particular media and vice versa. And as more narrative complexities threaten to impede comprehension , transmedia producers guard against blatant inconsistencies and contradictions. The narrative structure they design must be durable and organized, all while allowing room for future construction and additions.
  • the transmedia producer will have an incredible knack for activating communities and rewarding collective intelligence.
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  • Transmedia producers possess storytelling talent, yes, but they should also appreciate the complex relationship between story and game, author and audience, openness and closure, art and commodity. They are as well versed in any sector of the entertainment industry as they are in popular culture and fandom as a whole.
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    Is there a better description of the concrete skills a liberal arts education offers than the description of what transmedia producers do outlined here?
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    Brett - Aaron's my former student, so I'll take your compliment once removed! He's a very smart fellow...
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    You know, that just makes complete sense now that you say that: it would be hard to imagine someone who was not the product of a solid liberal arts education making such a coherent and persuasive argument for its value in this way.
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    Brett, the liberal arts connection really sings in passages like this: "The best architects draw on a range of influences, disciplines, and perspectives, taking into account history, theory, and criticism to develop innovating concepts. Likewise, I see a similar approach to the emerging field of transmedia studies..."
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    Agreed, Bryan. Media Studies has always been deeply interdisciplinary, and transmedia strikes me as pushing it even further in that direction (or perhaps pulling into itself the most interdisciplinary facets of MS).
Ed Webb

Soviet Gamification - 2 views

  • the claim that we've never explored using game-like mechanics for non-entertainment purposes keeps us from using knowledge we actually have: gamification's rhetoric claims that this is a new, unexplored space in which we're just learning things for the first time. But in fact we already know a lot of things about how gamification works and doesn't work, and have done a lot of thinking about the relationships between things like extrinsic motivation, intrinsic motivation, and gameplay, and pretending that we don't know any of that isn't a good way to make progress. I mostly ignored gamification for a while, considering it a brief marketing trend. But if it's here to stay, perhaps we ought to retroactively broaden it, and include things like "socialist competition" as an experiment in gamification worth learning lessons from
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    via Bryan Alexander
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    The humorous punch is good, like Ed Tufte's "Cognitive Style"'s cover. I wonder if we'll see an old left-right political spin to criticism.
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