Skip to main content

Home/ HGSET561/ Group items tagged Standards

Rss Feed Group items tagged

Chris Johnson

Opinion: The First-Person Immersion Myth (Gamasutra) - 0 views

    • Chris Johnson
       
      I tend to agree with the author, though I would be interested in seeing evidence to support his claims. I remember playing the classic horror survival game "Alone in the Dark" (from 1992) The graphics were fairly primitive by today's standards, the controls could be clunky, but I felt more immersed in the experience, even upon replaying years later. By contrast, I played through first-person shooter and survival horror game F.E.A.R. recently. The graphics are very realistic and the controls are smooth, but something was missing that kept it from being an immersive experience for me. People who haven't played the original "Alone in the Dark" may recognize more with games like "Resident Evil" in comparison with "Half Life".
  • saves developers from having to develop
  • has a high learning curve for those who haven’t already experienced many first-person games
  • ...10 more annotations...
  • The reason for that is likely that we are used to seeing games and movies play out before us in a third-person view.
  • Having an avatar gives us a strong frame of reference,
  • Are first-person games inherently more immersive? A lot of developers seem to presume that they are,
  • most of us do is identify with the character
  • the “silent hero” dilemma
  • do a somewhat better job by at least allowing the player to make some dialog choices -- but still, the character isn’t you
  • What makes a game immersive or otherwise is not the viewpoint
  • because his world is so well-realized
  • we’ve come to our own conclusion that first-person games are inherently intuitive and more immersive, simply by virtue of their camera position
  • a couple people mailed me to say that they feel I have too closely tied character identification with immersion, and that’s not my intention
  •  
    This is an opinion article that talks about immersion and the first-person camera angle in video games. He argues that game developers should re-evaluate the assumption that the first-person viewpoint is inherently more immersive than other gaming experiences.
Nick Siewert

Parents still angry even after Palm Beach County makes concessions on testing for high-... - 0 views

  • But at Tuesday's meeting, parents were too angry to acknowledge that Hernandez had made his first major concession since they began organizing on Facebook
    • Nick Siewert
       
      Does this mean Facebook is so, like, yesterday?
  •  
    Facebook as a tool for social protest. Just as soon as schools get their heads around student use of Facebook, here come the parents.
  •  
    Facebook as a tool for social protest. Just as soon as schools get their heads around student use of Facebook, here come the parents.
kshapton

The Web Is Dead. Long Live the Internet | Magazine - 2 views

  • a good metaphor for the Web itself, broad not deep, dependent on the connections between sites rather than any one, autonomous property.
  • According to Compete, a Web analytics company, the top 10 Web sites accounted for 31 percent of US pageviews in 2001, 40 percent in 2006, and about 75 percent in 2010. “Big sucks the traffic out of small,” Milner says. “In theory you can have a few very successful individuals controlling hundreds of millions of people. You can become big fast, and that favors the domination of strong people.”
  • Google was the endpoint of this process: It may represent open systems and leveled architecture, but with superb irony and strategic brilliance it came to almost completely control that openness. It’s difficult to imagine another industry so thoroughly subservient to one player. In the Google model, there is one distributor of movies, which also owns all the theaters. Google, by managing both traffic and sales (advertising), created a condition in which it was impossible for anyone else doing business in the traditional Web to be bigger than or even competitive with Google. It was the imperial master over the world’s most distributed systems. A kind of Rome.
  • ...4 more annotations...
  • This was all inevitable. It is the cycle of capitalism. The story of industrial revolutions, after all, is a story of battles over control. A technology is invented, it spreads, a thousand flowers bloom, and then someone finds a way to own it, locking out others. It happens every time.
  • Enter Facebook. The site began as a free but closed system. It required not just registration but an acceptable email address (from a university, or later, from any school). Google was forbidden to search through its servers. By the time it opened to the general public in 2006, its clublike, ritualistic, highly regulated foundation was already in place. Its very attraction was that it was a closed system. Indeed, Facebook’s organization of information and relationships became, in a remarkably short period of time, a redoubt from the Web — a simpler, more habit-forming place. The company invited developers to create games and applications specifically for use on Facebook, turning the site into a full-fledged platform. And then, at some critical-mass point, not just in terms of registration numbers but of sheer time spent, of habituation and loyalty, Facebook became a parallel world to the Web, an experience that was vastly different and arguably more fulfilling and compelling and that consumed the time previously spent idly drifting from site to site. Even more to the point, Facebook founder Mark Zuckerberg possessed a clear vision of empire: one in which the developers who built applications on top of the platform that his company owned and controlled would always be subservient to the platform itself. It was, all of a sudden, not just a radical displacement but also an extraordinary concentration of power. The Web of countless entrepreneurs was being overshadowed by the single entrepreneur-mogul-visionary model, a ruthless paragon of everything the Web was not: rigid standards, high design, centralized control.
  • Blame human nature. As much as we intellectually appreciate openness, at the end of the day we favor the easiest path. We’ll pay for convenience and reliability, which is why iTunes can sell songs for 99 cents despite the fact that they are out there, somewhere, in some form, for free. When you are young, you have more time than money, and LimeWire is worth the hassle. As you get older, you have more money than time. The iTunes toll is a small price to pay for the simplicity of just getting what you want. The more Facebook becomes part of your life, the more locked in you become. Artificial scarcity is the natural goal of the profit-seeking.
  • Web audiences have grown ever larger even as the quality of those audiences has shriveled, leading advertisers to pay less and less to reach them. That, in turn, has meant the rise of junk-shop content providers — like Demand Media — which have determined that the only way to make money online is to spend even less on content than advertisers are willing to pay to advertise against it. This further cheapens online content, makes visitors even less valuable, and continues to diminish the credibility of the medium.
Lisa Estrin

States Eye Standards for Virtual Educators - 0 views

  •  
    States are starting to question whether online teachers should be required to obtain additional certification or training for virtual instruction. Some folks think a solid foundation in classroom teaching is enough and that it would present an additional obstacle to the existing challenge of recruiting high-quality teachers. But can teachers be as effective online as in the classroom without some specialized training?
Garron Hillaire

The Situation - Television Tropes & Idioms - 0 views

  • Google pulled all their ads on October 26th, due to TOS violations on the part of the wiki and forums — specifically "adult and mature content" on pages that carried Google Adsense ads. These ads provided far and away the majority of the site's operating budget.
  • Turn off anonymous editing in the wiki. This is so that we can tell Google, "See, we do have standards, and we can identify and take action against people who violate them." This has already been implemented.
  • Segregate "adult and mature content" behind some sort of barrier that you will have to explicitly agree to go through. This has been implemented
  • ...1 more annotation...
  • Nofollow tags will be attached to outbound links on wiki pages. This is an invisible-to-users tag that tells the Ad Server "The following link goes somewhere that isn't us. Don't hold us responsible for their content."
  •  
    TV Tropes is being very transparent about creating a moderation system for the content. This is in response to loosing advertising dollars from Google. It is interesting to see the outline for their model of moderating content. Some of these elements could be used in a web 2.0 environment for education
Garron Hillaire

Online Masters Program Focuses on Free Software - Yahoo! News - 0 views

  • the Free Technology Academy (FTA) and the Free Software Foundation (FSF) just announced this week that they've teamed up on an online Master's Program in Free Software and Free Standards
  •  
    Online masters program in free software. This seems like a good idea.
Uly Lalunio

Facebook Moves to Standardize and Own Customer IDs - BusinessWeek - 2 views

  •  
    Watch Out! Facebook ends privacy options. No more web anonymity.
Kasthuri Gopalaratnam

Should the School Day Be Longer? - Room for Debate - NYTimes.com - 1 views

  •  
    "When and where does it make sense to institute a longer school day, and how should it be designed?"
  •  
    I think a case can be made for structuring school hours flexibly, to accommodate those who engage in sports and other extra currlicular activities and also those who desire or need additional academic learning time.
  •  
    From my own experience, using technology was an effective way to maintain student engagement during a longer day. As a sped teacher, I offered students the opportunity to do an extra online-based reading intervention if they came to school early. I had a surprising number of students come - almost every single day. Additionally, using technology during afternoon tutoring sessions helped my students stay on-task. I think if the standard school day was to be extended, putting a substantial focus on technology would be both an effective learning tool and a good way to help prevent students from burning out by the last bell.
Chris McEnroe

Technology in Schools Faces Questions on Value - NYTimes.com - 3 views

    • Chris McEnroe
       
      Some of the thinking articulated in this article captures the gridlock of public conversation around the issue of technology in the classroom. I'm reminded of a conversation I had with a colleague in which he was telling me about the many interesting ways he uses powerpoint for instruction. I asked him he ever had his students use powerpoint and he scoffed, "Powerpoint for student presenations is a Middle School right of passage. Please. They're terrible." I told him that if he didn't think powerpoint was a useful means of communication than he wouldn't use it. The fact is we don't teach kids how to use powerpoint well and so they don't use it well. The argument about tech in Ed is much the same. Sometimes when I hear or read about these discussions I think of someone who has an F-14 in his front yard complaing that it is terrible for hanging laundry on. The promise of teaching well in a 21st century classroom focuses on cultivating different skills and more dynamic learning than standardized tests seek to quantify.
Uche Amaechi

BYOD - Worst Idea of the 21st Century? : Stager-to-Go - 7 views

  •  
    Uche, you keep posting stuff I have a problem with- OK I understand that BYOD policies may not be so great but I really believe that familes should shoulder some of the costs for hardware since degredation is such a problem. The schools can have agreements with vendors to provide certain laptops or tablets for a certain price point and they can design their systems to support these items. Parents are expected to purchase backpacks, binders, and school supplies. When parents can't provide these back-to-school supplies, schools cover it. The same should be for computers. Speaking as a middle class parent (refer to above article) I believe this is an important investment in our schools so that they can focus on hardware support and software implementation/ integration.
  • ...1 more comment...
  •  
    @Allison and Uche - I am torn. While I initially thought BYOD was a good idea so that schools would have to stop "blaming" their fiscal woes on their inability to integrate emerging technologies into the curriculum, I now have some appreciation with points from this article - especially around "false equivalences" and "enshrining inequities" in light of my own children's "bring your own electronic device" day that took place two weeks ago. As a school wide reward for meeting their Accelerated Reading goal, all students were told they could bring an electronic device to school to "play" with on Friday afternoon. This prompted my kids to call me (Skype) on Thursday night and ask me if I could buy them a DS or a SmartPhone that NIGHT so that they could bring either of those devices to school for the celebration. Now mind you, my kids have access to lap tops, iPad, Smart Phones, Wii games, GameBoy, iPods, Flip camera, digital camera, etc - albeit not their OWN - but still access to them for use (when Mom and Dad are not using them). But apparently, of the devices left that Mom and Dad weren't using, none of them were "cool" enough for this event. That got me wondering if BYOD might have the same effect on our learners making those who don't have the latest and greatest feel bad or less adequate then their friends or classmates who could bring something they deemed as "better?" Allison, your point seems to be that requiring parents to cover the expense of a digital device as a requirement for school is not a bad idea, but I think you are referring to expecting the SAME device to be purchased and used, not myriad devices with various capabilities, features and functions - am I understanding you correctly? And if we did try to mandate parental supply of digital devices, would we have a different kind of fight on our hands because, as consumers, parents might have their own biases around what they deem is the best device of all (not just PC vs MAC or iOS vs Android, but sma
  •  
    I still believe that a system properly designed could mitigate some of your concerns. In reality, schools can not support any device that a student brings in. They are capable of supporting a certain number and if they build relationships with the vendors to sell those devices that the school is capable of supporting then families will be aware that the school will offer the best deal on the items that are compatible. Every year the school recommends items for back to school supplies. If the laptop could replace all of the binders it might be worth it. There are many factors to consider but the biggest obstacle is that schools maintain such old equipment because of their budget woes. Even when we can purchase the latest and greatest software, the computers can't run it.
  •  
    What a great debate you guys are having! One point worth considering is that typically the parents are responsible for purchasing the supplies, while the school is responsible for providing the content (textbooks, workbooks, handouts, worksheets, videos, etc). In the near future these devices may also be the primary sources of content, replacing textbooks altogether. I would hope perhaps funding for textbooks could be transferred to funding for these devices. I would also hope that the price of these devices drops significantly (is the $35 tablet in our future?). Then of course the question of who pays is less important. In my job producing educational video for publishing companies, I spend way too much time dealing with various formats and compatibility problems with browsers, so I'd love to see a future where this becomes more standardized.
Jennifer Hern

Top News - The rise of the globally connected student - 0 views

  • Global networks such as iEARN and ePals insulate student communication from the rest of the internet and let teachers monitor eMail accounts, as well as provide for the creation of secure blogs that can only be seen by the recipients. Assisted by standards-based curriculum materials, these networks link participants from a diverse range of countries in a discussion of globally relevant issues.
  •  
    Networks such as IEarn and ePals are facilitating youth-to-youth exchanges and breaking down cultural barriers worldwide.
Jennifer Lavalle

Educators Evaluate Learning Benefits of iPad - 3 views

  •  
    This article is one of the many articles to hit the American landscape about Steve Jobs and his legacy to education. But, we must admit that during his time at Apple - public spending on education and specifically technology in education has increased. But, standardized test results are still virtually unchanged.
  •  
    Article about Virginia's DOE Apple iPad initiative. Lots of things to say about this but those who are interested in what schools might do with iPads should take a look about what Virginia is talking about...
Bridget Binstock

Educators Evaluate Learning Benefits of iPad - 1 views

  •  
    I know that some of us in our other classes have been discussing iPads and their use in the education space, and I dug this up from my archives as some of what teachers and admins have to say about buying and using the iPad in their schools.
  •  
    Bridget, The potential for iPad may realize even more with the availability of online textbooks, which may include videos. The availability of various apps will influence the proliferation of iPad. Upside - novelty, excitement, and no back breaking bag packs, downside- penmanship may suffer and teachers may have to do some extra homework! http://thejournal.com/articles/2011/07/11/putting-the-ipad-to-work-in-elementary-classrooms.aspx
  •  
    Maung - I actually attended Gagliolo's session at ISTE this summer as I, too, am a proponent of this new technology, but as you point out, this means "extra homework" for the teacher. And most teachers I know are already strapped for time and professional development and are not interested in a new device that is "one more thing" they have to learn and use in an overwhelming standards based curriculum environment. The only way (in my opinion) that we can get teachers to embrace this new technology is to have it do something MORE efficiently and easily than something THEY ALREADY do. It cannot be an add-on. It has to replace something overtasking from their plate.
« First ‹ Previous 61 - 74 of 74
Showing 20 items per page