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Elizabeth Andrews

Either was the Other's Mine - 0 views

www.screencast.com/...bc-e581-4e68-a543-906bce4c426d

Web 2.0 Machinima

shared by Elizabeth Andrews on 02 Feb 09 - Cached
  • Elizabeth Andrews on 02 Feb 09
     
    This video takes a long time to buffer. It doesn't play well until it gets replayed. Also, you have to manually scroll down to get the video to center on the screen.
  • Elizabeth Andrews on 02 Feb 09
     
    My machinima for Feb. 2 class. This video takes a long time to buffer. It doesn't play well until it gets replayed. Also, you have to manually scroll down to get the video to center on the screen.
Karen Keifer-Boyd

Border Stories - a mosaic documentary - 0 views

www.borderstories.org

web2 biblio

shared by Karen Keifer-Boyd on 27 Mar 09 - Cached
  • Karen Keifer-Boyd on 27 Mar 09
     
    BorderStories as a shelter of exposure is a mosaic documentary that uses 2 minute videos about issues that are more accessible and "read" by more people who may not read an article or watch a longer documentary. Further the short videos offers multiple entry points and people can talk back to the encapsulated issues in the 2 minute videos with comments in the blog like format.
Karen Keifer-Boyd

Constructing Memories through Video - 0 views

screenmemories.blogspot.com

memories web2 biblio

shared by Karen Keifer-Boyd on 26 Jan 09 - Cached
  • Karen Keifer-Boyd on 26 Jan 09
     
    A Question of Memory: Constructing an Artist's Screen Memories through Video by Tamar Efrat from her 2009 dissertation at Teachers College. Tamar presented at the PSU/TC Graduate Research in Art Education (GRAE) Conference in November 2008. Here she provides interactivity in viewing her videos by embedding them in a blog.
minkyung kim

remix: YouTube - How to Photoshop - 0 views

www.youtube.com/watch

shared by minkyung kim on 09 Feb 09 - Cached
  • minkyung kim on 09 Feb 09
     
    We live in a digital culture which constructed by remix. Since the development of internet, programs, and digital machine (digital camera, digital television, computer, IPod…), remix can be probably more technologically developed dramatically and rapidly in the future. Especially, in classroom, young people are pleased to accept remix as a method which expresses their own ideas and meanings easily. But each student has different remix-manipulation techniques level. So, teacher must provide to students how to use the tools. This video is an example, how to Photoshop using in oneself. You can find many how-to videos on photoshopping techniques in Youtube.com.
minkyung kim

http://www.gamesforchange.org/play - 0 views

www.gamesforchange.org/play

shared by minkyung kim on 24 Feb 09 - Cached
    • christine liao
      christine liao on 24 Feb 09
       
      Akrasia This is a must-play game. I LOVE this game. It is a piece of artwork that is very thought provoking. It didn't present the intent directly, but the meaning of the game is emerging though the play. At first, you might need to spend some time to figure out what happen, and from my experience, even if I knew the goal is to find the exit, I would enjoy just play in the joyful environment. This reflects the psychology of addiction (and a lot of other things also applicable). I think the game is a good lesson content itself. It not only can function as a way to motive students, but also can provide a lot of dialogues and discussion after playing the game. BTW, This reminds me an art piece "Game, game, game, and again game" http://www.secrettechnology.com/gamegame/gamegame6.html
    • Elizabeth Andrews
      Elizabeth Andrews on 02 Mar 09
       
      Your comments really interested me in playing this game. I have tried to get this to open on my computer without sucess. The profiles I was able to access, and the demos were beautiful.
    • christine liao
      christine liao on 24 Feb 09
       
      Energyville This is a sample game about energy planning. The objective is clear and direct. I found the game not so attractive to me, because although I can choose different energy to use in my city, there are many restrictions too. This is in fact the reality for considering energy source. My score is very poor ranked in compare to other people. I think through playing it many times, people will be able to learning from the mistakes and learn how to balance energy source. In a course content, since this game provide information about energy source, it can be a good way to teach these knowledge. Students can participate in challenge with peers. This will be more fun than reading a textbook or listening to a lecture.
    • Ashley M
      Ashley M on 25 Feb 09
       
      Energyville: I also played this game. This game was based around economics, the environment, and fuel usage. It was pretty effective with communicating its view, but I think it would have been better if designed a little differently. There was a lot of text and information to be gained from this site, which I found very useful. It explained pros and cons about each of the different fuel sources and how much it would challenge your city. I didn't have a good sense of how much money I had and was more concerned about meeting demand with supplies. I found the game fun to play and was able to take away a lot more concrete information form this game then the other game. I felt like this game was directly providing knowledge, while the other game I played was indirectly teaching me something. This could be incorporated into a unit about economics, environmental science/art, social change, globalism, etc. Since this game provides direct facts and information, this game could fit into any structured educational environment. Students who play the game, as long as they read, will be able to learn impact from fuel use, what is using most fuels in cities, and possibly solutions. I agree that this would be a great supplement to reading a text book.
    • Ashley M
      Ashley M on 24 Feb 09
       
      Ayiti: The Cost of Life. It is based around the idea of poverty in Haiti and how difficult it is for families to get past it. I played this game three times, and every single time I lost, my whole family died. I could not get past the 3rd year without having my whole entire family die. I created different strategies each time. The first time, I thought education was so important, so I tried to get the three kids in school for at least 2 out of the 4 times the seasons changed. The family ran out of money, then got too sick to work, and they ended up all dying. The second time, I decided to split up the family, have one child go to school and the other 4 work. This strategy worked a little better, but same result. Last try, I worked everyone and tried to create enough money for the family to live off of, but unfortunately, once someone is sick, you cannot seem to make them better without a few seasons in the hospital, which is expensive. I am interested to see if someone else who plays this gets a different result! Anyways, I thought this game was fun, but frustrating. It really did show how difficult it can be to get a family out of trouble, especially with 3 children, living expensive, health concerns, and education. Since I played 3 times and failed all of them, I would say it is very effective in communicating its view. This game could be incorporated in a unit about social change, human rights, poverty, living conditions in 3rd world countries, etc. Students could play this game and get a broad idea on what it could be like taking responsibility for a family. I think this may be a good introduction to what people in other areas could be facing since learning is indirect.
    • Min Jung Lee
      Min Jung Lee on 02 Mar 09
       
      Right, Ashley. I also could not win if even one of family member studies continuously. I could win when I focus only on family's health and economy.
  • ...18 more annotations...
    • Ashley M
      Ashley M on 26 Feb 09
       
      The Garbage Game: (I couldn't fit this all under Lindsay's comment so I am adding a new sticky note) I agree with Lindsay's assessment of the game not being attention grabbing enough. There is a lot of reading, which many students will get bored with. If the options aren't properly read, the student may just be blind picking or picking from previous knowledge. This limits the interactivity of the game. The images are "cartoony," but I think this is OK. I do agree that it may not reflect the amount of garbage that is produced; maybe give more then just numbers to show the sheer capacity of what is being dealt with. It may be a good supplement, introduction, or even early assessment to see what students have learned in a lesson based around the environment. The choices that were offered in the beginning are simple ways that even young students can help lessen their footprint.
    • Min Jung Lee
      Min Jung Lee on 27 Feb 09
       
      Ayiti: The Cost of Life is very fun. I think that a fun part in a game is important because fun could spur participants' learning. I enjoyed several times because of fun. However, I felt also sad because this game is over if both parents in this game die. This game deals with the issue global poverty, and human rights. This game reminds me the Need Hierarchy Theory of Abraham Maslow. Through this game, I could realize once more that without guarantying the basic right to live, human could not have even a chance of education. This game is also related to history of art education. I could consider the citizenship, the colonized people and education surrounded by economy, politics, and social interest. I think this game could be used in art class. Regarding benefits, it could provide students a chance to think and consider human rights and global poverty. However, it could influence student negatively because the character in this game die too easily.
    • Min Jung Lee
      Min Jung Lee on 27 Feb 09
       
      . Free Rice is a very simple game. The issue of this game is global poverty. I think art educators could use this game in their class by relating to the issues of global poverty, economic and consumerism. For example, using this game in class, students could realize that materials they consume or waste every day could be indispensable for the people who are suffering from poverty in the world. As a result, students could have a chance to consider their own economic attitudes and consumerism. Therefore, I believe this game could be helpful for students to consider global poverty and consumerism. In the case of that this game is used in art class, I think, merits would be that it is easy to approach to the game and student also could learn other knowledge such as mathematics, art, and language, during playing this game. However, because the answer in this game is very simple and each question has only one answer, it could make students' thoughts simplify. In addition, because the questions which are provided in this game in order to gather race are apart from the issue of global poverty, it could distract students from the issue, global poverty. Compared with the game, Ayiti: The Cost of Life, which I played above, this game is a little boring to me. I think the reason is because of age. This game is too easy for me. However, the issue of this game attracted me. I am satisfied with the issue of this game. I recognized that the age of game user is also very important to game.
    • minkyung kim
      minkyung kim on 01 Mar 09
       
      I also played this game and I agreed with Min Jung's idea. I add a few more words, this game would pursue more educational things than just fun things. So it is unfamiliar types of game. I learned a lot of vocabulary words with this game. I think that this game's 60 levels of vocabulary are used in class as an instructional tool that would helpful study to vocabulary from early childhood player to old player.
    • Robert Martin
      Robert Martin on 01 Mar 09
       
      I've played this game a number of times over the last year or two. This game gives the player pause to think about win/win situations, and how to incorporate them into enjoyable game play. Learning vocabulary while donating rice, it's a fantastic idea. The game itself rely's on a desire to better ones self though, which not all people may want to do. I do wonder if the idea of competition introduced in the vocabulary set meshes well with altruistic ideas inherent in the giving of rice. Fortunately that part is somewhat understated, and doesn't, in my opinion, affect the outcome of the game.
    • Jennifer Motter
      Jennifer Motter on 28 Feb 09
       
      Homeless: it's no game As the player of this game, your challenge is to survive on the streets while you encounter obstacles that a homeless person may face within a 24 hour period. You win the game by achieving a self-esteem level of 25 within 24 hrs. The game has a grid based design, and you use your arrow keeps to navigate through the grid. The houses function as road blocks that you cannot enter. While playing the game you must try to feed yourself, go to the restroom, find shelter, find bottles for cash, and raise your self-esteem. While playing the game, I received messages on my status as a homeless person including "You're so hungary you can't concentrate." Playing this game made me aware of how difficult it is to be homeless. It was frustrating when I couldn't enter the church because it was closed or couldn't open the recycling bin because it was locked. I tried to enter a restaurant by was thrown out because I had no money and because of my looks. The introduction to the game also mentions encountering crystal meth addicts, politicians, ferocious dogs, bad drivers, and upset citizens. I did not encounter any of the these types of obstacles, but I may have lost too early in the game. My self-esteem was not high enough within the time given to play the game. I believe that this game is an interactive instructional tool that could be used in a classroom setting when issues of poverty or class are discussed. I think this game would especially benefit younger players such as middle school students.
    • Jennifer Motter
      Jennifer Motter on 28 Feb 09
       
      After reading Lindsay's comment on 3rd World Farmer I decided to play it myself. I found the simulation of being a 3rd World farmer quite frustrating. There isn't much that you can buy with the $50 that you start with. I bought and planted crops, but couldn't afford any animals because in order to purchase an animal you have to also purchase shelter and in some cases a well for water. You can sell your animals and tools, but you receive a price that was less than what you paid for them. You also are faced with the challenge of keeping all family members healthy. You can select a family member to leave the farm and get paid $10. This game allows the player to experience the hardships faced by 3rd World farmers, and would be especially beneficial when issues of Third World countries are discussed in class.
    • Jennifer Motter
      Jennifer Motter on 28 Feb 09
       
      Against All Odds You are playing a refugee in this game. You have the choice to select: war and conflict, border country, or a new life. If you select war and conflict you experience the feeling of running from persecution. If you select the border country option you are going through the process of trying to stay there. The a new life option provides snapshots of where you will live and your school. I selected this option and went through the process of a job interview. I applied to a job at an amusement park, and selected my job application and interview clothes. I answered questions at the interview and then got to select either a cleaner or roller coaster assistant position. I selected the roller coaster assistant position, but was told that it was taken. I instead accepted the cleaner position and automatically received a bank account. I then had to buy a cell phone, which was a frustrating experience. There were no signs on the stores, and when I entered I was told that I was in the wrong store and had to leave. People in the stores made stereotypical comments about foreigners directed towards me. I never found a cell phone. This game is similar to the other games that I played because they all enabled the player to experience hardships. I found all of the games to be frustrating, which I believe is the point. I believe that this game gives the player an educational learning experience that class discussion alone cannot provide. This game will enlighten students regarding the challenges that refugees face by allowing them to experience these challenges for themselves.
    • Hongkyu Koh
      Hongkyu Koh on 28 Feb 09
       
      This game is well designed to experience odd things that happen in the world. I think this game would very good starting point to think and discuss about the global issues. It was fun to play and I could a brief sense of how people in difficult situations live with their problems. In this case, I think gaming could help a lot to understand those things.
    • Hongkyu Koh
      Hongkyu Koh on 28 Feb 09
       
      Community organizing toolkit. This game allowed me to think what the community friendly environment means. While playing this game, I could have a sense that how I can try to understand the community: How diverse people coexist in a community, what kinds of values they pursue, how they live with those values, how I can appropriately respond to them, and so forth. This game could be good source to start to think and discuss about organizing the community.
    • Hongkyu Koh
      Hongkyu Koh on 28 Feb 09
       
      Homeless: It's no game. This game is designed to experience homelessness in an urban city. I should wander around collecting bottles to sell, using publuc bathrooms, visiting a church to take a bath, and do forth. It is simple game; no storyline, no game characters, and so forth. I doubt that this game can bring up awareness of homelessness and people can really know their problems because this game only portrays oversimplified living pattern of homeless people.
    • Myoungsun Sohn
      Myoungsun Sohn on 28 Feb 09
       
      Go Goat Go: Although this game is seemingly simple and common, the message from it is very powerful. There are several issues around this game, such as poverty in our world, the aid of the poor, and the preservation of ecosystem. It is started by explaining the roles of goats as "recycling machines" at a poor village, and later the benefits of raising goats become three levels of the game, like milking goat, gathering goat's dung, and spreading dung to plant. In addition, between each level, players are guided by written conversation between two main characters. For young children, written guide seems not to be fun and effective for them to understand. As Johnson says that "all good games start off relatively simple and they get more and more challenging" in Wasik's article, the game's focus is narrow down to raise "a goat." However, guiding and playing the game seem not to be effective to young children who are not at least elementary school students. I played this game five times. As I did this over and over, I could realize that I came to focus on getting high points in each level rather than the context. The reason, I think, is that I have already familiar with the story, because the game had a fixed plot. Just depending on my points in each level, some of words in the conversation between two main characters were changed. It is amazing that students can learn social issues by doing online games. However, at first designers of games have to understand players' developmental stages and interests.
    • Myoungsun Sohn
      Myoungsun Sohn on 28 Feb 09
       
      The Great Green Game: This is a knowledge-based game to let students understand how consumer choices affect the environment by doing the quiz of multiple-choices. Most of the questions in the game have three choices. Besides the sound of clapping to hear and point to get, when we selected a right answer in each question, there is no incentive. Since the pattern of question and answer is repetitive throughout the quiz, players could get bored very easily. Even many of the questions ask the right figure like "2.5 gallon" as the answer to the question, "Installing a low-flow shower head can save a household how many gallons of water a year?" For me, this game seems to be a test which little bit fun added. This game reminds me of "rote learning" led by some of cute characters.
    • Mary Elizabeth Meier
      Mary Elizabeth Meier on 02 Mar 09
       
      I agree, Myoungson, it is like an extra fun and visually interesting test. I think that this kind of "learning object" would be useful in a classroom if it was combined with other learning experiences that complement and reinforce that content in the climate challenge.
    • minkyung kim
      minkyung kim on 01 Mar 09
       
      This game Deliver the net is a campaign game to give families in Africa free bed nets to prevent malaria. Malaria is preventable and treatable, yet it remains one of the world's deadliest diseases. Most of the victims are children and most of the deaths are in Africa. Africa suffers more than a million deaths from malaria each year. So this game effects in addressing issue and gives to gamer really important massage about malaria. But this game is too simple after 7years old students to game, they probably easily get boring when they do this. I believe that playing game's primary role is not only learn of issue about poverty and disease but also feel fun. When I play this game, I felt boring not fun. So I think boring is this game's big drawback.
    • Min Jung Lee
      Min Jung Lee on 02 Mar 09
       
      I agree, MinKyoung. I also felt boring. I also think the topic of this is very impotent thing as you state. Anyway, how could you escape from a flock of crows? Whenever I surround by a flock of crows, I could not move and then the game became over.
    • minkyung kim
      minkyung kim on 01 Mar 09
       
      The game Go Goat Go is addressing really important issue about poverty. You can play with goat and young boy in the overall wealth and health of a poverty stricken village. There are three series of levels in which the player learns the primary roles of goats and donation. I felt that it is well- made game when I played to see each level's different simulation and to hear attractive sound. Both sounds and simulations are important roles for making good games. So I believed that this game makes to students are not only learning issue about poverty but also feeling fun. In addition, I think that this game was used as a helpful educational instruction that would benefit for early childhood players.
    • Robert Martin
      Robert Martin on 01 Mar 09
       
      I was dissapointed in this game. It's reference to the online "game" Hot or Not waters down the point the game tries to get across. In the end it becomes a guessing game based on visual assumptions we make about people. I wonder if the game causes the player to consider their own misconceptions, or does it play into them? Beyond those questions, the game play rapidly become boring, and the point was reached fairly rapidly.
    • Elizabeth Andrews
      Elizabeth Andrews on 02 Mar 09
       
      Ayiti: the Cost of Life was an engaging game. The game asks the player to select a strategy, and I selected "happiness". I wanted to work to keep the family happy. Brian asks us to consider Steven Johnson's comment "Honeslty, I doubt that video games are capable of dealing with psychological depth at all..." I am surprised to report that I did feel the game accessed some of this depth. Each character had a happiness, health, education meter. Working someone harder for a longer period of time leads to decreased happiness and illness. There are difficult choices and sacrifices that have to be made. It is interesting to consider who the gamer is selecting to sacrifice and why (the father because he is the eldest male? the young daughter? etc.) I played this game with my husband and it provided a unique opportunity to talk about our own beliefs regarding health, happiness, work and family. I find video games very addicting. This is a major drawback for me. I played this game over and over trying to beat my previous "score" -- which was the happiness and success of the family. How do we deal with this quality of video games in education?
    • Min Jung Lee
      Min Jung Lee on 02 Mar 09
       
      I agree, Elizabeth, I also tried over and over. However, when I focused on health, family could be happy. I sent family to receive click in a hospital whenever their health levels go down, even if they are not sick. If then, they could survive at the end of game. Sometimes, they could be happy. However, I was so sad….
    • christine liao
      christine liao on 02 Mar 09
       
      So after reading your comments, I tried Ayiti. My first play was terrible, because four family members execpt the father died within one year of my play. I picked health as the strategy. apparently I didn't do a good job to maintain their health. I agree with you that this is a game that requried thinking to keep many things in balance, a way to learn the difficulty of real life. But I also think that it might simplify the real life in Haiti. Overall, the events and game is all programed.
    • Elizabeth Andrews
      Elizabeth Andrews on 02 Mar 09
       
      Mission: Migration is a useful game to teach players how their choices (specifically how they take care of their property) can help birds migrate. The experiential quality of a game is engaging. (I do not find this game addictive because it is easy to master -- and doesn't have new information to learn.) Younger children may enjoy this game more than older children -- the game is simple and repetitive, and teaches the same lesson. I would use this game in combination with a movie such as "Winged Migration" and perhaps a community project such as building and installing bird baths, feeders, or distributing literature on the dangers of pesticides. I am thinking of recommending this site to a local nature arts center.
    • Mary Elizabeth Meier
      Mary Elizabeth Meier on 02 Mar 09
       
      A Seat At The Table This game reminded me a little bit of Oregon Trail which I played in grade school. The user is placed in a situation to make a set of decisions that simulate the reality of a person in a particular situation. By faming learning in this way the student might "own" some of the issues in a way that will cause them to remember the facts presented. I think a summary would be helpful so that the student could review the key understandings about poverty and hunger.
    • Mary Elizabeth Meier
      Mary Elizabeth Meier on 02 Mar 09
       
      at-risk This is more like a narrated interactive slide show than a game. It is narrated by a professor who gives advice about refering students to University counseling services. Following the story, the user interacts with 6 students who may need to be referred for counseling. The goal is to decide if a student needs a referral based on academics, behavior, and appearance. The interface is really impressive. You can even meet with a student during office hours. I found this "game," or interactive educational multimedia very informative.
  • Lindsay DiDio on 25 Feb 09
     
    3rd world farmer: This game gives the user the ability to place himself or herself in the life of a farmer in a 3rd world country where having a shed or electricity is a luxury. Where $50 spent on a shed can mean your wife can't get medication. The game discusses the gamble farmers living in a 3rd world country have from year to year, when their livelihood and health depend on their crops or livestock. This came can be an asset in a classroom discussion focused around global conflicts and or an agriculture lesson. The game can be sued to experience farming through someone else's eyes. This game gave me the change to reflect on my education as a young student, and remember played the RPG The Oregon Trail. This game was similar in theory to the 3rd world farmer because the user became a character in the game, their was thought and critical analysis of a situation that went along with the play aspect of using computer games or game systems.
  • Lindsay DiDio on 25 Feb 09
     
    The Garbage game: The garbage game allows students to visually see what impact and decisions they can make even before the garbage truck is introduced as an option for trash removal. The game was interactive, and allowed the player to think, but I don't really think that it would be very effective. The images used are cartoonified, and doesn't really reflect the true amount of garbage dealt with on a daily basis. I think that is this was used as an introduction or supplement to a lesson on recycling or environmental sciences it could be useful, but don't believe it is engaging enough to keep students attention for a long period of time.
Mary Elizabeth Meier

Fliggo - Create Your Own Video Site - 0 views

www.fliggo.com

image_creation web2 videoblog

shared by Mary Elizabeth Meier on 03 Mar 09 - Cached
  • Mary Elizabeth Meier on 03 Mar 09
     
    Another tool. "Build a video blog, the next YouTube or just a private place to share videos."
Myoungsun Sohn

Innovate: Leveraging Identity to Make Learning Fun: Possible Selves and Experiential Le... - 0 views

www.innovateonline.info/index.php

shared by Myoungsun Sohn on 24 Jan 09 - Cached
  • We argue that a major reason edutainment has failed to be effective and relevant is because not enough attention has been given to identity—the sense and perception of who one is—or to supporting and leveraging virtual identity enactment to make learning by gaming meaningful.
    • christine liao
      christine liao on 24 Feb 09
       
      Many games are designed for player to take on certain identites to role play. However, does these identites really engage people is another question. Sometimes it might be because there are not many choices.
    • Karen Keifer-Boyd
      Karen Keifer-Boyd on 02 Mar 09
       
      Those who are familiar with playing video games what are the range of roles and who would be most likely to identify with those roles? Since I have sons it may be that they and their friends play games that do not have roles I identify with or desire to try out but its more than gender, it is also age, and difference in interests.
    • christine liao
      christine liao on 02 Mar 09
       
      This thinking came up when i was playing the games in G4C. I questioned why do I want to be a refugee or other identities? When students are introduced to differnt games, do they really want to take the identities the game designed to play? From my experience, fantasy identity is most popular. The popularization of these games, such of World of Warcrafts, can explain this. Even avatars people who created in SL are fantasies. ideal self is a fantasy.
  • an avatar's design, behaviors, and speech still cause stereotyping, prejudice, and preferential treatment
  • Avatar creation is a fruitful opportunity for learning, particularly for adolescents who may wish to enact and test possible selves at a time in their lives when their own identities are changing
    • christine liao
      christine liao on 24 Feb 09
       
      what are the potential and limiation of avatar creation in art education?
    • Myoungsun Sohn
      Myoungsun Sohn on 02 Mar 09
       
      Both of these-anonymity as well as the possibility of causing a stereotype, prejudice, and preferential treatment depending on avatars' appearances-could be main limitations of avatar creation in the SL.
  • ...19 more annotations...
  • There is discrimination based on perceived qualities, but not real ones. "Cool" avatars are more popular. Ugly ones lead to being unpopular or disassociated. . . . I designed my avatar to be very unattractive, and as I would walk up to groups of people, they would all scatter and avoid talking to me. Even though stuff like digital money and appearance isn't real, it still affects the way people respect you and interact with you in the game.
  • a safe space for learners to test and explore possible selves
    • christine liao
      christine liao on 24 Feb 09
       
      Is this true? I don't think the virtual environment is really a safe place, but compare to real society, it is a ground for experiment.
    • Mary Elizabeth Meier
      Mary Elizabeth Meier on 02 Mar 09
       
      "Safe" is not really a word that I would use to describe my Seond Life experience. But I guess I didn't dye my hair blue in real life so that means that the virtual is a safe space to try things out. I wonder how the virtual and the real might be interconnected in the lives of young people. Is the ultimate goal to inform idenity construction in the "real" self? Is there such thing as a "real" self in this info-tech world? I relate more and more to the idea of a networked self.
    • christine liao
      christine liao on 02 Mar 09
       
      I like your networked self in your comic. I agree that "real" is questionable. In other words, identity is not fixed. We perform identity every second. We even perform it differently when using differnt avatars. (Like what Karen mentioned above).
    • Jennifer Motter
      Jennifer Motter on 28 Feb 09
       
      1. I believe that Second Life limits the appearance of avatars, but I still think Second Life participants are empowered because they get to make decisions about their image portrayal within these limitations. Avatar creation empowers the user because it allows them to participate in what Nakamura (2002) calls "identity tourism". Social networking sites allow users to experiment with the creation of alternative or multiple identities. Identity tourism can be harmful and disempowering to marginal individuals because of stereotypical portrayals of gender, race, class, etc.
    • christine liao
      christine liao on 28 Feb 09
       
      Yes, there is a certain limitation of avatar creation, especially for people who are new to it and don't have a lot of skills to create their avatars. I agree with "identity tourism" in SL. People can change their avatars anytime they want. They can switch gender, like what was discribed in the article. This can be an activity for students to experience differnt identities, but often time, stereotypical identities are performed.
    • Ashley M
      Ashley M on 02 Mar 09
       
      I believe the user is empowered in avatar construction. The user had full choice on what the avatar will look like, body shape, and what they will wear. There are many options to create a number of different identities. I also believe that it disempowers the user as well. Even though there are various options, there are limitations that keep the user from reaching certain identities.
    • Mary Elizabeth Meier
      Mary Elizabeth Meier on 02 Mar 09
       
      I think that to really explore this, students should not be limited to creating their avatars in Second Life. Second Life has a certain "look" or aesthetic that may not appeal to every student. Voki is one other option. Ashley, I agree about the feeling of empowerment. And this connects back to our Web2.0 definitions from the first week!!
    • christine liao
      christine liao on 02 Mar 09
       
      yes, I agree. Second Life has very steep learning curve. And SL is only one of the virtual worlds. The research in the article also use "There." However, each program has it own aesthetic limitation. SL is consider one of the most opened program. That's also why the research described in the article use it. My own experience was that I also don't like it at the beginning after I first tried it. I didn't go back for a few months.
    • Min Jung Lee
      Min Jung Lee on 02 Mar 09
       
      I also agree with Ashley's opinion that users are empowered in avatar construction. In addition to creating avatars' appearances, users can provide even voice and control avatars' behaviors.
    • Jennifer Motter
      Jennifer Motter on 28 Feb 09
       
      2. I think that there are both potentials and limitations to using avatars in art education. An environment such as Second Life can be a site of learning and could be an example of an approach to art education, because individuals can influence and challenge socially constructed notions of beauty and stereotypes through visual representation. Avatars allow individuals to "play" with various identities and experience encounters with others based on their visual appearance and personality. I believe that Second Life may be risky to use in K-12 art education, because of the anonymity and availability of adult content.
    • christine liao
      christine liao on 28 Feb 09
       
      Second Life is now limited to age 18 and older. There is a Teen Second Life for teens, and there are a lot of restrictions for adults to go into Teen Second Life. Educators who wants to work with teens, need to have background checked.... But in an interview with the founder of Second Life, he said that in the furture, they will merge the two worlds together. What can be foreseen is that there will be a lot of work need to be done inorder to bring teens in to Second Life.
    • Ashley M
      Ashley M on 01 Mar 09
       
      I believe the limitations of avatar creation in art education is that students may not be able to create what they want. The program allows for a lot of different options for the user to manipulate, but it is still difficult to achieve what you want. Students could use avatar creation to help relate to a particular identity or creation of a new identity. This type of "play" can be used as a exploration and have students examine their own personal views on identity and any possible stereotypes.
    • Myoungsun Sohn
      Myoungsun Sohn on 02 Mar 09
       
      Based on my experience of designing an avatar, it was true. I could also experience stereotyping, prejudice, and preferential treatment from other avatars' responses to me, especially when I made my avatar ugly and bizarre. Although people know that an avatar' looking might not be same to that in RL, it still seems to be applied in the SL.
    • Jennifer Motter
      Jennifer Motter on 28 Feb 09
       
      3. I found it difficult to construct an avatar that looked exactly like me or like an older individual. I ended up settling with what I had, but didn't create my desired outcomes. I believe that is a limitation to Second Life. Although, creating an avatar that looks exactly like yourself is most likely not what participants of Second Life are interested in. I found it very difficult to avoid offensive dialogue in the comic strip because your comic strip characters were assuming identity based on stereotypical beliefs about personal appearance.
    • christine liao
      christine liao on 28 Feb 09
       
      It is interesting that you created a female with blond hair (I assume it's the representation of you) and another one has gray hair to represent an older person. It seems hair is one of the important thing people care and identity with. A professor talked about the experience working with students who are new to SL says that the first thing most people want to change after they go in to Second Life is their avatar's hair. The dialogue might not be what we want in educating people, but it might represent the real situation in a dialogue in Second Life. There was a time when I use my old avatar (see my comic) in a public space in Second Life, someone used a script on me and make me to say I am a trash (I forget the exact word, but something like that). These stereotypical identites are hard to break, even if we don't want to be defined.
    • Ashley M
      Ashley M on 01 Mar 09
       
      I also found it difficult to create an avatar that I thought looked like me and ended up settling for one that kinda looked like me. I think the problem lies within the limitations of the appearance options. I also had a hard time avoiding offensive identity stereotypes while creating the comic. I think this says a lot about identity and how they are perceived. Even in a virtual world stereotyping comes into play. Like the comments left on the comics, white hair usually means old since wrinkles are hard to replicate.
    • Karen Keifer-Boyd
      Karen Keifer-Boyd on 02 Mar 09
       
      I had a different and a bit surprising to me response using Voki in that the comment avatar that was "given" as the base was a dog, and later I did another one and it was a blob-like shape. With these bases that I would not have chosen I played with the options and found that the limitations provided a way to get outside of ways I might have represented myself to something I would not consider a representation of me, and then when I gave my voice to the avatar my words were based on what I thought the avatar would say. The background, clothes, and character shaped what I had to said. It seemed eye-opening on how my appearance drives what I say.
    • Hongkyu Koh
      Hongkyu Koh on 28 Feb 09
       
      One day I was wandering in Second Life and I was somehow led to get in a place called mixed martial arts arena. All male characters looked very muscular and athletic like professional fighters, and the female character had appearance like a sexy and fashionable celebrity. At that moment I was playing a female character which is in my comic story. They wondered who I am, why I am here, and how I look. It was interesting because they did not talk to me at all talking each other. I think they quickly realized that I was not a person (?) who suits for the place.
    • Hongkyu Koh
      Hongkyu Koh on 28 Feb 09
       
      It was interesting to see how real world's typified standards of identity embody in those in virtual world. In my comic story, I tried to play those kinds of typicality.
    • christine liao
      christine liao on 02 Mar 09
       
      your experience is very interesting. I'd like to hear more about others experience.
    • Min Jung Lee
      Min Jung Lee on 02 Mar 09
       
      I had a similar experience with Hongkyu. For this seven event, I created two avatars. One of them is very old, short, and thin and has an angry and proud face. In order to take a picture, I entered second life with the avatar. Suddenly, one guy came up to my avatar and told her, "U make me so bored." Except the guy, anybody did not speak to her. Later, I enter the site again with the other avatar who is young, tall, and has a nice feature. This time, many guys spoke to the avatar. At that time, I thought that people have already stereotype and model. I think that it might be difficult for adolescent to escape from these stereotypes, which could be one of limitations of using avatars in art education. However, at the same time, it has potential in that art educators could use it as resources of criticizing stereotypes.
    • christine liao
      christine liao on 02 Mar 09
       
      those experiences which you are treated differntly because of your look (young/old, pretty/ugly, or gender, race...) have become a way to realize that how deep-rooted is our association with appearance and how we treat differnt people differently accorading to their appearance. So, because of this fact, avatars in virtual worlds are the exaggeration of real life stereotypes. I think the potential of using avatar in education is not only for students to experience differnt identlties, but also to be critical to the this.
    • Myoungsun Sohn
      Myoungsun Sohn on 03 Mar 09
       
      Even, when I unintentionally accessed a crowded place with my avatar who looked bizarre, I felt that I wanted to leave there immediately because of my appearance. What do you think of the reason? Just because of my personality?
    • christine liao
      christine liao on 03 Mar 09
       
      Myoungsun, I also have similar experience. I think that it is because we feel the "danger" to be "differnt" in an unknow place.
  • Hidden Agenda contest, which awards $25,000 to the best entertaining game that secretly teaches middle school subjects
    • Lindsay DiDio
      Lindsay DiDio on 02 Mar 09
       
      Why do we (educators) need to sugar coat, or secretly teach subjects? Shouldn't we be innovative and work hard to make the subject matter relevant and of interest to our students wthout trying to trick them into learning?
  • now than at any other time in history, identity formation has become precarious and problematic for adolescents.
  • Choice
  • replaced obligation
  • gender bending
  • taking on a role and identity causes the learner to think as if he or she were actually present.
    • minkyung kim
      minkyung kim on 02 Mar 09
       
      In this process, I empowered the construction of avatar everything like sex, age, and race and then I used my avatars in Art Education field. So it was really interesting experience both creating my avatar like me and making a comic story. When I played with my avatar in Second Life, I was momentarily under the illusion that I was in a foreign country. And I was a little being scared that another myself lives in another world. I just confused real and virtual world at that time. I think this thing makes a really big limitation in education. So I believed that educators must make younger children, who cannot control themselves easily to know about difference between real and virtual world first.
  • Video games cross "all cultural and ethnic boundaries . . . [but] not recognizing that these shared experiences exist
  • Along with their intrinsically engaging properties, games have been touted for their ability to teach ill-defined problem-solving skills, elicit creativity, and develop leadership, collaboration, and other valuable interpersonal skills via constructivist/active learning and Vygotskian social scaffolding (Prensky 2001; Gee 2003).
    • Myoungsun Sohn
      Myoungsun Sohn on 02 Mar 09
       
      Video games' advantages related to intelligent abilities or educational concepts (?)
  • "How can technology be designed to bridge the gap between cultures?"
    • Myoungsun Sohn
      Myoungsun Sohn on 02 Mar 09
       
      This is my main question on using technology in art education.
  • identity is resolved by an internal, self-constructed, and dynamic organization of aspirations, skills, beliefs, and other factors.
  • Thus, an exploration of possible selves can help adolescents understand how perceptions of the self and others are socially determined and constrained.
  • on how cultural issues in the real world translate into virtual worlds and vice versa.
Karen Keifer-Boyd

VoiceThread - Group conversations around images, docs, and videos - 0 views

voicethread.com

collaboration social_networking voicethread web2.0 biblio

shared by Karen Keifer-Boyd on 09 Feb 09 - Cached
    • Lindsay DiDio
      Lindsay DiDio on 09 Feb 09
       
      I think Voice thread alone, is a great tool we can bring into the classroom.
    • Lindsay DiDio
      Lindsay DiDio on 09 Feb 09
       
      What I was thnking about while listening to the YouTube video and this Voice Thread, is that it sounds like so many educators are TEACHING the technology, rather than USEING it. It sounds like a lot of educators aren't confortable enough with the programs or software to be able to use it effectivly in their teaching practice. I think if we are allowing our students to use say power point for their presentation of a report, than the actually creation of slide shoudl come last. The program use should be used as a supplement.
    • Mary Elizabeth Meier
      Mary Elizabeth Meier on 12 Feb 09
       
      I am interested with what this group is saying about 1) students as co-creators, 2) expanding the four walls of the classroom, 3) the idea of the collective, and 4) encouraging collaboration.
    • Elizabeth Andrews
      Elizabeth Andrews on 16 Feb 09
       
      I am excited to experience a form of communication and reading that uses various senses: hearing the voice of the speaker is powerful. This could be linked with specific (non-text) based images as well. Having voices from around the world, and of different ages and experience levels, participate in an asynchronous discussion is fascinating. I imagine this in-between time/space is a difficult time for educators. The video suggests we have moved from the industrial age to the digital age / information age, but our schools haven't kept up. What does it mean to be in-between? Instead of worrying about rigid categories for our next "age" -- what can happen in a moment in history when we are not quite "here nor there"?
    • Karen Keifer-Boyd
      Karen Keifer-Boyd on 16 Feb 09
       
      An example at http://voicethread.com/#u278186.b341016.i1806317begun by Kathleen Nelms. It continues in another image posted by Michelle Randall at http://voicethread.com/#u278186.b341311.i1808348
  • Karen Keifer-Boyd on 16 Feb 09
     
    An example begun by Kathleen Nelms. It continues in another image posted by Michelle Randall at http://voicethread.com/#u278186.b341311.i1808348
christine liao

Anime Music Videos .Org - Home - 0 views

www.animemusicvideos.org/...home.php

shared by christine liao on 06 Feb 09 - Cached
  • christine liao on 06 Feb 09
     
    No one bookmark this one yet? I love this site. The remix of animation and music created anime music video recalls many of my favorite animations. I can see the story from different people's perspective. Maybe this can be a way to learn to interpret images or stories different. It is also interesting to see those animations translated into English or add English music subtitle. I feel familiar with the animation, but at the same time they are stranger to me in English.
  • Mary Elizabeth Meier on 06 Feb 09
     
    I like your idea that this site could be a tool to interpret images or stories differently. Seeing the videos gives some insight as to what the viewing is thinking or valuing in the anime by what they emphasize in their creation.
Jennifer Motter

ccMixter - Welcome to ccMixter - 0 views

ccmixter.org

web2

shared by Jennifer Motter on 04 Feb 09 - Cached
  • Jennifer Motter on 04 Feb 09
     
    Music and video remixes licensed under Creative Commons
  • Jennifer Motter on 04 Feb 09
     
    My AED 303 classes used this site when they created iMovie projects. They used the music remixes licensed under Creative Commons, but didn't necessarily contribute to the remixes.
  • Mary Elizabeth Meier on 06 Feb 09
     
    Jen, I introduced this site briefly last semester to my 303 students also. I would like to make creative commons and remix a more intentional part of our video production assignments this semester. There is a lot of good media available on ccMixter.
christine liao

YouTube - SL machinima Michelle Byers - 0 views

www.youtube.com/watch

machinima second life education

shared by christine liao on 27 Jan 09 - Cached
  • SL machinima
    • Michelle Byers
      Michelle Byers on 27 Jan 09
       
      I had trouble uploading this a a quicktime video. I actually had to save it as web streaming and use the expert setting in I-Movie to create an MP4. When I did this the video uploaded is 3 minutes. I also discovered to use PSU web streaming service you have to request an account. Only faculty and graduate assistants have automatic accounts.
    • Mary Elizabeth Meier
      Mary Elizabeth Meier on 28 Jan 09
       
      Thank you, Michelle. These notes are helpful!
    • christine liao
      christine liao on 28 Jan 09
       
      I think this is a good chance to know more about how other educators and educational institutions are using Second Life in education. Here is the information about the fair. http://wiki.secondlife.com/wiki/Education_Support_Faire
  • Michelle Byers on 27 Jan 09
     
    This is my first solo machinima project. i have posted it early because it is about an education fair going on January 25-30th in Second life. I thought you all might be interested in checking it out before it is over.
  • Mary Elizabeth Meier on 28 Jan 09
     
    This is my first solo machinima project. i have posted it early because it is about an education fair going on January 25-30th in Second life. I thought you all might be interested in checking it out before it is over.
  • christine liao on 28 Jan 09
     
    This is my first solo machinima project. i have posted it early because it is about an education fair going on January 25-30th in Second life. I thought you all might be interested in checking it out before it is over.
Myoungsun Sohn

Week 5 Activity: Collections - 89 views

Relational pedagogy in the Web 2.0 The purpose of this activity was to experience a specific educational material, the Posse, together and take a close look at it as a teaching and learning mater...

collections

started by Myoungsun Sohn on 09 Feb 09 14 follow-ups, last by Myoungsun Sohn on 16 Feb 09
Elizabeth Andrews

Academic Earth - Video lectures from the world's top scholars - 0 views

academicearth.org

education lectures university academic learning

shared by Elizabeth Andrews on 03 Apr 09 - Cached
  • Elizabeth Andrews on 03 Apr 09
     
    Neat site. Video lectures on many different topics. I am considering this site next to this article:
Myoungsun Sohn

Ben X - Wikipedia, the free encyclopedia - 0 views

en.wikipedia.org/BenX

video game virtual world social justice

shared by Myoungsun Sohn on 29 Jan 09 - Cached
  • Myoungsun Sohn on 29 Jan 09
     
    This is a simple plot of the movie. Ben is different. His life is a universe to itself, where he plays his favourite online computer game Archlord avidly, trying hard to train himself for the real world he lives in. The harsh world of a technical school is for him a daily kind of hell. As the horror of being a daily subject to bullying grows, Ben devises a plan. Then Scarlite comes into his life, the girl he has met in his on-line game. That wasn't part of the plan...
Mary Elizabeth Meier

YouTube - The Machine is Us/ing Us (Final Version) - 0 views

www.youtube.com/watch

web2

shared by Mary Elizabeth Meier on 03 Mar 09 - Cached
  • Mary Elizabeth Meier on 03 Mar 09
     
    This is a great video. It begins with a description of html code (ala 1996), moves to an explanation of style as separated from content (Cascading Style Sheets and PHP), and then into some observations about the participatory nature of Web 2.0. One good thing is - you no longer have to know code to participate. A perfect vid for this class!
Robert Martin

untitled - 0 views

www.publicschoolreview.com/...21

shared by Robert Martin on 23 Jan 09 - Cached
  • Simply, if television or movies are used in place of textbooks or novels or poems, students will not learn how to read as effectively. Study after study has shown that using new media is not a horrible tool to assist in teaching, but that using these medium as a primary resource takes away from students the ability to develop their imagination and creative thinking. That, of course, goes against the very goals of teaching. If this becomes commonplace – perhaps the teacher is using “new media” as the primary tool in the classroom because it is easier to set up or because it requires less planning – the long-term effects on the students can be troublesome.
    • Lindsay DiDio
      Lindsay DiDio on 23 Jan 09
       
      What do you think of this statement?
    • Robert Martin
      Robert Martin on 23 Jan 09
       
      It's an oversimplification in my opinion. Video and other media prove quite effective if used properly. Language instruction is particularly enhanced with some forms of media. however, i become suspiscious when learning becomes edutainment and the faculty member dips in and out of entertainment. of course, I'm learning about this as much as we all are.
  • disturbing disadvantage
  • detrimental effect on students
Mary Elizabeth Meier

The Making of Forever, at the Victoria & Albert Museum - 0 views

www.apple.com/...making_of_forever.html

animation new_media

shared by Mary Elizabeth Meier on 15 Feb 09 - Cached
  • Mary Elizabeth Meier on 15 Feb 09
     
    New media art and the Victoria and Albert Museum. "The installation lives online, generating an endless series of downloadable video podcasts."
minkyung kim

remix: Image hosting, free photo sharing & video sharing at Photobucket - 0 views

photobucket.com

shared by minkyung kim on 08 Feb 09 - Cached
  • minkyung kim on 09 Feb 09
     
    Create your own photo montages that mix elements from two or more images, like this web site. You can get various image resources from here, and your students also.
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