More on Everything Bad is Good

If I'm interpreting this correctly, all those "bad" things can actually be a plus (or something good) for libraries and educational organizations.  We need to use these "bad" things to move our patrons and students in a desirable direction.  Specifically, we can use "bad" gaming sessions to bring in more young patrons, and once they start seeing the library as a cool place to hang then we will hopefully have increased circulation (of not just games, but audio visual and books as well).  Facebook and social networking is another "bad" tool that can help public libraries connect with patrons.  The more innovative PL's consider facebook as an outreach tool; they go to where their patrons might be.

With educational environments, we must use these "bad" tools to our advantage as well.  With all the technological stimulation our young learners receive outside of the classroom, we actually shut down their ability to learn if we use teaching techniques from the 20th century.  Innovative and forward-thinking educators understand that they must make use of web 2.0 technologies to entice their students.  An example would be the use of a blog to discuss a class novel instead of a journal notebook.  What young student will turn away the opportunity to use a keyboard over a piece of paper?  

While this may seem like a big disconnect, I will take the risk of mentioning that tonight's World News Tonight segment reported that the 50 year-old Barbie doll now comes with a set of removable tattoos.  Initially, we may think this is an absurd idea - Barbie with tattoos!  However, upon further analysis, Barbie's maker is using something society generally considers "bad" (tattoos) and making it for good.  Of course, they are looking for "good" profits.  We can further analyze the inclusion of this "bad" element and turn it around to make for teachable moments and discussions with our youngsters - dangers of dirty needles in less than reputable tattoo shops, the permanent nature of tatoos and the painful treatments which individuals endure when they change their minds, etc.  

Second Life Experience

Frustrating and weird are two of the adjectives that come to mind when I think about the Virtual Environments. While I read the tutorials, I still don't feel proficient in navigating in this environment. I can see why more kids might be attracted to this type of activity. While I know there are plenty of "addicted" adults, generally, adults who are juggling many things don't have the hours to invest in figuring out virtual environments. Sorry, but I can already tell this topic/area is not for me!

Above is a snapshot of Lord Brently in the Royal Museum of Art.

Social Software Thoughts

While I do not consider myself an expert on web 2.0 technologies, I feel this class has given me a good foundation (and the confidence) to continue my quest for knowledge in these areas.  Each week's topic and assignments throughout the course were at first daunting, but in the end, were manageable.

Some really big pluses from this class include:

• Steve and Anselm's screencasts.  There were times, I watched the same one a few times, but in the end, I "got it."  I really admire the fact that Anslem kept Steve's screencasts and were confident in using them.  My feeling is why "fix something if it still works."  Less confident instructors may have rerecorded them just so they would feel the course was "theirs."  I know this might seem like a minor point, but I've taken enough online courses to see instructors do crazy things that didn't make sense.  Anselm's approach made perfect sense and worked extremely well - gave credit to Steve for designing the course, created an overlay when necessary, but used the original screencasts, which took much time to create and worked perfectly well.  Bravo!
• This was a perfect class to take online, and I might even venture that it was more effective presented in this way.  Connecting with classmates all over the US and Canada (which I thought was really cool and less common in my other online classes) was great.  I loved that Dan was on a different time zone, and he'd sometimes give me a suggestion when everyone else was in bed!  The online nature of this class forced us to utilize the instant messaging and tweets.
• We had a really nice, small class with just 11 students.  As in a face-to-face setting, the smaller number really enabled and forced  me to like a feel part of our learning community and not someone sitting in the back of the room.
• I really appreciated Anselm's responses to tweets.  While it is unreasonable to expect an instructor to be online all the time, it's important that instructors "check in" on a regular basis since it is sometimes hard for onliners to move forward when stuck with technical difficulties.  While I've been fortunate to have online instructors like Anselm, Steve Garwood and Ross Todd, who are quick to respond, I have had an equal number of instructors who have been less responsive.  This comment is meant as a compliment and with the hope that others who might instruct this course in the future realize the importance of timely and regular "check-ins."

Things that might warrant a little thought:

• There were so many ways for us to connect with each other (facebook, twitter, blog, wiki page, etc.), that it was a little difficult to know where to look for others.  I tended to use twitter to connect with others (in the same way I've had to use ecollege in the past), but I'm not sure we were all going to the same place so perhaps in another class, the main "meeting spot" could be more clearly defined.
• There was a lot of great information presented, but in a very quick time frame.   I know I will want to go back and revisit some of the screencasts via google reader and the rusocial wiki when I have a little more time.  Is it possible to allow us access for at least a certain period of time?  I know I don't know everything I could about some of the topics and I'd like to go back, rewatch and review.  It's the only way I will be able to implement some of these web 2.0 tools into my library.  

Thanks, Anslem for your guidance and for a great introduction to social software!

Is Bad Good?

According to Johnson popular culture has grown more complex and challenging over the years.  Is this true?  Generally, I would agree.  The situations presented through the new games, television, and other medias are presented for the same basic reasons.  Johnson mentions "dopamine" and "brain chemistry," and yes, it can be reasoned that the basic premise individuals participate in these activities are still to feed those needs.  

However, the level of sophistication (and that's not necessarily used in a good sense) of these medias is higher and increasingly complex.  Certainly comparing the storylines of tv shows of the past and present show an elevated height of entanglement, but if you boil it down to the basic level, the morals and lessons are similar.  The difference is that our medical and legal shows bury themselves in technical terms in order give themselves credibility which translates into ratings.

Social networking is another area in which we can ask the question,  "is bad good?"  It depends on who you ask and their ability to see this in it's entirety.  Without a doubt, a teenager will tell you the many advantages.  You might even have 30 year old's telling you it is a great way to save on phone bills - it's the ability to stay in touch and connect with people all over for the cost of basic internet service (which is now fairly common).  However, ask the parent of a teenager who has been engaged in an online chat room by a stranger, and you may get a totally different response.

There is some truth that "popular culture is just a method to sophisticatedly deliver stupidity."  Isn't it stupid to display all of your personal information on a site where it can be accessed by people you don't know?  Isn't it stupid to watch a "sophisticated" sitcom about housewives when you could be reading a book?  Isn't it stupid to be playing a video game when you could be outside throwing a ball and teaching your child how to catch, run and live a healthy lifestyle?

Alas, there's no right answer to any of this.  It's all a matter of opinion and perspective. 

Gaming System

Scenario:  The scenario is that I'm in charge of installing a gaming system for my school library. This would be a game for students to "play" during their recess time. 

Criteria for Console:  The console of choice will have to be one that meets the needs of the entire student population. It would have to be something first through fifth graders could enjoy and use proficiently.  Therefore, this would eliminate anything that would not be developmentally appropriate for younger students.  Being that this is a school setting, games that contain violence will also need to be eliminated.  The last criteria would have to be cost.

Research:  In order to gather data on the types of consoles appropriate and preferred, it makes sense to go straight to the source.  I would design a questionnaire/survey to be completed by an equal number of students in each grade level.  I would also conduct focus groups to generate discussion and ideas.  The focus groups would be comprised of both students and parents.  I think getting parent approval is a major part of this proposal.  Based on the preferences expressed, the console of choice would be narrowed.

Choice:  A significant factor in choice would have to come from the research and feedback obtained from students and parents.  However, keeping in mind that this console would be primarily used during student recess time, I will lean toward a console game that allows students to be physically active and one that allows them to interact with each other.

I am leaning towards the Dance Dance Revolution or Wii Fit consoles, because of the physical factors.  Any opportunity to combat childhood obesity and keep a child active is a step in a positive direction.      

Addicting Games

The following is a screencast of me playing the whizz wordz game, which is linked to my page on the wiki.  Time is of the essence in creating the maximum number of words!

Screencasting - best practices

While I certainly do not consider myself an expert on screencasting, there are a few suggestions I would make to individuals with no prior experience.  These include:

• Make sure the house is completely quiet or you've locked yourself in a quiet room!  
• Relax ... pretend you are speaking to someone and don't expect to get rid of all the "um's"
• Minimize or close any excess windows.
• Make sure the mouse is working properly so you can point out the fields on the screen.
• Try and remember to rename the screencast so you can keep track of which one is which.  If you are like me and find yourself recasting, you could forget which is the best of the group.
• Generally, using a microphone will help your audio presentation, but the one I used did not so try to have a microphone available.