Digital Natives Notes, Thurs AM
(Again, these notes are extracted from a Public Google Wave, which is a lot prettier if you have an account.)
Enhancing creativity: implications for design cognition
(talk audio)
Does technology make people more creative? Does it matter what your tools are?
We can augment physical capability, so can we augment mental capability?
Tangible user interfaces & spatial cognition?
What computational, cognitive, social substrates & abstractions enable and facilitate the design of systems that enhance creativity?
What role do the social & interaction cues that humans rely on when interacting with one another play in collaborative design environments?
What design techniques and technical characteristics enable open systems for the fullest breadth of social creativity.
AM Working Group 2
Transformative Impacts on Education, Aiding & Training
What is gained vs what is lost as technology becomes more pervasive?
Student-centered learning vs teacher-led learning.
Structured versus Unstructured Learning?
Kids’ time is very structured. Where is time for unstructured play? What role does technology play in overscheduling their day? Oversaturation of attentional options means something has to give.
AAP report on kids & unstructured play:
http://www.aap.org/pressroom/play-public.htm
As computing becomes more pervasive, giving rise to the Internet of Things, opportunities are actually increasing for tinkering.
Discovery Channel, short video on open source hardware hacking
http://www.discoverychannel.ca/Showpage.aspx?sid=20743
John Seely Brown, on tinkering as a mode of knowledge production in a digital age
http://www.youtube.com/watch?v=9u-MczVpkUA&feature=player_embedded
Embeding expertise.
Language Weaver for online chat in multiple languages.
Seth Godin on Tribes
http://www.youtube.com/watch?v=uQGYr9bnktw&feature=player_embedded
Roland Kelts
Digital Displacement
(talk audio)
How Tokyo as a city is a virtual reality unto itself.
If Japan did not exist, Barthes would have had to invent it
NPR, Studio 360 Piece
http://www.youtube.com/watch?v=oFWLV_wBNio&feature=player_embedded
Two good books on digital tribes and online community building–Seth Godin’s Tribes, and Jono Bacon’s Art of Community.
fMRI studies of motor learning in string players, amateur vs professional.
Wired Magazine’s article, “The New Socialism: Global Collectivist Society is Coming Online.”
Digital Social Phenomena in Japan
Otaku culture. Term means “hello sir,” a phrase the geeks would use to greet each other with. “Akiba stabbings reflect the degree to which a virtual world can explode.” (Tomohiro Kato incident).
Hikikomori phenomenon.
Soushoku danshi phenomenon.
Parasite singles phenomenon.
Amazing convergence of digital media conferences going on this week!
1) Media140, from Sydney.
2) FOSI09, from Washington DC
3) The ACTA Internet agreement in Seoul?
4) SYMCT
My Sidebar Commentary on Amaterasu Omikami and the Mythical Magic Japanese Looking Glass
Amaterasu Omikami, and the Mirror in Japanese Mythology.
Self-awareness, and Shinto in Japanese popular culture. Many Japanese keitai have a built-in “mirror mode,” and keitai are used on trains directly in front of the face, like looking into a mirror. When Omikami saw herself for the first time in the mirror, she said “omo-shiroi,” literally meaning “white face.” Omoshiroi is used today in general Japanese speech to mean interesting, or funny. Historically, the Japanese emperor, on assuming the throne, is given the same mirror supposed to have been used by Omikami herself, and looks at his own reflection as being one of deity. And perhaps he laughs and thinks his godlike reflection is interestingly funny. So when a Japanese person stares into the digital mirror and sees something funny or interesting, she is looking back into her own mythical past.
Douglas Gentile
The behavioral effects of games: five dimensions
(talk audio)
Research on both intended and untended effects of video games.
What makes a great teacher?
Example of Halo software. Pacing, practice, feedback, over-learning.
Video games do all of the things that make them great teachers.
Stacking of risk factors
Predisposition toward violence (high/low quartiles) vs Violent Video Game (yes/no)
Effects of content
Effects of structure
