26 Matching Annotations
  1. Jul 2016
    1. Get on your feet and step outside to find and catch wild Pokémon. Explore cities and towns around where you live and even around the globe to capture as many Pokémon as you can. As you move around, your smartphone will vibrate to let you know you're near a Pokémon. Once you've encountered a Pokémon, take aim on your smartphone's touch screen and throw a Poké Ball to catch it. Be careful when you try to catch it, or it might run away! Also look for PokéStops located at interesting places, such as public art installations, historical markers, and monuments, where you can collect more Poké Balls and other items.

      How is this similar to geocaching? I just learned to geocache a couple of days ago and this feels very similar. While I bring background knowledge about geocaching, mobile phones and the Pokemon card game, Hailey brings deep knowledge of the card game, the tv show and other video games. She has also had thousands of conversations at school- mostly with boys- about Pokemon. She brings deep background about the mythology and backstory.

    1. Now, if you are me? You were moved by that. And I can explain why. Because I played a lot of Ingress in a major city. I got to see people make the most friends they've ever had in their life, learning what teamwork is, sometimes for the first time in their life. You become part of a massive positive feelings engine. It's a great game. Yes, it's technical as hell. But it's so great. And you meet so many new people. I can't even begin to count how many Ingress marriages there have been. 7 milllion active players all over the world. That's Blizzard Entertainment level numbers. Now, Imagine how well something that isn't technical that's tied to one of the most popular gaming franchises of all time is going to do.

      This type of commentary by someone who saw #PokemonGO's potential while playing Ingress leads me to think about the concept of Reading Ladders.

      PokemonGO might be higher on the metaphorical ladder because the story is built on a popular mythical cartoon and video game.

    1. When trade is introduced, some people will be able to accumulate "capital" much more quickly. And the players who will benefit the most will be those with wealth -- the real-world funds to buy in-game items to get more Pokémon -- and the connections to trade them.

      This inequity already exists in the game with the in-app purchases for coins. I appreciate the article because it highlights inequity but I'm wondering how many authors are writing about the game without a familiarity of the game content.

    2. “Justice issues are huge,” says Castronova. “As a game player, nothing is more frustrating to me than to go into this environment where everyone is going to start out completely the same, and then you find out someone is getting ahead because their dad is a dentist.”

      The competition dynamics right now are tuned for wealthy. Some questions I want to ask are: Who can play? Who can engage in the fitness aspects and goals? Who can collect cards and access the text complexity in the game?

    3. In China, perhaps 100,000 people worked farming virtual gold and selling it for real money in World of Warcraft, one of the world’s biggest online games. Many games ban the sale of in-game items for real money, but it can happen anyway in black markets.

      If systems replicate in games then they are also mirrored in games and can be studied through games.

    4. “A multiplayer game environment is a dream come true for an economist,” Yanis Varoufakis, the Greek finance minister who worked as an in-house economist for an online game, once said. “In a video game world, all the data are there. It's like being God, who has access to everything and to what every member of the social economy is doing.”

      Also a dream come true for community health experts interested in prevention, and marketing experts, I would guess, interested in in-app purchases.

    5. “Every economic theory that’s true from the history of economics is true inside game economies,” Castronova said. That means that researchers can use economic theories to explain what's happening in a game, as well as use games to test such theories. Games may seem unrealistic, Castronova says, but “a rat maze is also not realistic, but you learn a lot about cognition through rat mazes.

      This speaks to the importance of surfacing those economic theories for learners playing a game.

    1. But for now, it’s even easier to imagine getting just a little tired of children who’d rather hunt Zubats than enjoy a zoo.

      Why is this easier to imagine? Perhaps because we've been busy as a culture scolding youth for interest in media while we devour it. We should be translating the tipping point that Nintendo seems to have hit upon culturally and asking what they think. Teens in my neighborhood are interested in the cultural phenomenon and they're also excited to talk about Nintendo's motives. We've adopted such a deficit view of mobile game players, and smartphones that confronted with evidence that a game based on a Japanese cartoon is encouraging family activity, we imagine the worst.

    2. For some families, the hunt has already begun to take over their travels — encouraging kids to walk and hike further, yes, but will they remember seeing the White House, or the Pokémon at its gates? On a positive note, Mr. Rohrs sees a future where the technology could be used to enhance our destinations “It’s easy to imagine a hunt for the great authors of London,” he said, rather than Pokémon.

      The bigger question is how will organizations that seek to educate a community respond to such a powerful example of AR? Will they experiment and iterate like the Crystal Bridges Museum of American Art in Arkansas? Or, will they adopt a deficit view of players and seek evidence of players rushing past monuments in search of Pokemon? What answers will educators look for?

    3. His family loves to walk together outdoors. “Now you add this new wrinkle,” in the form of a game that may be more compelling than the conversation that forges bonds among them. “You have to ask,” said Dr. Freed, “will this facilitate that connection?”

      I'm a little dubious about the expert's response here. My daughters and I are talking about the game and learning together. The question I'd ask is, does this shared experience lead to engaged, interest-driven dialogue?

    4. “My 18-year-old and his friends walked and biked 25 plus miles in two days, outside, in the heat and rain,” said Lisa Romeo, a mother of two who lives in Cedar Grove, N.J. Phil LeClare of Salem, Mass., said that after three days of Pokémon Go while on vacation in Maine, his 11-year-old son proudly said that he’d walked 30 miles. Along with the stories of calories burned come the benefits of unexpected family time. The real-world component of walking and hunting for the creatures seems to make playing Pokémon Go alone unappealing. Instead, even teenagers are inviting siblings and parents along. Add in the likelihood of meeting other players at Poké-stops, and the game begins to feel like a social event.

      This is consistent with what I'm seeing with my own daughters and the other youth in my neighborhoods. They've definitely come out to play even in some oppressive heat. I appreciate this article's approach, which is a little more measured.

    1. Even Google couldn’t make Ingress work without reskinning it as Pokémon. And while Pokémon is popular and basically harmless, the alternating reality it offers is still that of a branded, licensed, kiddie cock-fighting fantasy. Even if paranoia fiction is aesthetically facile and retrograde, and even if location-based entertainment need not be serious and political, there’s still something fundamentally revolting about celebrating the Pokémonization of the globe as the ultimate realization of the merged social and technological potential of modern life.

      I think this analogy of a kiddie cock-fighting fantasy lays the author's bias bare. Isn't it more helpful to notice the connection to Japanese culture?

      Godzilla's popularity explains global interest in monster vs monster fiction in a much more understanding way that doesn't deficitize fans. Lastly, why spin Google and Ingress' iterations with the game as failures? Isn't it more important to understand the tipping point that resulted in global game craze?

    1. Hopefully it will evolve into something you and your students will cherish.

      This article didn't really enlighten me at all about how Pokemon Go is the future of education...

    2. Only this way can we start to have a little technological equity.

      While it's nice to see equity noted at the end of this post, equitable teaching and learning is seldom - if ever - about access to devices. At the very least, the author should mention access to data - to broadband access, to networks that facilitate the production and sharing of information. Beyond that, access is far more powerful when framed in terms of networks and institutions, not devices. Giving every kid a device won't do much for systemic educational inequity in America, or elsewhere for that matter.

    3. are all a part of a bigger community

      At this point I'm pretty dumbstruck...

    4. worse

      See my previous annotation. The author's inability to consider the privilege of mobility and space is troubling. This is further emphasized by the fact that the four kids in the next picture are all white and male. Privilege speaks loudly.

    5. I had to walk 5K

      And when others walk around playing Pokemon Go, they might end up in very different circumstances.

    6. a scavenger hunt

      And before Goosechase there were educators and media designers who were creating various mobile learning activities, technologies, and pedagogies to meet the needs of their students and communities. The author should carefully consider the cases presented in the books Mobile Media Learning: Amazing Uses of Mobile Devices of Learning and also Mobile Media Learning: Innovation and Inspiration.

    7. Taking tech outside is the next big thing.

      Many learning technologies have been designed and deployed in diverse settings, many outside the formal confines of a school classroom. The history of mobile computing did not start yesterday. There's a long line of scholarship that usefully indicates design principles for learning across settings, and the role of learning technology to afford authentic practices (such as scientific inquiry).

    8. virtual reality game

      Technically, this is augmented reality, not virtual reality.

    9. create on their phones ALL the time

      Where is the recognition of contested policy - that some schools and districts prohibit students from using personal phones in school? Or that educators are not permitted from experimenting with mobile learning pedagogy? And - certainly more importantly - the author's decision to ignore issues of access and equity is very troubling.

    10. Think about that.

      Some very smart people have thought about why learners use various tools, and why that may or may not be beneficial to their learning. I highly recommend that you read Audrey Watters, Larry Cuban, and Sherry Turkle to name but a few people who would likely bristle at this superficial analysis of an emerging technology as somehow relevant to education.

    11. ALL the time

      Why? Because they are distracted in class due to learning that is not relevant to their interests? Or because they are participating in some type of activity that is complemented by mobile device use? The initial presumption that learners are "on" a device and not engaged with authentic practices (i.e. questioning, inquiry) is troubling, if not shortsighted.

    12. Podcasts. Both creating and listening to podcasts. I love podcasts and I’m not alone. Podcasts are HOT right now.

      What might youth author in podcasts? Can this be authentic journalling, planning and strategy? Can youth experts who are experienced with Pokemon make podcasts for their classmates to give the background of the game?

    13. Very few students will be using PearDeck, or Socrative outside of a school setting, so why not use what they will use or do use: Twitter, Snapchat, Instragram, Minecraft are all powerful tools inside and outside the classroom.

      This is a strange rationale. Instead of focusing on the inevitability of youth using phones, I would look at the possibility of connecting story, myth, strategy, mapping, exercise and social interaction.