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1.cue.pandora.part1.v2.0 final

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  • Vitruvian Man
  • Need source
  • Free video game teaches kids about world hungerBY JINNY GUDMUNDSEN
    GANNETT NEWS SERVICE
    Live 8, the global concerts earlier this month to fight poverty in Africa, greatly increased awareness of world hunger. But most kids don't understand how international aid organizations work to help starving people.
    That's where a video game can help. "Food Force" gives kids between the ages of 8 and 13 a better understanding of how relief organizations operate.
    Produced by the United Nations' World Food Programme, "Food Force" is a free Internet download at www.food-force.com.
    Kids join a team of emergency aid workers to save the fictitious island of Sheylan from starvation caused by drought and civil war.
    The team goes on six missions to help save the island. Each mission starts with a briefing by one of the emergency aid characters. Kids then play a hands-on game to score enough points to complete the mission. For example, in the first mission, kids pilot a helicopter by using the computer mouse. Time is limited, and youngsters earn points by locating refugees. After piloting, the Food Force character returns to evaluate the kids' performance and uses an accompanying video that shows the program in action to make the whole process seem realistic.
    The additional missions cleverly use games to demonstrate how emergency aid teams acquire food, make food packs, deliver food and establish long-term food supplies.
    When kids complete all six missions, they can upload their cumulative score to an international database found on the Food Force Web site. The Web site also provides information about how kids can help fight hunger, and it allows them to explore more about the World Food Programme. Teachers also will find lesson plans that incorporate the game.
    The program effectively reaches 'tweens and teens with 3-D graphics and characters that resemble those in popular commercial titles, helping bring closer to home the problems of world hunger, which are most often thousands of miles away.
    The game is best for ages 8 to 13. It scores a perfect five stars.
    For more information, see www.food-force.com, United Nations' World Food Programme, offering free downloadable program for Windows and Macintosh.
  • The most important thing to understand about Whyville really, is that it’s a place full of kids. It’s a virtual city that belongs to the kids who come from all over the world to have fun. The kids consider this their own town, and they call themselves Whyvillians.
    To become a Whyvillian, you create a Whyville persona. In this screen, and every other screen you’ve already seen, for example, each face is a Whyville citizen. To become a Whyville citizen, you create a persona, the most important aspect of which is your face.
    You can see here that the faces are varied and very creative. Here’s an amoeba. Here’s someone driving a car. Here is someone wearing a style known as ‘Goth’. The ungliest citizens you see around are in fact us, the city workers.
  • Cybernetics is a theory of the communication and control of regulatory feedback. The term cybernetics stems from the Greek kybernetes (meaning steersman, governor, pilot, or rudder). Cybernetics is the discipline that studies communication and control in living beings and in the machines built by humans.
    A more philosophical definition, suggested in 1958 by Louis Couffignal, one of the pioneers of cybernetics in the 1930s, considers cybernetics as "the art of assuring efficiency of action" (see external links for reference).
  • Vitruvian Man
  • Transcript

    • 1. TEAMS Part 1 – Pandora’s X-Box: Video Games Virtual Worlds and Mixed Reality, 11:30-12:30 FRI TEAMS Part 2 – TEAMS: Connecting the Dots Across STEM and the ARTS, 2:30- 3:30 FRI TEAMS Part 3 – The Future is Now! Preparing Students for Today’s 3.0 World, 8:00-9:00 SAT
    • 2. http://geeklit.blogspot.com/2007_03_01_archive.html Nokia Research Center, Helsinki Finland in MIT Technology Review How many of you have a cell phone with a video camera?
    • 3. http://mitpress.mit.edu/catalog/item/default.asp?ttype=2&tid=7572 “Communications thinker Marshall McLuhan gave us the phrases the ‘medium is the message’ and ‘global village’. Today, with the explosion of electronic technologies and on-line communication, his ideas are more relevant than ever.” --Forward Through the Rearview Mirror Reflections on and by Marshall McLuhan Edited by Paul Benedetti and Nancy DeHart
    • 4. http://geeklit.blogspot.com/2007_03_01_archive.html Nokia Research Center, Helsinki Finland in MIT Technology Review If the medium is the message: What is the message?
    • 5. http://geeklit.blogspot.com/2007_03_01_archive.html Nokia Research Center, Helsinki Finland in MIT Technology Review The future just caught you….
    • 6. The World 3.0
    • 7. Imagine the games we can play.
    • 8. Topps 3D Live Brings Augmented Reality to Baseball Cards Monday, March 9th, 2009, 360 Degrees Web Blog http://blog.360dgrs.nl/archives/category/new-media/page/2
    • 9. http://thewere42.wordpress.com/2009/07/15/augmented-reality-ar-will-it-change-your-life-tech-world-says-yes/
    • 10. What is the message?
    • 11. The future is here. Technology is moving so fast, you can watch the science fiction imagination manifest in the rearview mirror….
    • 12. GOV Economy EDUBusiness STEM Impacts Everything Civil Society
    • 13. At the current pace of science and technology, we need to shift to organizing for innovation, adaptation and survival.
    • 14. Innovation is a function of moving within, among and beyond the disciplines, solving real world problems and integrating theory and applied techniques to create new knowledge, tools, processes, systems, environments, etc. In a word transdisciplinarity.
    • 15. Applied Problem Solving Real World Knowledge Transdisciplinarity Moving within, among and beyond the disciplines to solve real world problems and opportunities.
    • 16. http://www.philisoft.com/personal/misc/davinci/davinci-1600x1200.jpg Da Vinci Minds Bob Allen, ideas, “polymaths” John Sealey Brown, PARC, “Bricolage Reasoning”
    • 17. Forecasting.TSTC.edu Feb, 2004
    • 18. TEAMS Part 1 – Pandora’s X-Box: Video Games Virtual Worlds and Mixed Reality, 11:30-12:30 FRI TEAMS Part 2 – TEAMS: Connecting the Dots Across STEM and the ARTS, 2:30- 3:30 FRI TEAMS Part 3 – The Future is Now! Preparing Students for Today’s 3.0 World, 8:00-9:00 SAT
    • 19. What do games, virtual worlds and mixed reality tell us about the future? How are games, virtual worlds and mixed reality jumping out of the box of entertainment? How are games, virtual worlds and mixed reality being used to organize innovation in schools? Jim Brazell, Jim.brazell@ventureramp.com
    • 20. Marshall McLuhan “We drive into the future using only our rear view mirror.” Marshall McLuhan July 21, 1911 – December 31, 1980 http://www.spectersofmcluhan.net/mcluhan%20home%20page%20small.jpg
    • 21. On 10.19.2006, the MacArthur Foundation announced a $50MM fund for digital learning and games.
    • 22. Through mixing realities, research is expanding the potential of embedded training in the field and in battle labs to provide integrated training anytime, anywhere. Advancements are being transferred across industries from business prototypes to hospitality training. Integrated research in tracking, registration, rendering, display, and scenario delivery are expanding the possibilities of CONSTRUCTIVE simulation as well as after action review, and command and control visualizations.
    • 23. What is the message?
    • 24. Games represent the emergence of new realities…
    • 25. Training
    • 26. Games represent a new relationship between humans and machines.
    • 27. MindBall
    • 28. By incorporating a Biofeedback monitor into an "Inner-Active" game format, the creators of The Journey to Wild Divine have developed a system that will enhance your life. By using this game system, you are able to learn to control your physiology in new and exciting ways.
    • 29. Video games are leading us to new affective, cognitive and psychomotor domains of HSI…
    • 30. 45 Demo! Randy Brown randy.brown@virtualheroes.com Virtual Heroes Inc. http://www.virtualheroes.com
    • 31. 46 After Action Review (Real Time) Randy Brown randy.brown@virtualheroes.com Virtual Heroes Inc. http://www.virtualheroes.com
    • 32. Games for… Games for Health Serious Games Games for Change Learning Games
    • 33. What do games, virtual worlds and mixed reality tell us about the future? How are games, virtual worlds and mixed reality jumping out of the box of entertainment? How are games, virtual worlds and mixed reality being used to organize innovation in schools? Jim Brazell, Jim.brazell@ventureramp.com
    • 34. Games for… Games for Health Serious Games Games for Change Learning Games
    • 35. Case study: Emergency Response Training, Pjotr van Schothorst VSTEP BV, Rotterdam, The Netherlands
    • 36. USC ISI and Tactical Language Training (ITSEC 2005)
    • 37. NETC – 24 Blue (ITSEC 2005)
    • 38. $7.5 million project that immerses students in the hectic environment of a hospital's intensive care unit and places them in a first-person role as a health-care professional. Funded by the U.S. Office of Naval Research, Pulse!! is being developed by Texas A&M-Corpus Christi, which in turn hired Hunt Valley (Md.)-based BreakAway to produce and design the platform. –Business Week http://www.businessweek.com/innovate/content/apr2006/id20060410_051875.htm Pulse!!
    • 39. Breakaway Games
    • 40. Tabuladigita.com
    • 41. Google NASA MMO
    • 42. ourcourts.org
    • 43. Google budget hero
    • 44. Alice.org
    • 45. squeakland.org
    • 46. Games for… Games for Health Serious Games Games for Change Learning Games
    • 47. seriousgames.dk
    • 48. http://thewe.cc/thewe_/images_5/-/child-labor/two-child-workers-eating-lunchi.jpe
    • 49. www.food-force.com
    • 50. Games for… Games for Health Serious Games Games for Change Learning Games
    • 51. GlucoboyThe video game that runs on blood.
    • 52. Pedometer Blackberry Storm App
    • 53. http://www.japantrends.com/en/wp-content/uploads/2008/10/web-pedometer-rpg.jpg Pedometer Games from Japan
    • 54. VRPHOBIA.COM Fear of flying, fear of driving, fear of heights, fear of public speaking, fear of thunderstorms, claustrophobia, agoraphobia, social phobia, panic disorder, and posttraumatic stress disorder due to motor vehicle accidents
    • 55. http://www.hopelab.org/remission.html
    • 56. Games for… Games for Health Serious Games Games for Change Learning Games
    • 57. http://parisriots.free.fr
    • 58. http://www.selectparks.net/911survivor/
    • 59. www.pacmanhattan.com
    • 60. www.tele-actor.net
    • 61. Games for… Games for Health Serious Games Games for Change Learning Games Games for Change Learning Games Games for Health Games for Change Learning Games Games for Change Learning Games Games for Health Games for Change Learning Games Serious Games
    • 62. Games represent a new temporal, social, geo- political and cognitive orientation to the world…
    • 63. Command Post of the FutureCommand Post of the Future Components and Capabilities • Battlespace Theater – High Resolution Displays – Electronic Sand-Table – Tailored Visualizations – Speech & Gesture Interaction – Natural Language Queries – Knowledge-Based Reasoning – Collaboration Services – Decision-Centered Environment • Information Center – Staff Anchor Desks – External Connections – Interfaces to C4I Applications – Information Integration Tools – Decision-Centered Retrieval – Modular, Extensible Architecture Command Post of the FutureCommand Post of the Future
    • 64. A new sense of identity and community
    • 65. A meeting place for global citizens
    • 66. Religions of the future are discussed
    • 67. Under Ash (2002) and Under Siege (2005), published by Syrian publishing company Dar el Fikr, and Hezbollah´s Special Forces (2003) and Special Forces 2: Tale of the Truthful Pledge (2007), which situate players against Israeli Defense Forces (IDF), are examples of propagames that narrate the ongoing armed conflicts from an Arabic point of view. Tero Pasanen, Master´s Thesis UNIVERSITY OF JYVÄSKYLÄ, Department of Art and Culture Studies,Digital Culture, January 2009
    • 68. Government Economy EducationBusiness STEM Impacts Everything Civil Society
    • 69. Games, virtual worlds and mixed reality represent new organizational frameworks for human development, learning and innovation.
    • 70. At the current pace of science and technology, we need to shift to organizing for innovation, adaptation and survival.
    • 71. Math Engineering TechScience How? The fundamental question of the 21st century is how do we organize and produce innovation?
    • 72. What do games, virtual worlds and mixed reality tell us about the future? How are games, virtual worlds and mixed reality jumping out of the box of entertainment? How are games, virtual worlds and mixed reality being used to organize innovation in schools? Jim Brazell, Jim.brazell@ventureramp.com
    • 73. Math Engineering TechScience How? The fundamental question of the 21st century is how do we organize and produce innovation?
    • 74. Source: Brazell, IC2 Institute, 2004 Yang Cai, Ingo Snel, Betty Chenga, Suman Bharathi, Clementine Klein d, Judith Klein-Seetharaman; Carnegie Mellon University, University of Frankfurt, Research Institute, University of Pittsburgh School of Medicine. www.andrew.cmu.ed BIOSIM 1.0
    • 75. Applied Problem Solving Real World Knowledge Transdisciplinarity Moving within, among and beyond the disciplines to solve real world problems and opportunities.
    • 76. Daily Unique Users: 300K Growth: 3,000/day Educational Sites 3 - 5 minutes EA online games 9 minutes AOL Entertainment 10 minutes Whyville.net 59 minutes Yahoo! Games 78 minutes MEAN TIME PER USER LOGIN Discovery.com: 96 million Whyville.net: 58.4 million BigChalk: 11 million Time for Kids: 8 million New York Times Learning Net: 1.2 million Cosmogirl: 425,000 PAGE VIEWS ©numedeon,inc.2003 The average time per log in July was 3.8 hours making it second to Neopets.
    • 77. Whyville Biotech
    • 78. Organizing for innovation Organizing for STEM Education shift
    • 79. 21st Century Learning Capability
    • 80. http://www.uwsp.edu/news/photos/Classroom.jpghttp://www.eva-eu.org/images/classroom.jpg
    • 81. 3D Square and LITE where STEM intersects with the ARTS and Research, Development & Commercialization (RD&C)
    • 82. LITE http://www.lite3d.com/ Modeling, Simulation, Gaming and Training (MSG&T): Science, Engineering, Medicine, Defense, Aerospace, Health, Arts, Energy
    • 83. LITE http://www.lite3d.com/ Modeling, Simulation, Gaming and Training (MSG&T): Science, Engineering, Medicine, Defense, Aerospace, Health, Arts, Energy
    • 84. LITE http://www.lite3d.com/ Modeling, Simulation, Gaming and Training (MSG&T): Science, Engineering, Medicine, Defense, Aerospace, Health, Arts, Energy
    • 85. LITE http://www.lite3d.com/ Modeling, Simulation, Gaming and Training (MSG&T): Science, Engineering, Medicine, Defense, Aerospace, Health, Arts, Energy
    • 86. LITE is one of the world's leading 3D immersive visualization and high- performance computing resource centers hosting clients in commercial industry, government, and university sectors. LITE features a comprehensive set of advanced visualization systems including the world's largest 3D immersive visualization theatre and one of the world's first six-sided digital 3D total immersive space (TIS) based on CAVE® technologies. LITE visualization, super computing and high speed networks enable MST&G capabilities to be applied across STEM disciplines and research areas while enabling critical next generation digital learning environments globally.
    • 87. 3D Square and LITE, Arts, STEM & IT Digital Workforce Initiative, Lafayette, Louisiana
    • 88. 3D Square Arts, STEM & IT Digital Workforce Initiative, Lafayette, Louisiana
    • 89. 3D Square and LITE, Arts, STEM & IT Digital Workforce Initiative, Lafayette, Louisiana
    • 90. 3D Square and LITE, Arts, STEM & IT Digital Workforce Initiative, Lafayette, Louisiana
    • 91. Math Engineering TechScience ARTS Brazell, 2006 How are young game builders organizing?
    • 92. Math Engineering TechScience TEAMS What are they learning? Brazell, 2006
    • 93. http://www.philisoft.com/personal/misc/davinci/davinci-1600x1200.jpg Da Vinci Minds Bob Allen, ideas, “polymaths” John Sealey Brown, PARC, “Bricolage Reasoning”
    • 94. Applied Problem Solving Real World Knowledge Transdisciplinarity Moving within, among and beyond the disciplines to solve real world problems and opportunities.
    • 95. What do games, virtual worlds and mixed reality tell us about the future? How are games, virtual worlds and mixed reality jumping out of the box of entertainment? How are games, virtual worlds and mixed reality being used to organize innovation in schools? Jim Brazell, Jim.brazell@ventureramp.com
    • 96. http://thewe.cc/thewe_/images_5/-/child-labor/two-child-workers-eating-lunchi.jpe
    • 97. A new sense of identity and community
    • 98. http://parisriots.free.fr
    • 99. http://www.selectparks.net/911survivor/
    • 100. USC ISI and Tactical Language Training (ITSEC 2005)
    • 101. What is the message?
    • 102. Marshall McLuhan “We drive into the future using only our rear view mirror.” Marshall McLuhan July 21, 1911 – December 31, 1980 http://www.spectersofmcluhan.net/mcluhan%20home%20page%20small.jpg
    • 103. TEAMS Part 1 – Pandora’s X-Box: Video Games Virtual Worlds and Mixed Reality, 11:30-12:30 FRI TEAMS Part 2 – TEAMS: Connecting the Dots Across STEM and the ARTS, 2:30- 3:30 FRI TEAMS Part 3 – The Future is Now! Preparing Students for Today’s 3.0 World, 8:00-9:00 SAT Jim.brazell@VENTURERA