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Patrick Dunn has spotted the four big differences in the design principles of those making intranets and elearning platforms on the one hand, and video games on the other:
You can spot this chasm a mile off. I did when I launched my latest social 'game'.
It's an iPhone app to help people spot how much they're drinking and compare it to the reality of how much their friends are drinking (research shows that people reckon their friends consume more than they actually do, thereby leading to a vicious circle of binge drinking).
Compare the pay-for app I helped produce, You Booze You Looze, to the free National Health Service drink tracking app and the chasm is clear. On the one hand is a quirky, fun, mini-game-based app with a cheeky backstory made by a young successful Scottish game-making company (You Booze's Digital Goldfish, who also produced one of Apple's Top 30 all-time best sellers, Bloons):
Experience? Check. Challenges? Check. Multiple ways in and things to do? Check - when we added the Facebook Connect element at the backend of the game, it started to have real meaning as friends could see what each other were actually consuming (it's generally a lot less than they thought). An attitude? Double check.
On the other hand, the Government-subsidised app from the National Health Service has clearly been developed by, well, not a game designer. It looks like an app version of the Drinkaware website, and the iTunes Store reviews would suggest it has all the amusement of that, too:
All content, no narrative. No form of challenge - it's too easy to use. Only one thing you do - tell it how much you drank last night, with no social element (adding a social element means that the number things you can end up doing heads into the stratosphere). And attitude? It looks as if the committee that designed and approved this killed any attitude the designers may have wanted to inject.
Given the target audience of both apps (game-playing young men and women who drink too much and haven't done anything about it despite Government campaigns about alcohol units, drink driving and other dangers), the game-makers have produced, I believe, a better app that should achieve more. For a similar budget (or less) the great institutions of Government could look to game-makers rather than ad agencies for their next campaigns.
So could educators and intranet makers.
To this, though, I would add that video games designers have been slow in general to pick up on the potential of social gaming, and for the most part educators are still just not interested in it - it's hard enough to convince non-gamers of the benefits of video game use in the classroom without hinting that, God forbid, they can connect users through Facebook. On the other hand, elearning designers picked up on the potential of social-network-like features relatively quickly, producing social worlds and 'bebo-esque' models for interaction and learning, along the lines of, say, Honeycomb (disclosure: I was on the design consultancy team for this).
The chasm is there, but I'd disagree with Patrick: it's not uncrossable. It's also not about gamers and webheads "meeting halfway". Rather , there is a creative opportunity for game-makers and webheads to work together towards new horizons, leaving those chasms back in the decade where they belong.
Pic: Playfish's social game, Pet Society
Eight years ago Clay Shirky penned his Communities, Audiences and Scale, pointing out the difference between the TV world of one-to-the-masses communication which scales to infinity, and many-to-many community communication, which in the form of forums and blog discussions at the time, had an upper limit to its potential success:
With such software, the obvious question is "Can we get the best of both worlds? Can we have a medium that spreads messages to a large audience, but also allows all the members of that audience to engage with one another like a single community?" The answer seems to be "No."
Communities are different than audiences in fundamental human ways, not merely technological ones. You cannot simply transform an audience into a community with technology, because they assume very different relationships between the sender and receiver of messages.
Though both are held together in some way by communication, an audience is typified by a one-way relationship between sender and receiver, and by the disconnection of its members from one another -- a one-to-many pattern. In a community, by contrast, people typically send and receive messages, and the members of a community are connected to one another, not just to some central outlet -- a many-to-many pattern. The extreme positions for the two patterns might be visualized as a broadcast star where all the interaction is one-way from center to edge, vs. a ring where everyone is directly connected to everyone else without requiring a central hub.
There are many communities still around today that struggle with this scale issue. Glow, the national schools intranet, while it has 650,000 registered users, cannot hope to facilitate meaningful discussion between them all - or even hundreds of them - with the groups-based discussion-board infrastructure on which it relies. The Scottish Governments' efforts at blogging a couple of years back were abandoned after the First Minister received over 4,500 comments - and was unable to answer or converse on any of them.
However, I'm wondering whether the advent of friendfeed and Twitter-type 'streams' of communication do really lend themselves better to scalable communities, as one might be tempted to believe (and as venture capitalists and creative technologists never stop implying).
Or as danah points out in her 'streams' paper, and as Blonde's Phil and I felt this morning discussing the joy of a Christmas lull in online communication, is there merely more skimming on the top of a wave of communication, rather than flow within it, and siding with voices and arguments that we find easy to hear, rather than getting down into the depth of what we're trying to say and challenging our preconceptions?
History buffs and all of us who love good, old fashioned, paper data will enjoy following @ukwarcabinet on Twitter, as each day, several times a day, the actual documents tracking the War Cabinet's decisions are opened up by the National Archives in 'real time' (albeit 70 years later).
Yesterday we learned that "Cabinet meets to discuss Finnish progress against the Russians and the possibility of further assistance http://ow.ly/TglB", the link leading you to the actual minutes from the meeting, pictured.
Superb for history buffs, and an alternative, long-line way of learning in depth the history of the War. So it won't fit within the structures of our hour-by-hour school timetables and 40 hour courses, but I'm real aficionados young and old will latch onto it regardless.
It would be great if the National Archives could somehow let us skip the meaningless 'checkout' for free downloads of PDFs. It'd also be a good idea for them to put some welly behind the marketing - this should have at least the 2,500 followers of Samuel Pepys, and then some.
I believe every citizen should be able to track how every one of their dollars, euros or pounds is spent. Nowhere is this desire to know the destination of our tax dollars more heightened than in education, where we can sometimes feel, as teachers and as parents, very little creeps through into our classrooms and professional development.
Obama's administration is leading the way in showing how this could happen soon.
Last year, within days of becoming President of the USA, Barack Obama announced his intention to create a more open, collaborative and participative form of Government. Soon after, as he pushed through his response to the economic crisis, the Recovery Bill, he was keen that this $98.2bn spend was also monitorable by the people paying for it. Thus at the end of last year launched Recovery.com, a portal to keep an eye on how every dollar is spent, where it is spent and what the recipients of it manage to do with it: creating or safeguarding jobs, gaining new contracts for services.
It's not just agency bureaucracy figures, but also user-generated reports from the people and companies who have benefited from grants or investments. Heck, they even make the data available as a KML file or as text so you can have a play with it, too.
But where is Recovery.com/education? Indeed, why does such a detailed tracker not exist outside the period of crisis, for all of our public services?
Education budgets are admittedly, if we believe our politicians, often saved from cuts (just don't tell the guys in California); it's the one area alongside health that voters don't like to see shaved. Yet, in Scotland as elsewhere, 2011 will see a real cut in the amount spent in classrooms, with Local Authorities and individual school head teachers having to make tricky choices, or learn how to save money in the areas where, in the period of boom, inefficiencies had crept in unnoticed.
Therefore, as we head towards an even more "every penny counts" era than before, having meaningful access to education spend data would mean
Better still, Recovery.com is not just a pretty-fied spreadsheet of what money headed out according to the agencies - it's a two-way service, allowing recipients of money to demonstrate what they've done with it, show the true effect of investment and grants in their local area. If £4m is spent in my High School annually and I, as a classroom teacher, am being told that my entire professional development allocation for the year will be only £50, then having access to that data would allow me to either understand a savvy management decision or question its validity.
So, would this appeal to school leaders, Local Administrators, Heads of Education, Superintendents? The data's there already, from their petrol expenses to their Xerox accounts. I, for one, would be generous in my time to show them that Flashmeeting and Google Docs could save them... well, I don't (yet) know how much.
For years I've disliked the notion that the world is flat; it's often just been another one of those generalisations that make keynote speeches and newspaper articles punchy but which, in the cold light of day, clearly doesn't stand up. Andrew Sullivan came up with another term, which carries much more meaning, in his superb Sunday Times piece on how exactly the world may have flattened in some areas, and what it actually led to over the past, bloody decade:
The forces of order simply could not keep up with the alternately empowering and terrifying new modes of communication and technology. This new flat world made Al-Qaeda possible, but it also made Iran’s green revolution viable. It made the iPod ubiquitous but also the IED. It made global security like Microsoft, constantly fending off viruses; and it made insurgency like a million iPhone apps — nimbler, faster, more inventive and more lethal. It made self-defence as much about self-restraint as shock and awe, as much about the silent, incremental avoidance of catastrophe as any victory on a battlefield.
Andrew Sullivan in the Sunday Times
Jeremy Clarkson in the same 'paper shows his admiration for how far we've come, even if he feels the march of progress is lost in a digital puddle. In the next decade I hope that technology continues to take us further and in directions we didn't even know we wanted life taken in. It's exhilarating, entertaining, informative, helpful for making us do more, quicker, and satisfies, no, indulges our needs as social animals.
Technology is for life what Peavey was for rock and roll: the ultimate amplifier.
Picture from Hapal
edinburghmsc: via @flittleton: Proposal deadline 31st Jan 2010 for Game Based Learning 2010 - Home: http://bit.ly/8Vu4mz
edinburghmsc: via @sbayne: The first Transliteracy conference, 9 Feb, Leicester. http://bit.ly/4WvdVc
edinburghmsc: via @sbayne: Learning technology posts at Surrey http://www.surrey.ac.uk/jobs/
