Ending My Second Life
June 28, 2006
I've tried to get involved in Second Life. The NMC Campus is great - I enjoyed being a virtual participant during the NMC Summer Conference. But there have been bumps in the road and the most recent one is sufficient for me to cancel my account.
- The first thing I didn't like about NMC was that they require some hook by which they can charge you just to create the free account. I appreciate the desire to keep bots from populating the world with spam, but they could have done it some other way. Certainly Google did. But Second Life is at its heart a money making venture for Linden Labs. The beautiful world they have created was simply a means to that end. I appreciate their desire to make money but they've focused too much on that for me to be comfortable with them.
- When I created my account I logged in, crashed, logged in again, and found myself in a porn district. I had to create my account before I could be added to the NMC Campus group, but while I was waiting for that, I ended up in an environment that's unacceptable for teaching and learning. I'm not going to ask UR students to get an account if that's what they're going to see when they log in. I hope the NMC can find a way to address this issue someday.
- Today the final straw: the application now allows everyone to know if you've got a credit card behind your account. Just right-click, choose Profile, and you can see if it's a credit card, PayPal or a cell phone that makes their account work. What's the point of that? Were so many people defrauding each other that now you have to know how each player is funded?
I'm sure Linden Labs has some logic behind their decision to implement this feature. I can't think of any reason I'd accept.
So I'm gone.
Goodbye, Second Life. Bon chance, NMC Campus.
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Getting Started with Ecto
June 27, 2006
When I attended the recent NMC conference in Cleveland, one of my goals was to blog the event better than I blogged Bb World '06. At Blackboard World, I wrote out my notes carefully for every session I attended. I used OmniOutliner Pro, which is the tool I use for my day-to-day notes. It's a great program for that kind of thing, but it took too long to rewrite my outlined notes into useful blog entries. Once I returned from San Diego, I was catching up with work and several of my Bb World sessions never made it online.
This time it needed to be different. For NMC, I would blog in real time. My errors would hopefully be forgiven. Sue had recommended ecto as a blog editor, so I downloaded the program and used it in trial mode for the length of the conference. Overall it did well. I was able to take notes quickly and to post them here before leaving the room after each session. My compliments to Case Western for an easy-to-use wireless network.
I do have some reservations about ecto:
- While I would prefer to use the rich text editing environment, none of the formatting converted to HTML when I sent posts up to my blog. I'm not sure if this is ecto's fault or something in blojsom's configuration, but the nice interface is a waste.
- Unfortunately the HTML editing mode isn't very kind. I know my tags, and ecto does have a list of common tags on the status bar at the bottom, but they need an inspector or panel that's easier to use. Because rich text doesn't hold the formatting and HTML requires the writer to tag the content, I can't say I could recommend the program to most faculty, since the majority doesn't know HTML.
- ecto's clock leaves much to be desired. If I tell the program to post, it connects and uploads, but the post doesn't appear for hours. I have to adjust the program's clock back several hours to trick it into thinking that it's time for the entry to appear.
Otherwise the program works well. I'm looking forward to trying it with photos and podcasts, and maybe even Amazon links. We'll see how it goes.
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ATS Presents: Blogging in Education
June 26, 2006
On Tuesday, June 27th from noon-1pm ATS will be holding a Blogging in Education Breeze presentation.
The presentation went very well. You can view an archive of the session here.
NMC 2006: The Impact of Emerging Technologies on Information: Learning by Immersion
June 9, 2006
Mary Alice Ball, from the School of Library and Information Science at the Indiana University at Indianapolis presented. She teaches information policy there, which includes issues, stakeholders and influences. She wanted future librarians to understand that technology is a catalyst for change. The nature of content is changing. Content is moving away from text, for example. Our roles are changing. Librarians have been intermediaries between content creators and consumers. Not anymore. And policy always lags behind the technology.
Students have had a passive approach to their education and she wanted to change this. She wanted students to experience content creation as well as consumption. She wants students to take risks, and to be open to the unexpected.
There was a good mix of students, and the class met half-online and half in the classroom. They used Breeze and their course management system. There were two teams, into which students self-selected. Policy team and technology team. Students felt safe to risk joining the technology team even if they felt it was their weakness.
She added podcasts and streaming media. She'd been promised iPods for the class, but it ended up not working out in time (death by committee). There were traditional readings and non-tradiitonal readings. Lots of discussion online and in the classroom. Guest speakers in person and online (MSN Messenger)
A student proposed a podcast project, and she turned it into a vodcast (keeping up with Purdue). Collaboration was also key to the course's success. One student had real problems collaborating, and left the class. The remaining students created a web site (Joomla CMS, discussion forums & IM, papers, abstracts and weblinks). Close interplay took place between the technology team and the policy team.
Students were challenged with limited contact and limited structure for the class overall. By having students create information content while learning, the class was recursive. Students opted to restrict access to their content. They also learned that technology rules over policy - the code determines what can happen, not the policy. They also learned that consumers are overwhelmed by the amount of content to be consumed. Consumers also feel intimidated by the lack of control. They learned that authority is unclear and that librarians need to assume more responsibility to educate themselves and others.
Question: did you use wikis or blogs? No. The students didn't feel that wikis would give them the type of control and structure they wanted (while our presenter said they understood wikis, I seriously doubt this is the case based on this comment). As for blogs, she thought the students would put a blog up, but the technology team was overwhelmed with the amount of work they had, and it didn't happen. Mary Alice has decided not to try using wikis or blogs this next time she teaches the class.
I followed up on the reasons not to use a wiki, and without explicitly discussing the matter, she felt that it was too much for them to learn. Videos were captured and edited by Mary as well, so the student work for the course essentially was content in the Joomla CMS.
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NMC 2006: Stream It! Download It! Podcast It!
June 9, 2006
It was a big audience for this session, presented by Michael Beahan and James Bartholomew at the Jones Media Center at the Dartmouth College Library. The Jones Media Center has 17 multimedia creation stations, and 2 project rooms. It seems to be a combination of the TLC and MRC at Richmond.
They've had class lecture recordings posted to the network, but IT will be working on implementing this on a campus-wide program. Like our TLC, they loan out equipment for media production. Training is also available, including some training videos.
Dartmouth is redesigning their home page (due July 1), and it will offer many more videos of campus events. Dartmouth has an Internship in Digital Media Technology.
Responsibilities include:
- One year, full time, paid with benefits
- Assists students and faculty with multimedia projects
- Leads workshops
- Automated process for streaming and podcasting
They wanted a centralized source to simultaneously create:
- Streaming Video
- Video Podcast
- Audio Podcast
- DVD Video
Goals:
- One file for streaming and video podcasting
- One encoding for audio podcasting
- Three delivery methods
MPEG-4 Part 12 (mp4) was the format they chose to use as the “container”. Two codecs: MPEG-4 Part 2 has better compression efficiency than MPEG-2. AAC audio was the only choice for podcasts. MPEG-4 Part 10 Video / h.264 / AVC has high playback processing requirements. h264 is smaller on the screen too, so MPEG-4 Part 2 makes more sense. Data rate is the same for either.
Their choices then were MPAG-4 Part 2 Video (Advanced Simple Profile, and the MPEG-2 Part 7 Audio (AAC). They do hint all of the vide and audio. Only a little bit of data is required, and it facilitates streaming.
Why automate? They had 61 encoding requests for the spring 2006 term, and more requests are coming. Encoding media one at a time is not feasible.
They have a server running Linux, with open source tools, with scripts to link tools together (shell & php). Other than the MPEG royalties and the server itself, everything is free.
Video is submitted via SFTP. The video file and the metadata are both needed. They prefer RAW DV format, but will take many formats. The metadata file includes which outputs they want (streaming video, video podcast, etc.). Scripts read the metadata and send the file to be processed to the appropriate programs.
They use PHP scripts to generate XML RSS feeds, and will assist in getting the feed set up in the iTunes Podcast store.
Their JMC Flix program podcast highlights items in the JMC collection. So vodcasts are being used for promotion in addition to lectures. Items to be streamed are moved over automatically but the one manual step is to put an entry into the library catalog. Dartmouth uses Millennium for their catalog, and there is integration between Millennium and Blackboard. They plan to use course reserves via Blackboard to provide access to streaming media this fall.
For DVDs, they use the highest possible data rate up to the 4.7GB capacity on a disc.
THey plan to expand into public lectures, performance podcasts and Library education programs. The system is getting used. There are 118 subscriptions to the JMC promotional vodcast. Students are subscribing to vodcasts and podcasts, in addition to streaming access. They had 893 uses of streaming reserve material in the spring of 2006 (this number is well below what our Music Library has done with streaming audio this past semester with just our Music department, but still encouraging).
Several questions came up regarding copyright and authentication. Dartmouth has a good scheme overall, which will be improved when they integrate with Blackboard this fall. People submitting files sign off that they have copyright on the media, and this information goes into the Library catalog. James did all of this media work and programming on his own.
Accessibility, including captioning, are also on Dartmouth's horizon.
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NMC 2006: Teaching a New Elephant New Tricks
June 8, 2006
Richmond looked at Pachyderm just before I joined ATS in 2003. We decided to pursue other technologies instead of Pachyderm. As a result I never really understood what the application is like. While NMC has presented several sessions on Pachyderm, I had other sessions that I needed to attend. This morning's session on using Pachyderm as a presentation tool in the classroom offers an alternate use of the program, but I'm hoping to learn more about Pachyderm overall.
Catherine Gynn and Susan Fisher of Ohio State University presented. Only one person in the room other than the presenters was familiar with Pachyderm. Catherine (from the The Advanced Computing Center for the Arts & Design presented the history of the program. The Digital Union at Ohio State was the perfect organization to explore the program while it was still in beta.
Pachyderm was not set up to be a presentation tool - it's an interactive authoring environment, that allows for an exploration of ideas from different perspectives. Ohio State wanted to contribute something to the project but didn't have programming staff.
They discussed the features they wanted in a presentation tool. PowerPoint is evil. But it was important to think about they ways they are teaching to see how the tools can help. Pachyderm is a different tool, but would the tool improve presentations.
PowerPoint is not dynamic. They were looking at Pachyderm as a sophisticated multi-modal tool. There's no metadata in PowerPoint, but Pachyderm is made for this. You can make a conforming object so others can find it. Objects in Pachyderm can be updated by people who aren't programmers.
Can they improve access, quality or cut the cost? These are the three criteria that drove the project.
Once you've logged in, you can create an object. There are several kinds of templates that are available to be used, including Aspects, Commentary, Enlargement, Exploration, Layers, Media Focus, etc. Catherine suggests users read the manual to understand the different templates and their uses.
The server code is not yet available, but it is going to be made available as open source. There are no more beta accounts available, so everyone needs to wait for the general release.
Catherine walked us through putting an image into a page, with text. Text can be adjusted via HTML tags. She published the object (”with zip file”).
Susan Fisher took over the presentation at this point, talking about Pachyderm from the faculty's point of view. She used Pachyderm as a presentation tool for the entry level non-majors Biology course. One challenge is that no one wants to attend the class - they are from every other discipline on campus. And her class had 700 students, which was a whole other challenge. Students don't seem to retain much, but they need to remember this stuff beyond college to handle questions about things like stem cell research, evolution and global warming.
She decided to capitalize on pre-existing skill sets that her students were bringing to the course. In addition, there is a significant percentage of students in a 700 student class with learning pathologies that you need to address. There are also students who just don't absorb material in a lecture format. Only 30% of students absorb material in a lecture.
She relied on the arts since everyone spent time in kindergarten had art experience. She also worked with animation, working with students in a multi-modal way to get the material across. Susan is not particularly technically proficient, and doesn't like to give 700 students a minute to lose focus while she “fiddles around with the computer console”.
She wanted a seamless delivery method for her class. Pachyderm has the potential to do this. She then showed us a presentation she's done at several universities, on teaching science to the MTV generation.
The presentation “slides” Susan used in Pachyderm had a navigation bar at the bottom, with 7 slides listed at a time and an arrow presumably pointing to additional slides to be accessed. An image displayed on the left side of the screen, with a vertical line in the middle of the page separating the image from the slide text. There was enough room for a slide “title” at the top, which was bold, and up to four points for the slide. Text (punctuation) was used in lieu of bullets.
When Susan got to her Dancing DNA page, the image was replaced by a video on the left. The video was actually an image, and clicking on the “play” button launched a new window containing a QuickTime movie (Dancing DNA). The video contained both a computer-generated animation and a dance piece demonstrating mitosis. They used original music, which was good (kudos to Beverly Botsford). Susan talked through the video explaining what we were seeing as we watched. This was effective.
Susan also showed videos on the Krebs cycle (using a marching band) and photosynthesis (using football players to illustrate the Z-scheme). Susan did seem to have trouble with navigation bar, which made noises as she navigated. There weren't easy queues for her to know which slide had the video on it (other than the buttons beneath the video, which were small).
In the end, what impressed me in the session were the videos. Pachyderm as a presentation tool wasn't as impressive. The navigation bar seemed difficult when moving beyond what was displayed and the slides don't seem to contain more information than a PowerPoint presentation. Images in particular seemed to have too much white space around them - I would have liked to have seen larger images or more text. Like PowerPoint, the presentation can be uploaded into a course management system. There is an ability for people to jump to different points in the presentation in a non-linear way (tools like Breeze Presenter or Captivate offer these features). Loading time for videos is another draw-back, and you can't change the ping sound that happens when you mouse over a navigation button.
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NMC 2006: Creating Games for Education Revealed
June 8, 2006
There was a group of 8 people who attended a pre-conference workshop to make games. For the first day they learned about game theory, the second day they worked on narratives, and on the third day they created games. This session gave the four teams the opportunity to present their games.
The games created for today are at a stage where the concept (why, how, and what) are there. They could be presented to granting agencies or anyone that might be able to invest in the creation of the game.
Team One: Med-Assist
A case-simulation for medical professionals.
Learning Objectives
- Participants will be able to apply recall conceptual knowledge in order to complete tasks
- Participants will demonstrate ability to analyze symptoms and interpret tests in order to determine diagnosis and treat the patient
- Participants will be able to detect faulty decision-making
- Participants will be able to manage complications when they arise
- Participants will be able t understand the importance of effective communication
Structure of Playing Experience
Symptoms > Order Test > Is it Correct? > Patient Lives or Dies
It's a race against time. The model is simplistic, but could be more complex. Specialists or other kinds of care could be added to the base path.
Game Patterns
- Time
- Enemies - Medical Complications
- Clues
- Deadly Traps - Miscommunication
- Helper
- Score
Cases and Medical Scenarios
- Cases could be randomly assessed
- Variables include
- Diagnosis
- Symptoms
- Patient History
- Tests
- Interpretation of the Tests
- Treatment / Management
The team then walked us through a sample journey of the game and an alternative game path.
Team Two: Cryptyx
One of the things they tried to figure out was what could they create. One of the presenters teaches instructional technology and information technology. So they wanted to create a game addressing a learning issue. For web design students, learning programming can be difficult (learning decision making, branching and loops). They presented Edgar Dale's Cone of Learning.
Students learn to code by actually writing code, not by listening to it. WWeb design students are visually oriented but probably have some game experience.
So they wanted to create a puzzle game like Tetris or Sudoko. Think Da Vinci Code, they urged us. There is a device called a Cryptyx that if you solve the puzzle you can access the contents.
Their game interface uses a Cryptyx, using symbols on a timeline which shows the data flow. If they program correctly, they move to the next stage. You get a score based on how quickly you got to the correct sequence. You can die up to so many times.
Team Three: Face-the-Case
Software developer at JMU. This is already sold for IMLS to help nursing & social work students learn about health literacy. It's a quest-based game. The student collects health literacy skills and uses them to solve a large set of realistic health and human services case studies.
Game world will have skill shops, a collaboration café, and more. The speaker presented a game board sketch, and told us that players can create their own avatars. There will be skill dollars (for buying skills) bling bucks (for avatars).
He ran over the case studies and game activities and events (the presentation was getting hurried now). There will be mini-games within the game to develop skills - this part is still being fleshed out.
The project is funded for about $100K. The program will be Flash-based and use SQLServer 2005 Express (it's free). They'll be working with JMU's office for assessment & research to see how effective the game may be. If this is succesful, they' use the game for their Information Literacy course, which is required of all students at JMU.
Team Four: Quantum Leap Redeux [sic]
A mobile, multi-generational adventure and mystery game. The game is played in the real world using a handheld device.
The game is a guided discovery of historical artifacts related to the founding principles of American democracy and the evolving American identity. The game involves time-travel to solve a problem in their own time.
The game has 3 levels: 8-12 year olds, high school students and college or discipline-specific students. There are time travelers, science officers (working the mobile device) and cultural specialists. This allows different players to have different roles so people can choose an aspect that keeps them interested.
In game characters include docents, museum guard and random museum visitors who share information at varying levels of quality.
The game should work with an off-the-shelf PDA. The paths are semi-controlled, but the paths are not rails, even for very young children. This makes the game easier to replay. Sub-goals compliment goals by providing positive feedback along the way, especially for someone who will be unable to complete the game.
The game design pattern was quite complex.
Conclusion
Most of the groups are working to create these games beyond what was done in the workshop. These all seem to have applications beyond any one discipline, so the game models could be used by anyone.
To differentiate games from simulations, Ruben said that a key aspect of any game is that the player has a stake. There is a winning condition and a losing condition.
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NMC 2006: Mobility and Community
June 8, 2006
Arlene Krebs presented on how CSUMB was able to use wireless technology in projects that gave back to the community.
Hewlett-Packard gave CSUMB two mobility grants, for $236K and $130K to purchase mobile equipment to be used across the curriculum. They have 26 projects now in progress.
The Elkhorn Slough National Estuarine Research Reserve. A solar powered access point in the middle of a river (where a river flows into the ocean). This was a $40K grant. There's a research blind, and they used a Rico wireless camera to take a picture and send it over the internet.
It's not just the grants and equipment, it's getting vendor partners. They brought in another vendor partner and put in a mesh network. They brought in principals from the school district, wrote and received a grant for the technology for the schools. Providing live virtual field trips for school-age children.
The students made a real field trip to start, setting up traps and learning about the area. Follow up was done through the virtual field trips, with the instructor in the field with an audio feed and static pictures.
Field geology - they set up a direct way satellite dish at the Carmel Mission and used tablets and wireless cameras to let students post notes in real time to the internet.
It is likely that we'll discover new applications for the technology that we cannot anticipate.
A third project involves GIS mapping of the bay.
One of their lessons learned is that there hasn't been one central point where all stockholders could go for information and support.
Support, regional partnerships and national partnerships are the key issues going forward.
Their web site can be found here.
Brian Alexander asked about both wireless and cell phone technology - does Arlene see them converging? She responded that she hasn't seen much pedagogically on cell phones yet. They're not rich enough to capture data the way that tablets do. And they don't have cell phone access in Big Sur.
John showed PORTS, the California Parks Online Resources for Teachers and Students. They've had video-conferencing projects for students and legislators.
How many schools are serviced by PORTS? Over 3000.
Are students working hands on? It varies by the project.
How do you sustain and expand faculty efforts? Collaborations between people who love the different parks and CSUMB make this work. It is sustainable. There is a challenge, with limited time and resources. The high speed network has an online resource that allows faculty to set up events. Early adopters enjoy the barriers (making the project work despite the challenges). The next group wants to push a button and have the service turn on. They have more demand for online field trips than they have staff, so they're working on finding new ways to keep things going.
Any concerns about putting the technology up in the parks (cell phone technology, etc.). The parks need communications in some areas, so there was enough of a demand from people using the parks to put it up in heavily trafficked areas. CSUMB would like to have some things more remote and is looking at how that can be done without objection.
(An aside - so far all three of my sessions have used video in the presentation to tell the story behind their work.)
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NMC 2006: Faculty Certification in Technology: A Certifiable Success
June 8, 2006
Laura Gough from Houston Community College presented this topic. She's had lots of experience in training in addition to her academic background.
This began with a Title V grant but is now sustained by the school.
The session began with a video from Larry Mers. I'd seen this two years ago in Vancouver.
First year focus: five curriculum innovation centers, with onsite technicians and a fellowship program.
Two classes were highlighted:
- Building community in the online classroom - making distance courses more than correspondence courses. The instructor has to facilitate.
- When technology fails - what to do? They opened up the computers to understand the pieces that can go wrong?
She tried Pachyderm for this presentation but used PowerPoint.
The reason they have sustained support is that through the grant the five centers have become support units for their respective colleges. The group meets every Wednesday and has a big voice with the academic administration.
There are two certificates:
- Basic Certificate: 36 clock hours plus 8 hours of electives
- Advanced Certificate: 40 clock hours plus 8 hours and portfolio review
The site URL is: http://imctraining.hccs.edu/classes/start.htm
Classes are basically 4 hours in length with the exception of PowerPoint, an elective, which is still 8. Flexibility is hard for faculty.
Some links of interest:
- WebCT Exemplary Course Project
- Texas Higher Education Coordinating Board Guide for Incorporating the Principles of Good Practice into Electronically-Based Courses
They have a minimum of three learners per class. They do not pursue billing people who have missed a session.
Enrollment is online, and participants specify their supervisor (Department Chair or Dean). The program asks instructors to send out an e-mail the day before the session. Classes are free.
Copyright class is online. They couldn't get anyone to teach it. Instructor-led would be preferable.
Faculty want to complete all of it in one week, in between semesters. January and May Boot Camps were the results. Army hats, etc. are given to the faculty. Some other stuff too. They do have food. They found they can't offer the classes in August because instructors aren't all available.
Classes are also available individually throughout the fall, spring an summer classes.
They're not able to use PeopleSoft to track professional development in the ERP. They used WebCT. The class serves as a record repository, and students can see their progress. Students take quizzes at the end of the course. Scores are compared with attendance rosters to sign off on participation. They use two-question quizzes.
They don't allow faculty to place out of a course unless the faculty teach that application for the school.
Post-workshop support is available through the Curriculum Innovation Centers. Faculty can make appointments with the mentors or show up when a mentor is scheduled.
Total participant counts are going up over the years. Adjuncts are interested in coming, but don't have the time to come. 80% of the participants are full-time faculty, 20% are part-time. Some deans and department chairs use these certificates in their annual evaluations.
Full-time faculty receive a $250 stipend for completion of either the Basic or Advanced Certificates. Full-time faculty get $50 per overload course taught, and part time faculty receive an additional $50 per course taught. Distance Education (anything fully online) professors must have the Basic Certificate in order to teach as of the fall of 2006.
Faculty teach half of the classes, it costs about $25,000 a year, about $95 per class. No payment for mileage, extra development time or for copies of handouts. IMS staff teaches the rest, so those costs are “hidden”. They have two faculty/staff trainers.
They are assessing the program with faculty. 172 surveyed, 34 responded. Good feedback overall, especially with troubleshooting technology.
They are now considering a Certification in Teaching and Learning Effectiveness for fall 2006.
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NMC 2006: New Media in Higher Education: Students Looking Forward
June 7, 2006
After some general introductions and thanks to the institutions sponsoring this year's conference, we started off with our keynote, which was given by Brenda Laurel of Sun Microsystems. Brenda is a “designer, researcher and writer” according to the program notes. She's got a background in Theatre, which is good, and has published on human-computer interactions.
Brenda can break things by looking at them.
Brenda argued that computing is like writing - it's ubiquitous and should no longer be considered separate from educational activities. Brenda's had experience with girls and technology, and while there's something “sexy” about computer nerds, and we love them, we need people who use computers like they use language, like they use movement. When we look at today's kids, they are already competent.
It's not technology that drives them. It's community. Brenda recommends Millennials Rising. Students today are social innovators, content creators, and change agents in a socially responsible way.
Envisioning the Future With Media Technologies
The best way to get things done is to have a vision of the future that's ambiguous enough to allow the details to change but articulated enough to share with everyone. Get the vision, then imagine the technologies that support that vision.
Brenda presented a process model that can be used across disciplines to talk about change.
Process Model
- Challenge
- Research & Analysis
- Values & Creative Leap
- Narrative
- Strategy
- Examples
How do we engage the world?
- Quality of life
- One Dog - Working to reduce the number of animals put down in Los Angeles every year.
- On the Map - Helping kids make transitions as they move with the military.
- Learning
- Human Augmentation
- Strange Design
- Social Justice
- Urbanism
- “The spectacle of trade and the spectacle of prayer” - a balance between both is necessary in Islam for stability.
- Play
- BOBI - a large scale guitar, running shoes networked with other runners (green shoes mean you're ahead)
- BLUX - media messages, social intelligence and manliness
- reactive toys, with sensors powered by renewable energy, built around a story and quest involving heroism. Using renewable energy to send power back to the Solarians.
In the end,it's not about comptuers. Learning what you need to know to follow your dream to change the world.
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