The Pool

Screen shot of The PoolThe Pool is a project from the University of Maine new media group, Still Water who also developed ThoughtMesh. It is a collaboration between faculty and students that provides a visual space where ideas can be described (intent), approached and released. (The metaphor is fishing and releasing.) It encourages sharing, rating, and redevelopment of ideas. The have pools for code and art.

The Pool offers a very different message. This online environment is an experiment in sharing art, text, and code–not just sharing digital files themselves, but sharing the process of making them. In place of the single-artist, single-artwork paradigm favored by the overwhelming majority of studio art programs and collection management systems, The Pool stimulates and documents collaboration in a variety of forms, including multi-author, asynchronous, and cross-medium projects. (learn more -> purpose)

The Chronicle of Higher Education in New-Media Scholars’ Place in ‘the Pool’ Could Lead to Tenure (Andrea L. Foster, May 30, 2008, Volume 54, Issue 38, Page A10) discusses The Pool as an alternative form of peer review for getting tenure, which rather misses the point for me. What impresses me about this is the collaboration between students and faculty in experimentation around structured collaboration. The Pool could dry up, and some of the code pools seem rather poorly stocked, but that wouldn’t detract from what seems like thoughtful and sustained experimentation with social collaboration. The wiki, Flickr, Facebook and blog models of Web 2.0 social knowledge dominate our thinking about what is possible. The Pool reminds me that we don’t have to adapt successful models, there is room for new ideas. Catch this and release it.

Pushing Play: Dr. Mom Reviews Grand Theft Auto 4

Pushing Play, a gaming blog and review site set up by a student of mine has introduced a neat feature – reviews by Jacob’s Mom. The first is, Dr. Mom Reviews – Grand Theft Auto 4 and she nicely describes her reaction to the language in and around certain games:

I wondered aloud why such homophobic, and sexist language was considered acceptable. Most alarmingly, my son’s reaction suggested that this was white noise to a generation of players. “I’m glad you’re not playing online” he said. Apparently online gamers indulge in exchanging even more extreme obscenities.

As far as I can tell, this is the only such Dr. Mom review, but more are promised. Lets lobby Jacob to encourage Dr. Mom to do some more.

Defeating Bedlam: Olivia Judson Blog

Olivia Judson of the New York Times has a nice story in her blog, Defeating Bedlam (Dec. 16, 2008). She talks about the old analogue way she did research gathering photocopies and how she now uses Zotero and Papers. Zotero is a Firefox Plugin for managing bibliographic references with really good integration with browsing. Papers is an iTunes (or iPhoto) for PDFs.

What is interesting is the reflection on research practice and how digital tools can fit in practices. Read the comments – you can see how others have used different tools from EndNote (which used to be good on a Mac but now has a clunky developed-on-a-pc feel) to Google Desktop.

Blog: Infolet – Informatica e letteratura

picture-7.png

My friend Domenico Fiormonte at l’Università di Roma Tre, Dipartimento di Italianistica, has a blog I just found out about with Paolo Sordi called, Infolet – Informatica e letteratura (Informatics and Litterature.) They write longer thoughtful entries (in Italian) rather than my short ones.

In an entry Dai margini dell’Impero (From the margins of the Empire) Domenico criticizes “anglonorthern” computing humanists at DH 2008 for excessive specialization and excessive focus on electronic texts (and a particularly narrow version of text at that.) He goes on to say that we have known there is an anglo-american hegemony (of two or three centres) in the management, both political and scientific of the digital. (See the paper, “The international debate on humanities computing: education, technology and the primacy of languages” PDF in English for a longer discussion of this). These are strong words that, at the very least, reflect a sense of marginalization of researchers working in the European South on Romance languages and coming from a philological tradition.

I am torn as to how to respond to Domenico, but respond we should because he is willing to say things that many feel. Whether we believe the colonialization rhetoric or not, we should be willing to talk about internationalization internationally (and in multiple languages.) My response to the entry and the subsequent comments can be read in the comment I left.

The issue of internationalization and marginalization resonates partly because I work in Canada and here we have a close, but not always equal, relationship with researchers in the US and the UK. To be fair, I think we feel in Canada that we are welcome in digital humanities societies and that US colleagues are more than willing to collaborate. We also are aware of our own fetish of the issue that can distract from meaningful collaboration. If anything we may have a greater role internationally than the size of the population would merit. Our problem is that we ourselves can get caught marginalizing our Québécois colleagues. We have our own two-nations version of this marginalization problem – how to foster a truly bilingual research community avoiding “two solitudes” of research silos, an English rest-of-Canada community and a francophone Québécois community? Our Society for Digital Humanities / Société pour l’étude des médias interactifs is a real and sustained attempt to address bilingual research. Ray Siemens and Christian Vandendorpe deserve a lot of credit for their ongoing efforts in this regard, but we have a ways to go.

Ante Up, Human: The Adventures of Polaris, the Poker-Playing Robot

Snippet of Comic

The current issue of Wired has another use (similar to Google’s) of comics to explain research advances in AI and gaming. In this case they feature Polaris by the U of Alberta Computer Poker Research Group led by Michael Bowling. The comic booklet, Ante Up, Human: The Adventures of Polaris, the Poker-Playing Robot features Michael in a smoking jacket and blue bunny slippers. I’m guessing the bunnies are a reference to the arctic hares that we have here in Edmonton, though it should be said that I have never seen Michael in such garb.

The interesting point is how Polaris chooses personalities for extended play.

How to dispose of your computer: In Loving Memory of the Mainframe (aka IMS)

In Loving Memory of the Mainframe (aka IMS) is a site with a YouTube video of the goodbye New Orleans jazz funeral that was held outside in the snow at the University of Manitoba for their IBM 650 mainframe. See the Network World story How to really bury a mainframe. The Network World site provides a transcript of the eulogy including this,

Farewell IMS, we’ll remember you well. After forty-seven years, there are many stories to tell. Like when Tel Reg nearly shut down MTS, and when the Y2K bug put us under duress. You helped us achieve our academic objectives, and gave our admin processes a proper perspective.

But now we must lay you under the flora, because we have to go deal with this bloody Aurora. So we commit your parts to be recycled. Earth to Earth. Ashes to Ashes. Dust to Dust. To the god of computers, please bless it and keep it, and give it grace and peace, but please do not resurrect it.

Now, how do we bury projects this gracefully?

News Overview Inline Listing – MacArthur Foundation

Poking around the MacArthur Foundation site I found an interesting recent study on Teens, Video Games and Civics by the Pew Internet & American Life Project. The full report has too much to summarize in a blog entry. Here is their list of “Summary Findings at a Glance”:

  • Almost all teens play games.
  • Gender and age are key factors in describing teens’ video gaming.
  • Youth play many different kinds of video games.
  • The most popular games played by teens today span a variety of genres and ratings.
  • Gaming is often a social experience for teens.
  • Close to half of teens who play online games do so with people they know in their offline lives.
  • Teens encounter both pro-social and anti-social behavior while gaming.
  • The most popular game genres include games with violent and nonviolent content.
  • Parental monitoring of game play varies.
  • There are civic dimensions to video game play.
  • The quantity of game play is not strongly related to teens’ interest or engagement in civic and political activity.
  • The characteristics of game play and the contexts in which teens play games are strongly related to teens’
    interest and engagement in civic and political activities.
  • Playing games with others in person was related to civic and political outcomes, but playing with others online
    was not.
  • Teens who take part in social interaction related to the game, such as commenting on websites or contributing
    to discussion boards), re more engaged civically and politically.
  • Civic gaming experiences are more equally distributed than many other civic learning opportunities. (p. viii)

This study brought in the Mills College Civic Engagement Research Group (CERG) who have released a White Paper on The Civic Potential of Video Games (PDF) which discusses the social and civic aspects of gaming. One interesting result (also found in the Pew summary) is that it seems that teens who play games socially in person “are more likely to be civically and politically engaged than teens who play games primarily alone.” (p. 18) Online gaming seems to be “a weak form of social interaction” (p. 20) compared to in person social gaming. Another finding that contradicts the accepted (parental) wisdom that gaming is bad for youth is that,

The stereotype of the antisocial gamer is not reflected in our data. Youth who play games frequently are just as civically and politically active as those who play games infrequently. (p. 24)

Pew Study: Teens, Video Games, and Civics

The Globe and Mail had a story today on Mamas, don’t let your babies grow up to be Luddites by Patrick White (Nov. 25, 2008) that reports on a MacArthur Foundation funded study on, Living and Learning with New Media. This study looked at how youth participate in “the new media ecology.” (p. 1 of the PDF Summary of Findings from the Digital Youth Project.) The report describes the “always on” connectivity of youth and their “friendshi-driven” practices. I was intrigued by the description of a subset who “geek out.”

Some youth “geek out” and dive into a topic or talent. Contrary to popular images, geeking out is highly social and engaged, although usually not driven primarily by local friendships. Youth turn instead to specialized knowledge groups of both teens and adults from around the country or world, with the goal of improving their craft and gaining reputation among expert peers. While adults participate, they are not automatically the resident experts by virtue of their age. Geeking out in many respects erases the traditional markers of status and authority. (p. 2 of the Two Page Summary)

The Digital Youth Project led by Mizuko Ito brought together researchers at USC and Berkeley. They have a book forthcoming from MIT Press called Hanging Out, Messing Around, Geeking Out: Living and Learning with New Media that is online at the site.

Esquire: Future of Video Game Design – Jason Rohrer’s Programming Online Games

Screen of Passage

Esquire has a great story on The Video-Game Programmer Saving Our 21st-Century Souls by Jason Fagone (Nov. 20, 2008) which features “Jason Rohrer’s solitary and stubborn quest for a future in which pixels and code and computers will make you cry and feel and love”. Rohrer created the game Passage about which Clint Hocking of Ubisoft said:

Why can’t we make a game that fucking means something? A game that matters? You know? We wonder all the time if games are art, if computers can make you cry, and all that. Stop wondering. The answer is yes to both. Here’s a game that made me cry. It did. It really did.

I balk at the idea that a game to mean something has to have “lesson.” This reminds of the tedious pedagogical dialogues of the 18th century which really would have been better presented as lessons. The meaning of works that don’t present explicit opinions lies in the reflection provoked. Thus they are more like questions than answers. Or, to be more accurate, they are like a path of questioning since a game has the time to move questioning.

Thanks to Peter O for this.