Julie S
I’ve done my own informal investigation of the e-book market over the past few months ever since I bought my iPad last year and prior to enrolling in the MET program. I actually bought the iPad so that I could take all of my MET PDFs and scanned portions of hard copy texts to do […]
Continue reading Confessions of a self-professed gadget girl Posted in: Uncategorized, Week 06: eBooks This game is used by the US military to help in finding a place in it’s ranks. Your scores are not private – they are viewed by the US military.
Continue reading Game Reviews – America’s Army 3 Posted in: Week 05: Game-Based Learning A game that focuses on the reality of trying to survive in a 3rd world country. What crops do I plant? What disaster is going to hit next?
Continue reading Game Reviews – Third World Farmer Posted in: Week 05: Game-Based Learning eGen Technologies is an e-learning venture specializing in ‘instructional design, performance, technologies, e-Learning, courseware, and simulation design’. (eGen, 2011). The differentiator for this venture appears to be a strong focus on employee user experience using an interactive learning design process which the founders have designed. There are two leaders in this venture, Nick Zap, CEO, […]
Continue reading eGen Posted in: Week 04: Entrepreneur Bootcamp
Hi Julie, thanks for sharing. I think this initiative is very interesting. One of the areas that I want to gain more expertise is instructional design through online platforms. About your reflections on the leader’s and the company’s profile I think it is relevant to have information about board advisors or investors as it could brings us some clues on how launching our own ventures.
Angela.
Absolutely. I was surprised that they didn’t have anyone identified on their site but maybe they aren’t looking for investors. I wonder if companies are more inclined to have a board of advisors if they are looking for investors. Mind you I think it’s wise to have a board no matter if you are looking for investors or not. It’s possible that they are still in the process of identifying candidates to establish a board as well.
This is a venture that immediately grabs my attention. However, I would like to know some of the platforms they have on their listing. And do I go about this if I am interested in having a platform in my institution. Also, where have these platforms being tested and proven. Despite the concerns, I think this venture is worth sticking close to as an educator.
The platform is a valid concern Everton. When I was reviewing the venture it appeared that they were more focussed on selling the course design services so I wasn’t thinking as much about the platform. I’m surprised they don’t list what type of platforms that they build the software for and if whether the courses are designed in a flexible way to integrate into more than one LMS platform. I made the assumption that they would design and build tailored for the corporate environment but that is a big assumption. They really should have some platform information in the product section.
I reviewed this pitch from What I liked about the ThoughtFarmer pitch was that it has a good wrapper meaning that it starts and ends well. The speaker introduces himself as the co-creator of the venture right at the start which provides instant credibility to his talk. He then launches into a general description which […]
Continue reading Software Pitch Posted in: Week 03: Analyst Bootcamp
Hi Julie,
I agree with your analysis– his closing made me actually listen to it again as I found it to be a lot more legitimate when I heard the list of companies that are using the product. I would have suggested that he focus on some of the pain points of Sharepoint (sort of a competitor, but I understand SP is a lot more in depth a product) such as the complexity and difficulty with startup.
Thanks for the post,
Kristopher
Hey Julie and Kristopher,
I too was drawn in after listening to the closing remarks. The companies he listed that are currently using his product definitely made me think more about this company and his pitch. Although, he should as David already pointed out, begin with an exciting problem then move on to what he believes to be solutions!
In my view, I think you have given a clear analysis of the thoughtfamer pitch. As Kristopher has mentioned the presenter need to focus on this pain point and also differentiation. I also think the definition of intranet was not necessary.
I have to agree with the posts here. The pitch “buries the lead”… it hints at the problem (wanting to do social stuff while keeping people inside the firewall). I would rather start with an exciting problem (here’s what we want but here are the horrible consequences) then move into his solution. That’s the way I’ve done pitches… you get buy in about the problem with your audience, then you hit them with the solution. I don’t see the point of long lists of features.
Well I listened to it four times. Quite simple and believable. His emphasis on security and that they were directing it at persons who hate intranet impressed me. The inclusion of the web 2.0 features was deliberate as they intend to attract the net-gen cohort. This is definitely a venture I will explore.
I chose, “Gartner Identifies the Top 10 Strategic Technologies for 2011”, to critique for its relevance to educators, technologists, and venturers involved with workplace e-learning programs for mid to large sized corporations. In the corporations that I have worked with over the past fifteen years the Gartner reports have always been well respected and referenced, […]
Continue reading Gartner Critique Posted in: Week 02: The Edtech Marketplace
Julie,
I support your recommendations to the designers as these serve as a springboard to plan for the new net-gen. As it relates to security, how would you rate cloud technology? Is this the future or it is just merely a present day experiment that will be dropped shortly?
Everton
Everton,
I do not think the future is “a present day experiment’,but rather a “spiralling venture”.
Keisha
I’m not an expert but personally I think it’s the future. I have a friend that works as a platform specialist for Microsoft and her feedback to me is that they are avidly working with companies promoting this platform. Apparently Microsoft is following suit of IBM who recently established a cloud service in Canada for some Government agencies. I think security of the cloud service of choice is key but it’s no different than an outsourced data service that’s been around for a while now. Another thought is that your cloud service company of choice may be better prepared than your own company or institution to provide data security.
Cloud computing also had a “test-run” with James Cameron while he was working on the blockbuster film Avatar. Mircosoft developed a Digital Asset Management system, called Gaia to help the international post production crew to render all the numerous special effects. Not many educators are a fan of this film, but even they have to admit that the technological achievements that went into the creation of this film, as well as cloud computing, are revolutionary.
Julie,
I perused this article and I really liked it. It is clear and coherent and ideal for educator who really want to learn about new learniing technologies.
“it helps you to prepare for questions that a decision committee may ask.” What questions do they ask?
I’m Julie from Vancouver and I’m anticipating an interesting course with the opportunity to make some new connections to interesting cohorts around the world. This is my third and hopefully final term at MET. I’m taking a short sabbatical from my consulting company, Vivid Connections Inc., to focus on finishing the program. I’m very […]
Continue reading Looking forward to connecting Posted in: Week 01: Introductions
Hi Julie!
I think we have worked together before in ETEC 510 on the Workplace Safety Program Development. I hope you are enjoying your sabbatical and the final stretch of the MET program!
Juliana
Hi Julie,
Sorry if you get this post twice. Just wanted to say hello! I think we worked together in ETEC 510 on the Workplace Safety Program Development project.
I look forward to working with you this term. As you are already have your own consulting company I am sure that you will have some unique perspectives in this course.
Take Care,
Juliana.
Hello! So fantastic to already know someone in the class. I can’t wait to get started.
Julie,
Nice meeting you. Congrats. This is also the final semester for me. All the best.
Cheers….
Keisha
Last term… so exciting. All the best to you too.
Hi Julie,
Wow – I’m so impressed that you have your own consulting company, and I can’t wait to learn more about your experiences with it! Best of luck with completing MET this term!!
best, Alice
Thanks Alice – best of luck to you too. I think this term is going to be a lot of fun!
Hi Julie,
As a new consultant myself, I am eager to hear all about your business adventures and connections. Do you work at designing courses for the workplace?
Verena:)
Hi Verena,
I’ve just started moving in this direction with the MET program. I just finished designing and delivering an interesting program for Solution Architects in the workplace. It was very well received so I’m looking forward to moving further in this direction and I’m hoping this course will really help.
Julle,
I am anticipating great interactions too. It’s great to have on. I wish you all the best.
Thanks! All the best to you too
From looking at a crime scene to creating a stem cell line to doing a hip replacement this site has it all for learning about science.
Continue reading Game Reviews – Edheads Create a Stem Cell Line Posted in: Uncategorized, Week 05: Game-Based Learning
Since I teach biology, I thought I would review “Create a Stem Cell Line”. I used a framework for evaluating critical design of immersive game environments described by de Castell & Jenson (2003), along with The Cube, in order to analyse the market for this game. Unfortunately, this game is the antithesis of an immersive environment, so perhaps it was bad judgement on my part to choose such a rigorous framework. In fact, there is nothing game-like about it; it is closer to a simulation, but even that is a stretch by my standards. While it is recommended for grades 10+, I would say you’d have to be more mature to tolerate such tedium. For what they’re worth, here are my observations:
http://www.edheads.org/activities/stem1/index.shtml
The critical design features of immersive game environments :
Interactivity (rather than display and exposition):
• Basically a simulation with very few choices for varying the “player’s” pathway through the simulation
• Not really a game; there is no skill or possibility of winning or losing
Navigation of a complex world (rather than stand-alone tasks):
• This simulation is basically a series of videos linked together with relatively meaningless tasks (wiping down the counter with alcohol)
• 3 D graphics
• only 3 different types of cells to select limits the pathway
Narrative structure (rather than propositional):
• There is a “story” with major characters, however they don’t interact with the player
• Basically talked at (with text in closed captions)
Activities structure (rather than disciplinary):
• Requires the player to print out a key to identify the type of stem cell made
• Record the colours of media in order to tell if the preparation is pure
Role enactment as a means to identities (rather than self-representation):
• Player does not get to chose a role other than assistant (not really specified)
Locus of control for the player (rather than the teacher):
• There are no player controlled actions; just click and the animation does what it is “supposed” to
• Will not let the player move on until the predetermined tasks are done i.e. clicked
Enhanced quality of agency (rather than constrained); freedom & autonomy:
• Totally constrained
• Same pathway through simulation is possible on repeat (warning: have needles ready to poke eyes out in lieu of sitting through the diatribe twice)
Networking with others (rather than stand-alone individual student model)”:
• Stand-alone, no networking capabilities
EVA considerations:
The market:
• For grades 10 – 12 +
• Educational
• Biology courseware/scientific method
The service
• Straight delivery of content: ” helping” researchers with the development of a stem cell line to market commercially
The buyers
• Educational institutions; no person in their right mind would “play” this unless it was part of an assignment
In summary, I guess it’s pretty obvious that I would neither recommend investing in this company on the basis of this one product, nor puchasing access to their Web 1.0 style program.
KJ
Reference:
de Castell, Suzanne, & Jenson, Jennifer. (2003). Serious play. Journal of Curriculum Studies, 35(6), 649-665.
Hi Karen,
This is a valuable review – its helpful to see what we are NOT aiming for in this type of product. I agree with you on this one. Its like watching a low-budget educational movie in class. I’m pretty sure there’s a Simpsons reference here too, but I’ll skip it this time…
Great (and thorough) analysis!
Emily
A game that focuses on traditional hunting skills in Nunavut.
Continue reading Game Reviews – The Great Arctic Hunter Posted in: Week 05: Game-Based Learning
I don’t know if students would consider this game to be fun. I think it’s very educational because it has information on animals, places where these animals live, and hunting tools necessary for hunting the animals. But compared to the SPENT game that I played ealier, it wasn’t as interesting as the title and I got bored after selecting and playing for all animals. Moreover, it looked less professional as a game than the SPENT game.
Deb
Deb,
How would you use this game to help students? Do you think boys would find this game fascinating?
Everton
This game was, I think, the first that I tried out at the beginning of the week. It appealed to me most as it seemed as if it could be useful to me in my teaching, and I liked the graphic design in the thumbnail.
To make my decision, I will separate all of my thoughts into pros and cons – to see how they balance out.
Pros:
-This game deals with Canadian content – the northern hunting culture / practices, sounds (especially traditional music), northern animals, clothing, traditions, locations – something that is not often found in educational games, due to the small market.
-The game is free, requires no download, and requires little computing power.
-The game does not take long to play.
-The game is easy to figure out how to play on your own.
-The game has videos which hint at what choices you should make for each hunt (which I missed altogether the first time I played).
-Gore in the videos is left out.
-The graphics, though not very detailed, do have a bit of style to them, and the backgrounds have motion when your mouse moves.
-Wrong choices in the game are quick and easy to bounce back from – there is almost no frustration.
Cons:
-Although the game covers many different cultural / natural topics, none of them are covered very deeply or meaningfully.
-All in-game choices can be made without ANY thought or punishment for wrong answers. A player can simply click random choices and advance without reading or learning ANYTHING. Much of the “extra” information (clickable areas on an animal post-hunt) can be completely ignored, requiring no interaction at all.
-Graphics are dated, and not very engaging.
-The helpful, real-life videos are very easy to miss.
-The end-of-game reward is appropriate culturally, but not very rewarding.
-It can go by much too fast.
-There is little feedback from the game, particularly in the lines of making mistakes – nothing is learned from them.
Overall, as an investor or analyst, I can’t get behind this game. It has its merits, particularly the subject choice and possible connections to outcomes in Canadian schools (what an empty and semi-profitable niche!), and the ease of use. I cannot get over how easy it is to skim through, though, and how little you actually have to learn. As an educational game, it is not very educational or fun. The only way I could see me using this was as something to share with my students. I could use it on something like a SMART Board in my classroom and fill in the game’s gaps with discussion – asking children why they make the choices they do, and, if they fail, why the choices may not have been good. With my live augmentation, it may prove a little useful someday. It would be more useful to more people, however, if an instructor wasn’t needed.
Before you publish your posting, please make sure that you select a category (eg. Introductions) as well as assign some meaningful tags (keywords).
Everton Walker 5:58 pm on October 4, 2011 Permalink | Log in to Reply
I chose this game as I am living in a third word country and as a result can resonate with all the happenings. It was as if I was preparing for a real world experience and as a result it more than just a game. This game could be applied within a social studies and geography context within my classroom. The fact that we experience floods and hurricanes on a regular basis, students would learn to strategize and prepare for impending disasters and learn how to live within their means. Since we are in the tropics students will also develop a sense of what crop survives in this region and how to spend wisely. This is more than a game. It’s a lesson on real life.
Deb Giesbrecht 5:33 pm on October 5, 2011 Permalink | Log in to Reply
I chose this game as it reminds me of our favorite family game – Settlers. Buying property, getting crops and supplies. etc. Harsh reality though to watch your health meter go down. Gives you an annual report, which is very different from the board game though.
Jay 1:44 pm on October 9, 2011 Permalink | Log in to Reply
I played the game Third World Farmer without success. Everton’s post above points to some ways that a game such as this could be used in a social and geographical studies learning context and giving students some idea to issues that people living in these environments face everyday.
At surface level the game provides the user/learner an opportunity to build problem-solving, critical thinking, simple money management and business concepts and the unpredictibility of farming and markets.
At a deeper lever, what troubles me about games such as this is by removing real global soco-political issues and placing them in a ‘virtual’, game (=fun) environment, undermines the very reality and seriousness of these issues faced by millions of people across the globe everyday. While we “lose the game” and can start again, people facing these issues lose and die. Some may argue that these games raise awareness around these social issues and is a way of social issues learning, but this type of education that in my opinion does little to support or foster change or social justice. It also does little to address the greater forces socio-political forces at work that are often reason these types of situations and this game places blame on uncontrollable forces (drought, floods) and does little to address systemic flaws (market, politics).