I have no idea, but I am sure they will tell me! :) 2012/11/16 Allan H <[email protected]>: > and what is ingress for? > Allan > > On Fri, Nov 16, 2012 at 1:51 PM, gabbydott <[email protected]> wrote: >> OK, boys, let's stop the weeping and whining, our data are needed. >> I requested an invite here: http://www.ingress.com. Let's augment our >> sad reality! >> >> 2012/11/15 Allan H <[email protected]>: >>> that figure a game that teaches morality then using it to deceive people.. >>> Sad so sad. >>> Allan >>> >>> On Thu, Nov 15, 2012 at 8:28 PM, archytas <[email protected]> wrote: >>>> It probably all comes down to the spread of the means of production >>>> Gabby. One of the great pieces of strategic management was the order >>>> to allow his troops to sit down by a Russian general - cutting >>>> casualties by 50%. This rather exposed the stupidity of the rules of >>>> engagement. I have tried a game with tax avoidance, criminal money >>>> and the standard value chain recently and my 'kids' soon got the hang >>>> of such 'business management'. No great skill with numbers was needed >>>> as I'd written some 'code' similar to financial algos that showed >>>> clear outcomes. Starbucks is using something similar. Ethics >>>> discussion arises in terms of having to do what the opposition might >>>> be getting away with. >>>> >>>> On 15 Nov, 17:41, gabbydott <[email protected]> wrote: >>>>> Yes, I'm not quite sure yet what to think of the moocy business >>>>> either. The idea is good though, I find. >>>>> As for games in education or gamification of educational content, it >>>>> is a great help for autistic learners, yes. The rules and constraints >>>>> within the bubble are reliable and predictable and the excitement >>>>> level is guaranteed. Knowledge transfer happens in a state of flow and >>>>> everyone is happy in the end. Or so. I didn't follow up on Chris' >>>>> Aemoebe(?) game project based on crowd funding. - I would want the >>>>> real kids to be given all the resources and support they need to be >>>>> able to produce their own games. >>>>> >>>>> 2012/11/15 archytas <[email protected]>: >>>>> >>>>> >>>>> >>>>> >>>>> >>>>> >>>>> >>>>> > We seem to be stuck in the ideological mud, including such stuff as >>>>> > education being any use to people who can't do it and allowing >>>>> > qualifications to focus power - an old Guild trick. The huge costs of >>>>> > 'expertise' focused in individuals rather than in an equal access >>>>> > system in which it is embodied is the same as unionised power. We now >>>>> > have computer buildings situated next to federal finance buildings in >>>>> > order to get information nano-seconds quicker so traders can front-run >>>>> > (illegal) on the inequity of information. There are such games >>>>> > Allan. When people play them in lab conditions knowing they are >>>>> > scrutinised they make the social, cooperative choices - fix a game >>>>> > where they think they aren't being scrutinised and they cheat. >>>>> >>>>> > On 15 Nov, 04:51, Allan H <[email protected]> wrote: >>>>> >> The business model is going to need be one for the betterment of >>>>> >> society >>>>> >> rather than just for the desires of self and wealth. It is okay to have >>>>> >> wealth when it is used to improve and provide for people , yet you >>>>> >> can not >>>>> >> gain wealth at the expense of other especially the poor. >>>>> >>>>> >> Maybe a game can be devised that teaches social awareness rather than >>>>> >> self. >>>>> >> Allan >>>>> >>>>> >> Matrix ** th3 beginning light >>>>> >> On Nov 14, 2012 5:40 PM, "archytas" <[email protected]> wrote: >>>>> >>>>> >> > Massive Open Online Courses (MOOC). I promoted the idea that most of >>>>> >> > what is done in classrooms after 13 should be replaced by online >>>>> >> > programmes in a project in the 1980s. The technology lagged the idea >>>>> >> > then - and the idea wasn't much more than that of students reading-up >>>>> >> > before lectures and doing hard problem solving in tutorials. We were >>>>> >> > developing interactive role-play videos at the time. It was very >>>>> >> > expensive and the technology not up to speed. A CD burner cost >>>>> >> > around >>>>> >> > $30K in today's money. >>>>> >>>>> >> > In fact, mainstream university education outside science went >>>>> >> > backwards to more and more formal teaching and death by Powerpoint - >>>>> >> > it was what lecturers were trained to do. The MOOC model is now >>>>> >> > getting stronger and Bill Gates is investing through bis trust. >>>>> >>>>> >> > One project I'd love to have a go at is to produce video games that >>>>> >> > teach basics from cell biology to business. Cell biology lends >>>>> >> > itself >>>>> >> > to science fiction. Whilst cells are tiny the scale of what goes on >>>>> >> > in them and their structures are 'Star Wars'. One could devise a >>>>> >> > game >>>>> >> > based in virus attack and the 'arms wars' of co-evolution. My >>>>> >> > business game would probably be based on Al Capone. You can write >>>>> >> > the >>>>> >> > things in hypertext with lots of links to knowledge. >>>>> >> > The games could probably be written to allow simulated research too - >>>>> >> > we have virtual reality labs to teach engineering. >>>>> >>>>> >> > We could probably write community project simulations too - about, >>>>> >> > say, setting up community-based food supply and property building. >>>>> >>>>> >> > The fundamental idea in this is the embodiment of expert knowledge - >>>>> >> > much as we have embodied man artisanal skills in machines. >>>>> >>>>> >> > The models of education we do have rely on academic forms of learning >>>>> >> > only few are much good at. In higher education e have seen the >>>>> >> > expansion of this to a massive debt cost. This from Zerohedge >>>>> >> > somewhere: >>>>> >> > Career Education, when it reported its quarterly financial results, >>>>> >> > shed more light on an industry that had ruthlessly taken advantage of >>>>> >> > quirks in the American way of funding higher education, and that, >>>>> >> > even >>>>> >> > more insidiously, had preyed on gullible prospective students who >>>>> >> > were >>>>> >> > desperately trying to better their lives. Then it handed the tab to >>>>> >> > the taxpayer who couldn’t say no. A perfect scam. And it contributed >>>>> >> > to a ruinous mountain of student loans [ Next: Bankruptcy for a whole >>>>> >> > Generation]. >>>>> >>>>> >> > In the halcyon days of 2010, Career Education had $2.09 billion in >>>>> >> > annual revenues. Then a free-fall. By September 30, quarterly >>>>> >> > revenues >>>>> >> > hit $333 million. Enrollment was down 23%, in the health education >>>>> >> > category 41%. An additional 900 people will be laid off, on top of >>>>> >> > the >>>>> >> > previously announced 1,300. The company will “gradually” close 23 of >>>>> >> > its 90 campuses. Red ink is gushing, with no end in sight. The stock >>>>> >> > has plunged from $70 in June 2004 to today’s 52-week intraday low of >>>>> >> > $2.60. >>>>> >>>>> >> > Career Education is in good company. The largest player in the >>>>> >> > industry, University of Phoenix, which is owned by Apollo Group, is >>>>> >> > also getting hammered by scandals and declining revenues. Enrolment >>>>> >> > has plummeted from over 400,000 students to 328,000. To halt the >>>>> >> > bleeding, it shuttered 115 locations in 30 states. >>>>> >>>>> >> > Corinthian Colleges got hit as well. One of its specialties was the >>>>> >> > Ability-to-Benefit program, under which students without high school >>>>> >> > diploma or GED had been receiving student loans and grants to attend >>>>> >> > classes though they had virtually no chance of graduating. As of July >>>>> >> > 1, 2012, the government shut off the spigot. >>>>> >>>>> >> > Now scrambling to get back on that gravy train, the school is >>>>> >> > offering >>>>> >> > free GED preparation programs to high-school dropouts, expecting for >>>>> >> > “some portion of successful GED completers to enroll” in its >>>>> >> > institutions. And it’s trying hard to sign up new students to pocket >>>>> >> > their financial aid: marketing and admission expenses were about 25% >>>>> >> > of revenues.... “Our mission is to change students’ lives,” the press >>>>> >> > release said. >>>>> >>>>> >> > Corinthian Colleges is selling some campuses and shuttering others, >>>>> >> > particularly in California where the crackdown has become more >>>>> >> > aggressive. For a reason: the out-of-money state is trying to reign >>>>> >> > in >>>>> >> > the cost of its Cal Grants, a financial aid system that ballooned >>>>> >> > from >>>>> >> > $915 million to $1.6 billion in eight years. >>>>> >>>>> >> > These schools are facing tighter regulations all around. On the >>>>> >> > federal level, the Department of Education, for instance, banned >>>>> >> > incentives paid to admissions reps or recruiters for the number of >>>>> >> > students they hoodwinked into enrolling. Pressures are rising to get >>>>> >> > these schools to prioritize student graduation and job placement, >>>>> >> > rather than just grabbing financial-aid money. But, as the financial >>>>> >> > results demonstrate, that push blew up their entire business model. >>>>> >>>>> >> > In its dazzling manner, the for-profit post-secondary education boom >>>>> >> > left behind a long trail of wrecked dreams, unfinished or worthless >>>>> >> > degrees, wasted time, and a huge pile of student loans resting on the >>>>> >> > shoulders of people who were unable to find jobs in the fields they’d >>>>> >> > studied and who are now unable to pay back these loans. In the >>>>> >> > process, these outfits sucked up taxpayer-funded state and federal >>>>> >> > financial aid of all types and made early investors and executives >>>>> >> > rich. At their peaks, the stocks were picked up by mutual funds and >>>>> >> > were thus sneakily stuffed into well-diversified portfolios and >>>>> >> > 401k’s, as recommended by all of Wall Street. Because somebody has >>>>> >> > got >>>>> >> > to buy this stuff on the way down. >>>>> >>>>> >> > The situation in the UK - where HE is technically public sector, is >>>>> >> > little different. I have moved out of undergraduate education to >>>>> >> > assessing work-based schemes. This is dreadful - but at least my pay >>>>> >> > doesn't rely on putting young people into £40K of debt. There are >>>>> >> > young people all over the world in this condition - notably the 'Ant >>>>> >> > People' of China - even their expanding economy doesn't provide >>>>> >> > decent >>>>> >> > jobs for graduates. >>>>> >>>>> >> > My own suspicion is education is not a good thing. I'm an >>>>> >> > educationalist so this doesn't make much sense. They key problem is >>>>> >> > trying to exploit it through already failing bubsiness models (I'll >>>>> >> > leave the typo as it sounds right) - and what scares me is that we >>>>> >> > are >>>>> >> > hoping for salvation through them. >>>>> >>>>> >> > -- >>>>> >>>>> > -- >>>> >>>> -- >>>> >>>> >>>> >>> >>> >>> >>> -- >>> ( >>> ) >>> |_D Allan >>> >>> Life is for moral, ethical and truthful living. >>> >>> >>> I am a Natural Airgunner - >>> >>> Full of Hot Air & Ready To Expel It Quickly. >>> >>> -- >>> >>> >>> >> >> -- >> >> >> > > > > -- > ( > ) > |_D Allan > > Life is for moral, ethical and truthful living. > > > I am a Natural Airgunner - > > Full of Hot Air & Ready To Expel It Quickly. > > -- > > >
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