Crystal Ball: 2008 (and beyond!)

5 12 2007

This was a fun exercise, so I thought it’d be good to share! I got this email:

Thank you for your participation with the Australian Flexible Learning Framework in 2007. As the year draws to a close we inevitably turn towards 2008 with optimism and great expectation.

As part of our end of year Flex e-News we are asking e-learning commentators about their predictions for 2008…

My responses are below. Do you agree with my predictions? What are YOUR predictions for 2008 (and beyond?)

How will the internet develop in 2008?

The developments to keep an eye on are the increasing use of virtual worlds, and the use of the internet on mobile devices. With regards to virtual worlds, there are two emerging open-source projects of particular interest to educators:

  1. Croquet ( an open-source virtual world environment, co-founded by the educational technology visionary Alan Kay as an educational virtual world tool. Not only is Croquet open-source and “made for” education (both facets noticeably absent in SecondLife), but there are additional educational special interest projects, such as Edusim (, which extend the functionality of this increasingly capable virtual world platform.
  2. Alice ( of particular interest to teachers of information technology, Alice is an open-source virtual world programming environment designed specifically to make programming engaging for young people and, in particular, girls and women. It does this by using storytelling as a metaphor for programming: by creating a “story” in Alice, students actually program a virtual world and learn programming conventions and techniques. 3D models created in Alice can be exported to Croquet.

With regards to mobile learning, I think the release of the iPhone in Australia in 2008 (which I predict will be 3G/high-speed data capable) will generate plenty of interest in the use of mobile devices for learning, particularly if (as in other countries) it is bundled with a generous data plan. While the first generation of the iPhone had plenty of limitations, it converges the two most commonly carried mobile devices – a media player and a mobile phone – with a terrific user experience; so it will definitely make an impact on the way we interact with media, information, and each other.

I also foresee a trend towards the subversion of operator-controlled mobile data. As mobile devices become increasingly powerful and able (like the iPhone) to render full web pages, media, and even 3D animations, mobile phones will more commonly offer wireless networking capabilities so that users can bypass expensive mobile data operators to access the internet. Simultaneously, users will subvert commercial wi-fi operators, by creating free, city-wide wi-fi networks for shared and/or public access.

As this becomes more prevalent, mobile data and hotspot operators will be forced to reduce the cost of data access, and this will make it cheaper to access the mobile web anytime and anywhere. We can also expect to see some convergences of “fringe” internet technologies.

How will VET use ICT in 2008?

Actual usage of technology tends to (generally) lag behind the cutting edge, so the bulk of ICT usage will be in areas that are relatively well-established. Unfortunately, we’ll continue to see many new web services and tools being blocked by IT managers and administrators, effectively hindering the uptake of new learning technologies such as virtual worlds.

We’ll see many more teachers actively involved with exploiting easy-to-use internet tools to support and enhance learning. The use of blogs (and media-enhanced variants) will continue to grow exponentially as tools for reflection, sharing, process documentation and assessment.

How will Web 2.0 web applications develop in 2008?

Every major web 2.0 application is moving onto mobile platforms. Facebook, MySpace, blogs, Flickr, instant messaging, you name it: if they’re not mobile already, you can bet they’re looking for ways to do it. I foresee the emergence of mobile wikis in 2008, so that people will be able to create, edit and contribute to collaborative bodies of knowledge remotely.

2008 will be a year of innovation for mobile web 2.0. I’m foreseeing a new generation of made-for-mobile web applications that don’t just port existing web tools to mobile platforms, but exploit mobile devices in their own right.

How will VET be using mobile phones / PDAs / mobile devices in 2008?

Some of the most useful innovations in the short-term will be in administration, rather than learning. Educational institutions will use SMS technologies to communicate with students – providing essential information and alerts, and receiving and processing requests for help or assistance. Some of the most progressive organisations will provide mobile portals for students to log in and use messaging, administrative and learning tools.

There are two broad approaches that will be adopted by educators for enabling mobile learning and assessment in 2008. Where there’s funding for it, some organisations will invest in purchasing or subsidising common mobile devices for students (e.g. class sets of PDAs) to make it easier to develop resources and activities that will be equally accessible for all students. Typically, this will occur in situations where many groups of students will undertake the same activity repeatedly (using a “generic” set of devices), or when students are allowed to take devices home and use them as a tool that integrates their broader lifestyles with their learning. Where this approach is used, mobile learning will be seen as an integrated, core aspect of teaching and learning methodology.

Other educators and organisations will take a different approach, and will try to develop learning approaches that students can optionally engage with using their own mobile devices, or, (if they don’t own a mobile device) using non-mobile computers. Educators or organisations that adopt this approach will tend to view mobile learning as a learning support or enhancement strategy, rather than a core learning strategy or activity.

How will VET and the wider community be communicating in 2008?

The existing methods will continue to be popular: online discussion forums and communities; blogs; wikis; and synchronous tools such as Elluminate, Twitter and SecondLife will continue to be popular. There’s no reason why we should abandon these platforms – they have a track record of popularity and success.

I’d like to see more synchronous intersections of face-to-face and online events, like NSW LearnScope’s Regional Events this year: bringing together groups of people in physical locations, as well as connecting groups and individuals online. I can see that kind of “eventcasting” becoming popular at conferences as well – the two major mobile learning conferences this year were both video-blogged after the events, so it’s not going to be long before conference sessions will be accessible online, synchronously, for those unable to attend conference sessions in person.

What technology will become obsolete in 2008?

Tricky question! Generally, as things approach obsolescence they tend to be not considered “technology”! I mean, look at the typewriter… we don’t consider that technology, but it was once considered a cutting edge machine!

Not obsolete, but fast falling out of favour is email. This year, the term “bacn” was coined to describe the mass of emails you subscribed to or agreed to receive, but which tend to clog up your inbox meaninglessly. A growing proportion of young people avoid using email, and it’s a platform that will probably be “reinvented” in the next year or two (making email as we know it “obsolete” I suppose). Such a reinvention might be something completely new, or something as simple as automatic filtering – e.g. being able to specify a different but related email account for various “folders” within one’s own email account at the time we provide it, e.g. bacn^ instead of to automatically redirect “junk” messages away from our inbox, or possibly, to redirect the most important emails to our Instant Messaging client or mobile phone.

As far as mobile devices go, I think we’re going to see a lot of standardisation in 2008, so the mish-mash, hodge-podge variety of operating systems, memory formats and chargers will start to become more orderly. I can foresee the dominance of a handful of operating systems next year: Google’s Android platform, Windows Mobile, Symbian and (possibly) one or two others; memory card formats will be standardised, and the majority of mobile phones will be charged and data-connected using mini-USB instead of the multitude of charger sizes and shapes we have at present. We’ll see some standardisation of mobile web browsers, too… all good news for users…

Any bold predictions you would like to make?

The BIG news for educators in the near future will be the creation of social collaboration sites aimed specifically at teaching and learning! Whereas most existing educational resource sites still work on a Web 1.0 paradigm (e.g. Toolbox objects are made available to download, but users don’t/can’t share learning resources they create themselves), we’ll see the creation of website that allow teachers and resource developers uploading teaching and learning materials, lesson plans, and links for other teachers and learners to freely download, access, modify and share back. We’ll see internet sites that allow IMS-compliant learning objects to be unwrapped, viewed and even edited or customised online. This will significantly change the way teachers find and use educational resources. Instead of having to hunt across various non-educationally-minded sites like YouTube or Flickr, trying to sift out the nuggets of gold and laboriously re-aggregate them into sensible learning activities, teachers will be able to go to a single repository of content that is made-for-education. They’ll be able to share their best materials with their peers, and have their peers help to collaboratively develop resources of common interest or need.

I’m also foreseeing the use of virtual worlds on mobile devices within the next two years – in particular, I can see the open-source, cross-platform Croquet being ported to a mobile device in the near future, and possible “mashed” with GPS technology and 3D Google Maps to enable “augmented” reality interfaces: 3D renderings of the *real* world, on mobile devices, with “avatars” representing real people being tracked in real time and space via GPS appearing in the virtual world. Eventually, we’ll be able to program our avatars with the ability to operate autonomously when we’re not logged on. Our avatars will continue to exist in virtual worlds – working, interacting with other avatars, gathering and sharing information, and presenting their own “learning” to the user when they next log on.

As such, tomorrow’s web users won’t just create content; they will create virtual content aggregators and creators: “agents” who share ideas and information on various topics of expertise or interest and will manifest themselves in virtual worlds, in the web, and on our mobile devices. Some such characters will become so popular that they will take on reputations of their own, independent of their owners (some of whom will retain real-world anonymity) – virtual celebrities, mentors, and heroes!

How will we incorporate this into the way we design, support and deliver learning?

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The Undiscovered Country

30 11 2007

“The best way to predict the future is to invent it” — Alan Kay

When Alan Kay conceived the Dynabook, more than 30 years ago, it inspired a wealth of innovations, and is still a worthy “holy grail” for developers of mobile learning platforms today. Uniquely, Kay coupled immense technical vision and skill with equally brilliant pedagogical and philosophical considerations – his vision for the Dynabook was as much art as it was science.

In the early 1970’s, Kay had no mobile computers to work with. The smallest computers he had ever seen – the very first generation of “microcomputers” invented – were low-powered, bulky desktop machines with textual, monochrome displays, like this Datapoint 2200. Yet he had the ability to invent – technically and pedagogically – a mobile learning concept we are still pursuing, more than a generation later.

I wonder: if Alan Kay started fresh again today, would he take a new look at emerging learning models, such as George Siemens‘ theory of Connectivism… and through it, imagine compelling ways of learning that would drive the next 40 years of technological research and invention? If so, then what will be this generation’s legacy to the future of learning?

This could be Alan Kay’s greatest implicit challenge to the educational technologists and researchers of today. The vast majority of educational technologists are preoccupied with the use of today’s tools: internet-based Learning Management Systems, social web services, virtual worlds, and even mobile devices. In the struggle to master the tools of today – are we losing the vision to invent the future? Is there anyone out there proposing a fundamentally new model for enabling learning, with the power to spark our collective imaginations, the pedagogical imperative to be desirable decades before it can be achieved, and the ability to drive independant technological advancement towards the eventual fulfillment of that goal?

Somehow, Alan Kay glimpsed such an undiscovered realm, and ensuing years have slowly unfurled the petals of technical advancement that have allowed his incredible, completely fictional Dynabook to edge ever closer to reality. What revolutions for education, for technology, and for humanity, lie beyond the bounds of the mental and technological shackles we wear today – if we only dare to dream?

As surely for us as for Alan Kay, today’s most compelling dreams will determine tomorrow’s most engaging realities. The future will be just as we invent it.

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A Brief History of Learning With Mobile Computers

30 11 2007

The idea of using computerised mobile devices to support learning was formally conceptualised a surprisingly long time ago. In his 2002 paper “Disruptive Devices: Mobile Technology for Conversational Learning,” Sharples identifies Alan Kay’s Dynabook, conceived in the early 1970s, as the first serious attempt to design a computer-mediated mobile learning platform. And what an attempt it was. Although the Dynabook was a concept, the ripples of the project – and Alan Kay’s (non-portable, “interim”) Dynabook prototypes – can still be felt today, and will probably be felt for decades to come. The incredible modern-day legacy of Kay’s work at Xerox Paolo-Alto Research Labs (PARC) includes:

  • the development of personal computers,
  • object-oriented languages and programming generally,
  • the development of graphical user interfaces
  • the object-oriented Smalltalk programming language (today the underlying programming language of countless applications, including current ground-breaking educational platforms such as Edusim, a virtual world application in Croquet [which was also co-founded by Kay]), and
  • the One Laptop Per Child initiative (with which Alan Kay was actively involved, and which utilises the Smalltalk language and many of Kay’s original ideas for computer-based learning).

Just as groundbreaking as the technology itself was Alan Kay’s vision for how the technology would be used to support learning. His vision for the Dynabook was based in the then-nascent philosophies of (Social) Constructivism: the theories and models of learning being developed by his contemporaries Lev Vygotsky, Jerome Bruner and Seymour Papert, (who had studied with developmental psychologist Jean Piaget ). Sharples (2002 p.3) distills the features of effective learning in constructivist terms via the essential elements of construction, conversation and control:

“Effective learning involves constructing an understanding, relating new experiences to existing knowledge . Central to this is conversation, with teachers, with other learners, with ourselves as we question our concepts, and with the world as we carry out experiments and explorations and interpret the results. And we become empowered as learners when we are in control of the process, actively pursuing knowledge rather than passively consuming it.” [Emphasis added]

Sharples’ mLearn 2007 presentation on the history of mobile learning summarises how the Dynabook concept would have accomplished these requirements, technically and pedagogically. It was to be an interactive machine that would be small and light enough to be carried everywhere by learners. It would have “book-like” qualities in terms of display, yet its interface would be dynamic, with the ability to create, edit and store visual, textual, and audio content. It would have high-bandwidth communication, both locally and globally, and it would cost under $500. It would be personal, interactive, and would support learning through play, collaborative learning, informal learning, dynamic simulations, and “anytime, anywhere” learning.

Amazing thinking for 1972. Many of Kay’s original ideas for the Dynabook simply weren’t possible at the time he conceived them, but have recently come to fruition – such as the Squeak Smalltalk environment which enables children to create and learn using computers (implemented on the OLPC, but boasting cross-platform capabilities). Here’s a real example of Squeak being used as a learning tool.

Both technically and pedagogically, Kay’s Dynabook was decades ahead of its time, as evidenced by Sharples’ early attempts at developing a mobile learning platform in 2002. Sharples’ “HandLeR” device was, at least, genuinely portable: a compact 800×600 tablet computer with a 233MHz processor, a physically attached camera, a wireless networking card, and a mobile phone card boasting a data connection rate of 9.6kbps(!) – rather expensive components at the time! Bob Harrison’s recollection of the 2002 inaugural mLearn conference (where his presentation entitled “Learn to Go” was accompanied by 12 Toshiba laptops on a trolley!) reflects Sharples’ initial struggles with making technology-assisted learning truly mobile. It’s interesting to consider that an average mobile phone today could exceed most of the specifications of Sharples’ prototype, which was put together just 5 years ago – at a fraction of the cost, and in a vastly more compact physical form.

Although small, pocket-sized “electronic organisers” were available in the 1990s, these had, at best, a three line text-only display. Palm Pilot PDAs, introduced in 1996, were the first multi-purpose, customisable handhelds suitable for a range of creative learning activities; and in 2001, SRI International awarded over 100 “Palm Education Pioneer” grants to US teachers who had a vision of how Palm handhelds could be used to improve teaching and learning. Many of the findings of the PEP grants have been confirmed by later “handheld learning” studies. Examples of pertinent findings include the strengths and weaknesses of various models for allocating handheld computers to students, to the degree of success with which various learning activities (e.g. inquiry-based learning or extended writing) can be accomplished using handheld devices.

In the last two years, however, worldwide sales of PDAs have declined, partly as a result of the introduction of smartphones (which converge advanced application, information and media capabilities with mobile phone functionality) and mobile phones (which increasingly generally incorporate the most basic functions of a PDA, even in entry-level models). For educators, the booming popularity of mobile phones has introduced a new paradigm to consider. Due to the expense of mobile computing equipment, past models of mobile learning have almost always meant providing students with the hardware and/or software to accomplish learning activities. But the vast majority of students already own their own mobile phone. Many recent mobile learning approaches have attempted to embrace the use of students’ own devices, despite the inherent issues of attempting to design learning activities that are equally accessible on a multitude of different, non-standardised, makes and models of handset.

Today’s handheld mobile devices have specifications and capabilities that resemble those of desktop personal computers built just ten years ago . The current crop of PDAs and smartphones have high resolution displays, processor speeds in excess of 600MHz, and memory capabilities exceeding those of premium hard drives from the mid-1990s. Instead of requiring an add-on webcam, current mobile devices often have built-in cameras, as well as the ability to create and edit documents and media: they have become powerful tools for enabling learners to create, collect, and share content.

The other new market that has reduced the demand for PDAs is in ultra-mobile and ultra-portable computers: UMPCs, tablet PCs, and small form-factor laptops. Of particular note in terms of education are the One Laptop Per Child project and similar commercial models (such as the Intel Classmate and the Asus EEE) generated by the initial ovation that greeted Nicholas Negroponte’s vision for cheap, rugged laptops for learning.

The current generation of mobile devices have brought us closer to realising Alan Kay’s vision of cheap, integrated, connected, computers supporting constructivist learning activities. As I’ve previously blogged, they can provide a digital, connected learning environment, offering compactness and convenience of information, remote and instant access to a range of people and resources, and data capabilities that were never previously possible.

Despite these advances, I don’t believe we’ve yet created Alan Kay’s visionary Dynabook. I am certain, however, that we are getting closer every day…

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Defining Mobile Learning

30 11 2007

Some of the best research into defining the meaning and purpose of mobile learning has come from Prof. Mike Sharples (University of Nottingham), who has collaborated with a number of other distinguished academics and organisations to research the definition, pedagogy, and practice of mobile learning. Sharples’ numerous publications and collaborations, the majority of which deal with the use of mobile technologies in education, span more than half a decade of experience and research (detailed in full here). Recommended background reading includes the following:

  • Sharples, M., Taylor, J., & Vavoula, G. (2005a) Towards a Theory of Mobile Learning. In H. van der Merwe & T. Brown, Mobile Technology: The Future of Learning in Your Hands, mLearn 2005 Book of Abstracts, 4th World Conference on mLearning, Cape Town, 25-28 October 2005. Cape Town: mLearn 2005, p. 58. Available from Mlearn 2005 as a PDF file.
  • Naismith, L., Lonsdale, P., Vavoula, G. & Sharples, M. (2005b) Literature Review in Mobile Technologies and Learning. A Report for NESTA Futurelab. Available from NESTA FutureLab.
  • Sharples, M. (Ed.) (2006) Big Issues in Mobile Learning: Report of a workshop by the Kaleidoscope Network of Excellence Mobile Learning Initiative . LSRI, University of Nottingham. Available as 725K pdf file.
  • Sharples, M., Taylor, J., Vavoula, G. (2007) A Theory of Learning for the Mobile Age. In R. Andrews & C. Haythornthwaite (eds.) The Sage Handbook of E-learning Research. London: Sage, pp. 221-47. Preprint available as 256Kb pdf file.

The work of Sharples and others has seen a gradual refinement of the way we think about mobile learning. Something of a watershed occurred in January 2005, when core members of the multi-million-euro, 30-month-long MOBIlearn project reflected (at the project’s conclusion) on how mobile learning is differentiated from other forms of learning mediation and support (Sharples 2005a p.4). Among the outcomes was a learner-centric view of mobile learning:

it is the learner that is mobile, rather than the technology … with learners opportunistically appropriating whatever technology is ready to hand as they move between settings, including mobile and fixed phones, their own and other people’s computers, as well as books and notepads.”

Liberating the definition of mobile learning from a device-oriented one revolving around mobile phones or PDAs allows mobile technology to be viewed as a means of supporting learning mobility, rather than defining it. An extreme interpretation of this principle would mean that many kinds of learning, pre-dating handheld computerised devices, could be considered as mobile learning. For example, learners have listened to audio books on cassettes and portable CD players anytime and anywhere since the 1980’s – well before the iPod was even imagined. Getting away from devices altogether, a book or a pad of paper could easily be used as mobile, learning tools, while school “field trips,” to museums, galleries or places of interest have been an effective learning strategy for decades.

In reality, completely disassociating the term “mobile learning” from the use of digital devices in education in that way feels artificial. There are the obvious semantic and developmental links with computer-based e-learning, but apart from that, digital devices are (variously) very good at helping us to create, store and use information, and at connecting us with peers, mentors, and remote information tools and resources – to the extent that (in the case of mobile phones in particular), we take them everywhere. It’s been well documented that these inherent properties of mobile, digital devices make them capable companions for supporting and enhancing all kinds of learning activities, both in and out of the classroom.

For me, the great utility of the learner-centric paradigm derived by MOBIlearn is that it helps to maintain a pedagogical focus in the field, and provides a constant reminder of the underlying need for mobile learning approaches to be underscored by effective learning design and support.

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Voting Now Open for Edublog Awards!

26 11 2007

I’m very honoured to have learned that the Mobile Learning Blog is a finalist for the 2007 Edublog Awards. 🙂  If you’d like to show your support for the Mobile Learning Blog, come and vote for it here:

Best individual blog
Congratulations to my fellow nominees!  In particular, I’d like to mention some outstanding Australian finalists such as Sue Waters (multiple nominations incl. Best New Blog, yaay!), Graham Wegner (Best Teacher Blog), Judy O’Connell (Best Library/Librarian Blog), and Jo Kay (Best Educational use of a Virtual World).

It’s an honour to be in such inspiring company, and I’m looking forward to continuing the terrific conversations and reflections we’ve exchanged on these terrific blogs!

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Cyber Policy: Learning From, and With, Our Learners

21 11 2007

In hindsight, it almost seems so obvious that a child could have thought of it.  To draft a cyber-safety policy for young Australians… why not involve (a) young Australian(s)?

Tom Wood, the 16-year-old schoolboy who initially gained attention when he managed to circumvent the Australian Government’s multi-million-dollar filtering software, has been helping one of Australia’s major federal political parties to draft their cyber-safety policy.

If your educational institution is implementing or revising its online or mobile phone policies, or you’d like to determine guidelines for your classroom, it’s not a bad idea to involve the students themselves in the process.  It may very well generate better ownership in the resulting guidelines as well as insightful commentary that may help educators and policy makers to formalise more sensible and effective approaches that we ourselves could think of!

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Developing Us! M-Learning and More…

19 11 2007

Advocating educational innovation is usually not an easy task. While some aspects of educational technology – such as online learning and teaching – have gained a foothold in many institutions, newer ideas like mobile learning or the use of virtual worlds are being explored and practiced by a much smaller number of educators.

There are many barriers to teachers trying out and using new and innovative approaches in teaching and learning. It can be hard to find the time to explore and develop new ideas; online “social learning” sites such as YouTube may be blocked; or teachers may not be able to access equipment or funds needed to try out new ideas (such as for mobile learning activities). And that’s if a given teacher even has the inclination to pursue innovative teaching and learning practices; while most teachers are at least interested in new ideas for teaching, there are many more who are just fine with doing it the way they’ve always done it, and see no reason to change.

As part of my work at CIT’s Flexible Learning Solutions (shortly to be re-organised as a unit within the Institute’s Centre for Excellence in Education), I’m currently working on a few ideas for getting more teachers interested in using innovative methods and activities for learning. I’d be keen to hear what other people think about these ideas… 🙂

The first of these is the concept of “Teaching Commons”. Our organisation has several distinct campuses – none of which provide space for teachers from various disciplines or campuses to mingle and share their ideas for learning and teaching, let alone exposure to new practices.

A Teaching Commons area would be a space on each campus where all staff could spend some time getting a cup of coffee and talking with their colleagues. As such, it would have a “social” atmosphere and would feel like a welcoming place to visit. Staff visiting other campuses would find it particularly appealing since there currently isn’t anywhere to log into the staff network if you happen to be visiting another campus away from your own department’s offices.

However, this would be so much more than an ordinary “common room”. The idea here is to dedicate part of the space to be a functional and flexible workshop area, with computers and a Smartboard, as well as the ability to connect additional laptops if required. Various staff who support best-practice teaching and learning at our Institute would use this as a regular base of operations for consulting with and assisting teachers; and we’d also run workshops in this area. Adorning the walls would be posters on different innovative learning approaches and new practices, and all-in-all, the space would be a regular hotpot of professional development, peer discussion, and teaching and learning support. By converging social and learning spaces for teachers, it would provide an ongoing opportunity for engaging, developing and supporting teachers in flexible learning practice.

This physical “teaching commons” space could be complemented by an online “teaching commons” space reflecting many of the same ideas and themes as the physical one. Allowing teachers to put up their own interest groups in a “groupware” environment such as ELGG would lead to the development of a healthy online community discussing both teaching and learning issues as well as what people did on the weekend.

Another project I’m working on is an activity for CIT’s “Developing Us” all-staff professional development day, scheduled for the 29th of January 2008. There is a choice of some 50 workshops to be held across three time slots, including a large number of sessions around professional development. To make the day more engaging, I’m developing a learning activity to play across the whole day… but this activity could equally be played out by a class over the course of a week or a semester.

Where in the Web is Crimson Sanfierro? (CC)” is a Creative Commons game styled after the popular childrens’ educational game, “Where in the World is Carmen Sandiego? (TM)” 🙂 Instead of being a computer game about geographical locations, however, “Crimson Sanfierro” flips the paradigm on its head – it’s a game played across physical locations, about the web. 🙂 Participants pick up “clues” from various sessions they attend during the day, and locations they visit… and use these clues to solve “cases”. They can get some additional information from the MySpace profiles of various fictitious suspects to help solve the cases, which are also all themed to fit in with the learning issues being explored on the day.

As we’ve yet to play out the game here, I can’t say too much more, except to say that I’ll say more after we’ve run the game. 🙂 It promises to be a lot of fun. 🙂

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