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Everything bad is good for you
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Written by Wei-Jing Zhu
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Thursday, 07 June 2007
This book by Steven Johnson, recommended by a colleague, on the role of learning via unconventional modes, e.g. video games and other pass times, serves to support my edu-tainment endeavors.
Much reviewed online:
p9: it's the story of how systems analysis, probability theory, pattern recognition, ... to make sense of modern pop culture.
p 11. The forces at work operate on multiple levels:
- technology that enables entertainment,
- online communications that cultivate commentary
- economics encouraging repeat viewing
To understand this, requires economics, narrative theory, social network analysis, neuroscience.
Games
-p40: surveys why games are addictive. (Contrast CliffNotes and Game guides). It forces us to make decisions, some snap judgments, some long term strategies.
Need to explore the physics of the virtual world in a scientific fashion: hypothesis and confirmation.
Nested objectives.
Contrast the irrelevant high school math problem, games offer context and motivation for solving relevant problems.
Challenge us not in what to think, but how to think.
TV
Drama increased in complexity, as measured by different parallel threads interweaving through the show.
Comedy shows: getting more difficult. Three's Company jokes are immediate. Seinfeld or The Simpsons requires viewers to fill in supplementary information.
Reality programming: see people learning and changing strategies, reaching goal while maintaining relationship with other competitors.
The rich social network of "24" vs the simple one in "Dallas".
Internet
Not just a place for self publishing, but self expression and projection.
Also, new tools for social networking demand our intentional learning of the interface.
Film
complexity of story line.
Part 2.
Flnn effect: everyone is getting smarter.
Media: move from Least Objectionable to Most Repeatable.
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