How can we grapple with the future? Trends Futures Choices

1. How can we grapple with the future? • Trends • Futures • Choices

2. Which of these trends are the most powerful?

3. Which of these trends are the most unpredicatble?

4. All of these are in the present.

5. So what’s next?

6. Disintegrated computing as a service Extensive data analysis, surveillance, creativity Campus of networked things • Rich multimedia environment • Some gamification • Student as producer

7. The Queen sacrifice gambit

8. A higher education bubble?

9. A higher education bubble? • Continued cost/quality anxiety • Student and parent anxieties about debt • Grad school crises • Political pressure

10. Yet the college premium persists

11. Fall of the Silos

12. Open… • Content • Teaching • Access • Source

13. Social changes • Rise of the sharing mindset • Gig economy: rapid switching, less employee loyalty

14. Global conversations increase, filter bubble pops • More access, more information • Lots of creativity

15. Good things on campus • Information prices drop • Faculty creativity, flexibility grow • IT “ “ “ • Academic content unleashed on the world

16. Not so good things • Industries collapse • Authorship mysterious • Some low quality tech (videoconf.)

17. Not so good things • Some higher costs • More malware + less privacy • Increased fallibility of scholarship

18. How does this impact campuses? • Tech challenges • Outsourcing and offshoring • PLE beats LMS • Crowdsourcing faculty work • Information literacy central

19. Internet has always been open • Web <> money • Online identity has always been fictional, playful

20. IV. Renaissance

30. Gaming world

31. Gaming as part of mainstream culture • Median age of gamers shoots past 30 • Industry size comparable to music • Impacts on hardware, software, interfaces, other industries • Large and growing diversity of platforms, topics, genres, niches, players

32. Games serious, public, and political • Oiligarchy, Molle Industries • Jetset, Persuasive Games • The Great Shakeout, California • DimensionM, Tabula Digita

34. Classroom and courses • Curriculum content • Delivery mechanism • Creating games Peacemaker, Impact Games Revolution (via Jason Mittell)

35. Game studies as academic field • Joost Raessens and Jeffrey Goldstein, eds, Handbook of Computer Game Studies (MIT, 2005) • Frans Mayra, An Introduction to Game Studies (Sage, 2008) • Pat Harrigan and Noah Wardrip-Fruin, eds. Third Person: Authoring and Exploring Vast Narratives (MIT, 2009)

36. How is gaming used now?

37. Some impacts on campuses • Changes in hardware, software • Part of undergraduate life • Learning content, both informal and formal • Career paths

38. Interface changes • Gartner: end of the mouse • Touch screen (iOS) • Handhelds (Wii) • Nothing (Kinect)

39. Most students identified with one+ game characters in K-12 • Leading game developers are as well known as movie directors • Most of their work and school is gamified

40. Gamified Reality

41. Gaming extends throughout everyday life:…literally…practically…conceptually

42. Very explicitly about behavior modification

43. Imperial gamification

44. Large simulations are normal (political and mundane)

45. Use games to impact society

46. Higher education landscape: • Accreditation: drives project-based, studio-style pedagogy • Libraries: rare and/or smaller • Professional development: distance, DiY • Faculty multimedia production is the norm • Both sides of the API

47. War on IP rages • Nostalgia waves for old media • Competing storytelling schools

48. What comes next? Choices: • Reinvest in public academics or privatize further?

49. What comes next? Choices: • Reinvest in public academics or privatize further? • Turn away the world or embrace increasing globalism

50. What comes next? Choices: • Reinvest in public academics or privatize further? • Turn away the world or embrace increasing globalism • Become open or erect walled gardens