Club Penguin celebrates its third anniversary! To mark the event, Disney and Club Penguin held a big anniversary party this past Friday in the heart of New York City. Excited fans and their parents could be found waddling around the festivities inside the midtown Manhattan Toys R Us and also across the street in the middle of Times Square.

Montage photo of Times Square event. (Click image to see larger photo.)

There were many things to do and see, as well as announcements to hear. The outdoor celebrations included personalities from Radio Disney and the Disney Channel. Entertainment included guest star appearances, many dance numbers on stage, and even a visit from Club Penguin co-founder, Lane Merrifield who thanked everyone for making Club Penguin such a huge success. The event was simulcast online through the Club Penguin website and also projected on the ABC Jumbotron! Nearby, a custom decorated tent, doubling as an igloo, looked like it jumped right off the webpages of the Club Penguin website. Tasty treats were on hand for all

A look inside the igloo. (Click image to see larger photo.)

the little ones and an amazing 3rd anniversary cake was made in honor of the celebration!

Across the street, inside the Toys R Us store, many additional surprises awaited which includeda number of new Club Penguin books (I think I saw four different books), plush penguins (I’m going to guess about 12

Online and offline anniversary cake. (Click image to see larger photo.)

different characters), and many new Club Penguin toys. Computers were set up for kids to try their hand at Club Penguin for the first time and additional tables were nearby so visitors could play the latest games now available including a Club Penguin branded Mancala and a card game called Fast Flippers. Users could even test out the soon to be released Club Penguin Nintendo DS title called Elite Penguin Force. The official Club Penguin blog also announced a series of Club Penguin trading cards that will be available sometime this coming November.

So, what’s noteworthy here? Well, aside from the party, a number of things. After watching the Club Penguin business for more than a couple of years, I am impressed with how Disney has proceeded after the acquisition of Club Penguin. I had a fear that the sweetness and innocence of the Club Penguin site would be lost through this acquisition and would soon become a site cluttered with advertisements. I am thrilled to report that the Club Penguin site is even better today than it was before the Disney acquisition. The only visible change is a separate webpage with information on where Club Penguin toys can be purchased. This is, however, located outside the Club Penguin world.

Also, the folks at Disney and Club Penguin have spent a lot of time trying to determine how best to grow this virtual world beyond the sizable user base they already have. First, you can see the Club Penguin website has just become international, with the inclusion of Portuguese as a language option in addition to English. Not an easy undertaking considering the live monitors needed to watch the site’s activity very closely. I’m betting you’re going to see more languages added here soon. Second, instead of the typical revenue approach offered through monthly subscriptions often used with other virtual worlds for kids, Club Penguin is extending revenue support through physical product that include numerous ties back to the website. The new products announced at the anniversary celebration include special physical “coins” attached to the plush penguin dolls and codes woven into games and books that unlock unique Club Penguin rewards. For example, within the Club Penguin world, an activity can ask for the special word found on page 46 paragraph 2 word 14 of one of the new books, and once this word is entered into the activity, prizes await. Also, it’s been stated that coins collected in the new Nintendo DS game can be transferred into a child’s online account too. Pretty cool! Now the cynic in me might say this is too much consumerism, but I have to acknowledge the amazing commitment to quality and careful thought put into these new products. A child does not have to be a paid subscriber of the site in order to take advantage of these rewards.

The solitary subscription model and in-world advertising approach to grow a children’s virtual world is looking like an outdated thing of the past. Club Penguin and Disney are positioned to capitalize on it’s consumer product strength to grow Club Penguin numbers like no other virtual world offering for kids can. Waddle on Club Penguin! Waddle on!

Video of the Club Penguin anniversary event in NYC’s Time Square.

Last week I attended a conference called the Sandbox Summit in New York City. The Summit was a day long event with many noteworthy speakers who are software and content creators, child development experts, and reviewers of technology toys for children. The event’s main theme? The power of play and its ability to help facilitate learning.

Opening

During the opening keynote, speaker Andy Berndt, managing director of Google’s Creative Lab, described how almost everyone can remember a favorite toy when they were young (link to audio of presentation.) Andy shared his favorite play activity, that being a creative experience which involved the process of inventing new bicycles. When he was a child, what he did was take apart many different bicycles, and because bicycle parts for the most part are standardized in terms of their bolt sizes and screws used to make them, he was able to recombine different bicycle parts into unique, unusual, and exciting combinations. One could say that Andy’s open ended experimentation with bicycle parts was on par with play experiences found in Legos, K’Nex, Lincoln Logs, Erector Sets, and the like. What is it about Andy’s creative experience that can lead to insights on how best to help facilitate a love of learning? Read on.

The Importance of Play and its Relationship to Learning

The next speaker who I thought did a fantastic job of providing an overview on the importance of play and the learning opportunities that come from play was Nancy Schulman, the director of the 92nd Street Y Nursery School in New York City (link to audio of presentation.) Nancy shared with the audience that one of the best things about her job for the last 18 years was the wonderful opportunity to watch young children play. With that experience she has learned a great deal about the benefits of play not just for preschoolers, but for all ages.

Nancy expressed that educators, psychologists, and even the American Academy of Pediatrics have great concerns today about the quality of children’s play, how children play, and the quantity of time children play. Parents on the other hand express a lot of concern around wanting their children prepared for success at a very early age. Through her work, Nancy speaks with many parents. One of the greatest anxieties she hears from parents is that they want to be sure their child has every advantage, making sure that before they’re five years old they’ve mastered a second language, mastered every sport they might possibly play, and excel at playing a musical instrument as well. While child professionals are encouraging more open ended play in a child’s life, sadly most parents aren’t paying much attention to these recommendations.

When Nancy was asked “What types of skills do kids learn through play? And why is that meaningful in terms of a child’s lifelong appreciation for learning or confidence in their ability to learn?” she responded first with a quote from child development expert David Elkind of Tufts University:

“Play is not a luxury, but rather a crucial dynamic of healthy, physical, intellectual, social, and emotional development at all ages.”

Nancy then discussed each of these developmental benefits and how child initiated play can lay the foundation for learning:

• Social – “Through play, children learn to interact with others. Play prepares children for morale reasoning. They figure out how to resolve a problem with a friend independently.”
  
  
• Intellectual – “They learn to recognize and solve problems. Children get that feeling of mastery that only comes from when they’re challenged but not frustrated at the same time. In academic areas, play is linked to creativity, imagination, and problem solving skills and it lays the groundwork for successful learning experiences in reading, writing, math, and science. If you think about what children do when they play, it’s very language rich. They are interacting with words and language all the time and learning communication skills.”
  
  
• Physical – “In terms of physical development, they can develop through play fine motor skills, gross motor skills, overall strength and integration of their muscles, their brains, and their nerves. It sets apart a start in their lives for healthy living and fitness, which of course, can counter obesity as well.”
  
  
• Emotional – “Play is Joyful. It is probably one of the greatest underpinnings for later adult happiness. It can’t be underestimated how much happiness and joy have in terms of learning as well.”

Survey of Kids Opinions about Play

The next speaker who offered some additional insight into what kids think about their favorite play objects was Peter Shafer, Vice President of Harris Interactive (link to audio of presentation.) Peter shared with the audience a recent online survey conducted in collaboration with the Sandbox Summit of 1, 353 US children ages 8 to 18.

There was a wealth of data to digest in this presentation that spoke to tween and teen toy preferences as well as video games and digital toy products. In general I found this data interesting in that it backs up many gut assumptions about what different age groups prefer in their toy playing experiences.

One observation, it appears the definition of a “toy” was intentionally left undefined in this survey. Did survey respondents think a toy was a traditional toy, a technology toy, or maybe even a video game? Parts of the survey appeared to suggest what the differentiation of a toy was while other questions were not as clear.

Here are a few pieces of data I found interesting to pull out of the Harris Interactive Sandbox Summit survey press release:

“How much do you agree or disagree with the following?”
Summary of Strongly/Somewhat Agree

I call your attention to a couple of specific items from the survey (colored in light blue.) For the 8 to 12 age group the most popular response for a toy product was that it should be “entertaining” whereas with the 13 to 18 year old group there is a great appeal in products that “make me think”.

Best Practices for Developing Playful Products

After the Harris Interactive presentation, Carly Shuler, a Cooney Fellow from Sesame Workshop’s Joan Ganz Cooney Center and educational technologist Carla Engelbrecht Fisher delivered a presentation called “Fun Follows Function: Ten Tips for Developing Quality Toys”. Below I briefly outline each tip, but you can download an audio recording or download a PDF copy of the PowerPoint presentation here.

1. Bridge the gap between industry and academia – This first tip strongly suggests the benefit of bringing together multidisciplinary teams (child development experts, content experts, pedagogy experts, etc.) This first tip is one my company follows frequently. There’s a great paper by Brian Winn and Carrie Heeter, both from Michigan State University, about the important balance needed (and often the necessary heated debate) that comes from working collaboratively with multidisciplinary teams. A copy of this paper can be downloaded here.)
   
   
2. Incorporate research and testing in your product development and discovery process – Any amount of testing, large or small, will have a beneficial impact on your product’s development. From informal focus and user testing groups to serious product research efforts there’s a research approach that can fit your budget.
   
   
3. Track what users do in your product – There’s lots to be learned from watching how your target audience interacts with your product either informally or through data collection. Spend time analyzing what you find.
   
   
4. Read some research – Become familiar with the basics of developmental psychology for the specific age group your developing for. Doing this will help avoid reinventing the wheel. A handout was shared at the conference with many great places to jump start your research reading list. A copy of this reading list can be downloaded here.
   
   
5. Become an observer – Watch kids at play in the real world or even on YouTube (a cool suggestion offered by Carla). Watch how kids interact with products, visit playgrounds, schools, toy stores. Note what’s on the shelf and where it’s located. Also be aware of what’s on sale, it may provide a tip for what’s not selling.
   
   
6. Break the traditional model of one child per screen – Think outside tradition single player models. Think multiple players, or better yet, how can you actively encourage inter-generational participation! Think outside the keyboard box, consider alternative input devices (dance pads, guitars, balance boards.) Consider how you could combine virtual and physical worlds in new ways (like the success Webkins achieved with dual play patterns online and offline.)
   
   
7. Leverage consumer market trends for learning – Consider user generated content, online video, or casual game approaches. Be aware of these every changing trends and you just might find one that will greatly elevate the success of your product.
   
   
8. Go beyond the “3 R’s” – Think 21st Century Skills: Creativity, critical thinking, collaboration, communication. For more on 21st Century Learning Skills, download this presentation from the May, 2008 Joan Ganz Cooney Center’s first annual symposium.
   
   
9. Become familiar with various game mechanics – There are many different game mechanics that could increase interest and engagement in your product. Some old mechanics can be made new again with the newest technologies.
   
   
10. Tap into your own childhood – Everyone has childhood experiences that can help shape your product for the better. Tap into your own experiences as well as those around you.

Note about Virtual Worlds

Kids and virtual worlds was touched on a few times throughout the day but I thought the following statement was worth calling out in its own section. Peter Shafer of Harris Interactive indicated that we will see explosive growth in the area of virtual worlds specifically for kids. The numbers cited were that there are about 80 virtual world destinations for kids today and by the end of 2010 there will be more than 150 virtual worlds to choose from. For a current list of virtual worlds available, I have the following link to share.

Takeaway

So what’s the key take away for developers, innovators and creators of playful learning products for kids, whether traditional or technological? Here’s the secret sauce that was repeated over an over again through words and through examples:

• Make the play experience as open ended as possible. Think about opportunities for vast exploration, not a limited path of play. Include opportunities to fail as well as ones to succeed. Let each child develop their own unique path to play, one that is customizable enough that it appeals to a single user and flexible enough that multiple users can find their own unique approach.
• Bring together a variety of child experts.
• Become familiar with research.
• Watch your audience, get familiar with your audience, test with your audience.
• Try something new! Break the habit of relying on the same old technology and user input solutions.
• Think 21st Century Skills

Nancy Schulman also offered this sage advice:

“If your child can’t play with a toy in at least three different ways, leave it behind.”

And one last thought for making the next greatest learning toy, digital or otherwise… Think bicycle parts.

Referenced Products and Videos

Here’s a list of digital products and online YouTube videos that were referenced throughout the Summit.

When I first became aware of Peggy Charren, I had been creating children’s media for only a short time. What I learned in those days was that Peggy founded a child advocacy group in 1968 called Action for Children’s Television (ACT). ACT challenged broadcasters to offer endless choices of quality television content for children. Her organization fought for content that was diverse, for all ages, and void of any censorship or hidden agenda. It advocated content rich with benefits for children and as free from the influences of advertising as possible. Ultimately Peggy and her organization pushed legislators to pass the Children’s Television Act in 1990, a law still in effect today that requires television stations to include at least 3 hours of “core” children’s educational content per week and, at the same time, limit the amount of advertising found in children’s programming. Peggy’s vision was bold, her voice strong, and her determination unstoppable.

I remember the moment I first spoke with Peggy many years ago. I searched online for a day or two to find her phone number, took a guess out of a handful of possibilities, and called her out of the blue. I introduced myself, told her I ran a company that creates learning products for children, and listed a handful of client names to demonstrate the quality of our work. Peggy immediately responded, “Are you one of those religious producers?” I was caught off guard. I didn’t expect her response. One of the clients I mentioned had often been misinterpreted as having religious leanings. “No, that’s not really what our organization is about” I replied. Peggy was sharp, quick, and to the point. I quickly learned that Peggy would tell it like it is, and she would be direct, and sometimes blunt, with me in our discussions. I realized these just might be the qualities needed to change the landscape of children’s media for the better.

Over the years I learned that Peggy loves the theater, that she developed arts programs for school children before ACT, that a member of her family was blacklisted during the McCarthy Era, that her organization had fought off attacks from religious organizations, and that Peggy was awarded the Presidential Medal of Freedom under the Clinton Administration, the highest government honor that can be awarded to a civilian.

After the passing of the Children’s Television Act, Peggy closed down ACT, saying the organization had fulfilled its mission. In the thirteen years since it closed, a lot has changed within the media landscape for children. Today there are 24-hour channels dedicated to children’s content, online videos, screened technology toys, iPods and family cars with individual screens. Having recently read Dade Hayes’ new book, Anytime Playdate, a book that examines the development, research and production of children’s preschool content, it prompted me to check in with Peggy about her views on today’s media landscape. Unlike my first call with her, this time I scheduled an appointment for our conversation.

Scott Traylor: Looking back on the passing of the Children’s Television Act of 1990, do you think it was a success?

Peggy Charren: Fifty-fifty, because that kind of change in how things work is never completely successful.

ST: Do you say fifty-fifty because of the negotiating necessary to pass the Children’s Television Act, that it resulted in making the law weaker than you had hoped?

PC: No, I never expect things to be perfect.

ST: Have the Children’s Television Act and subsequent amendments and rulings been effective?

PC: I think the answer is pretty much ‘no’. In a funny way they’ve been more effective than most people would give them credit for. There are some who think it had no effect at all. A lot of people feel it was better than nothing. When push comes to shove, I don’t think it was really very effective. In a lot of ways it had zero effect.

ST: Do you have any thoughts on how it could become more effective?

PC: Yes, I suppose that the major way to change it is to focus on what we haven’t thought about before. Some people in industry are thinking about how it could be more effective. I think technology may be part of the answer. We haven’t spent enough time thinking about how we could use technology in this regard. When we do the world is going to be more interesting.

ST: ACT was always an advocate for more media choices for kids.

PC: Yes, that’s absolutely true.

ST: Today there are multiple round-the-clock channels dedicated to children as well as video on demand, online offerings, and technology-based games and toys that have screens. What are your thoughts on the degree of choice and the quality of choices today?

PC: I think there’s never enough choice. I think the sense of choice is just very important and we’re not doing enough for kids with that priority. We’ll get along fine anyway but I think the world of children’s media would be more beneficial if we devoted more time to the kind of issues that ACT worried about in the old days. We don’t do that anymore.

ST: What changes have you seen in media advertising to children?

PC: Well, I think it would be nice if there weren’t any media advertising to children. I’ve always thought that and it’s a little hard to just accept the fact that advertising to kids is a reasonable thing to do. I never thought it was reasonable. I’m not a big one on advertising to children. I think that the goal of advertising to kids is wrong and I don’t like it, I never did like it, and I don’t like it now. It’s not that I worry about it being the end of the world, its just that I think it’s an inappropriate goal.

ST: Can you speak to the pros and cons of advertising regulation for broadcasters?

PC: I’m a big one for advertising regulations. I’ve always been focused that way when it comes to advertising. I think advertising doesn’t hurt kids as much as it sounds like it does but I think it’s manipulative and we keep doing it. It’s amazing how little it has changed actually.

ST: How little has changed over the years with regulation?

PC: No, with children’s advertising. In terms of regulation there’s a limit to how much regulation we’re going to see. I think advertising by itself is nauseating… she says mildly.

ST: Let’s continue with this question. It’s said that young children under the age of seven are not capable of understanding the difference between ads and programs, or the persuasive intent of ads.

PC: That’s right, they can’t tell the difference. This must have been the first thing I ever said in my life.

ST: So should the FCC forbid advertising to children?

PC: I think it wouldn’t be a bad idea. Just get rid of it entirely. We almost did it you know. We almost had it. It’s a real shame that it just sort of vanished into the quiet part of everyone’s life. I mean advertising to children is so dumb. It’s just a dumb thing to do.

ST: How do you think changes in ad requirements would impact the range of media available to young children?

PC: Oh I think it could have a big effect actually. I think there’s an opportunity for an enormous effect relating to not selling to children and I don’t know why it’s taken so long. It’s probably my fault.

ST: What do you think of the baby video phenomenon and the Kaiser Family Foundation report that one quarter of children under the age of two have a TV in their bedroom?

PC: Oh I’ve always thought that was idiotic. To set up a baby’s room with a television set in it says more about the parents than it does about anything else. Some day we may find that children will really suffer because of this.

ST: What advice would you offer parents today for making positive media choices for their children?

PC: Let’s see. Let me turn this back to you. What do you think is the most difficult question parents have to answer regarding media and their child?

ST: Lately I’ve been thinking a parent might ask, “Is viewing media hurting my child?”

PC: I think parents have to pay close attention to what’s helping and hurting their child. If parents care enough about their child in terms of their media viewing choices, I think it’s probably not a terribly serious issue.

Peggy and I talked about a number of related topics in the children’s media world. During our conversation we discussed noteworthy figures in the industry. Vicki Rideout, VP of the Kaiser Family Foundation was a strong favorite. Alice Cahn, VP of Social Responsibility for Cartoon Network received high praise for her smarts as well as humor. We also discussed the work of Henry Jenkins, Director of the Comparative Media Studies program at MIT for his thoughts on society and media. Peggy didn’t share her thoughts about who are the leading child advocate voices of today, but it was clear she was on top of the conversations and the people involved in shaping the discussion. Thinking about the challenges of quality media for children today I asked:

ST: Maybe we’re just missing those strong voices today that can fight for children?

PC: I don’t think so. I think that there are other kinds of voices we just let happen. It may never get fixed. People just aren’t upset enough.

Special thanks to Joe Blatt, Alice Cahn, Sue Edelman, David Kleeman, and Ellen Wartella for their help in preparing questions for Peggy. The ACT archives can be viewed at Harvard University’s School of Education in Cambridge, Massachusetts.

This past week I was at Northwestern University to participate in a conference called Interaction Design and Children (IDC). It’s a fantastic event where researchers, developmental psychologists and technology inventors and experts gather together to share information, research, and advice about creating effective interactive experience for children through technology.

There were many interesting presentations and posters offered which I hope to touch on in the coming days. One presentation in particular I enjoyed was delivered by Erik Strommen, founder and developmental psychologist of Playful Efforts. Erik and I were on a panel together along with Kathleen Alfano, the Director of Research for Fisher-Price. The panel was moderated by Edith Ackermann, who is currently a visiting scientist at MIT’s Center for Advanced Visual Studies. Among Edith’s amazing credentials is that she also worked with and studied under Jean Piaget. All of us discussed the importance of research in the creation of successful interactive technology products for children.

After opening remarks from Edith, Erik began his presentation by stating he would not be showing any Powerpoint slides because he is a member of the “Informal Society for the Suppression of Powerpoint” (Erik worked at Microsoft for many years.)

Next, Erik discussed the difficulty of testing interfaces for software and technology toy products that don’t exist. In many cases, researchers will be brought into a product development team to explore the effectiveness of an interface that has yet to be built. In such cases when you’re called in, it’s your duty to determine how best to guide the development of these new interfaces.

An important quote Erik mentioned that’s worth repeating:

“New interfaces raise a blizzard of never before asked questions that challenge conventional wisdom. Only after collecting data and seeing how such interfaces work with children can you determine how effective these new interfaces will be with children.”

Here are a number of tips Erik mentioned to guide successful child/interaction research:

• Seek out “parallel literature” to inform your design.
  You may not find exact research you’re looking for regarding the new interface you wish to build, but you can learn a lot about how to inform your design by reading similar interface studies. For example, Erik recommends checking out “studies on social interaction and discourse patterns” to inform social interface design.
  

• When prototypes don’t exist, fake it.
  Erik referred to this as “Wizard of Oz” testing. This is when the “man behind the curtain” may be carrying out audio or other functionality needs as part of a down and dirty prototype to test with. Always remember you may not be able to recreate the entire experience this way, just the crucial testing parts. How you define the testing will effect your mock-up. Focus ONLY on the developmental issue that need to be answered. DON’T focus on the technology! Be concerned with timing and vocabulary in your prototype scripts.
  

• Understand the schedule and development process of your client.
  How much time do you have and where in the development process do you have the opportunity to make changes in the design? Definition of the interaction with your user needs to be defined up front. It is a deliverable that affects the entire development process, so work fast and deliver your findings early before crucial product development efforts begin.
  

• Keep everyone informed.
  Let everyone on the development team know when findings will be presented. Keeping team members informed as to the time when conclusions will be shared better allows for changes that can be incorporated into the development schedule.
  

• Be specific with your research question.
  Don’t ask overly broad or numerous questions that will keep you from ever finding the mission critical answers you need to inform you product development team. Remember, generally speaking, companies don’t want to pay for research and they don’t want to schedule research. But be ready, once the information is available, everybody will beat a path to your door for the results! Also be aware that the broader your research question, the more complicated your prototypes will become.
  

• Make friends with the engineers on your team.
  They will be your best allies for creating prototypes. Engineers also care about having answers as to how best to develop for a specific audience
  

• Don’t let the perfect be the enemy of the good.
  Early prototypes can be very different from the final product. You may not have the right characters or correct voices in your prototype but if you ask the right question, the results of your test will be invaluable. Remember, it’s the interaction that you are interested in testing. If visuals or character voices aren’t correct it will not threaten the validity of your testing.
  

• Document what you did and the conclusions of your research.
  People will challenge your results and you may not remember everything you need in order to support your conclusions. You may also need to refer to your notes in the future when conducting similar studies.

At the end of the Erik’s presentation, he showed a number of prototypes used in technology toy testing.

To see video of Erik Strommen’s presentation at the IDC event, click below:

[The following is an article I wrote for the May 2008 issue of Children’s Technology Review. For those unfamiliar with this monthly magazine, it’s a great information resource to all the latest software, gaming, and technology products being released for children.]

Last month, I was presenting at a conference for education publishers when someone raised his hand and asked “What’s a Webkinz?” Hmmmm, I thought. Doesn’t everyone know about Webkinz World? Shouldn’t everyone know about this site and others like it without the excuse “I don’t have kids.” The next day, somebody asked me, “What’s an avatar?” I was starting to understand that there were still plenty of publishers firmly stuck in yesterday’s Web 1.0 world. But don’t worry. We’ll fix the problem the way we developers always do – with a Patch.

The Web 2.0.1 Patch is designed to help you become more thoughtful when creating interactive experiences for children (and it works well for school or library websites, as well). Installing this Patch in your brain is a quick and painless process as long as you have a USB 2.01 port just behind your left ear. Or, you can follow these three steps.

STEP 1 – Create an account for yourself in a virtual world like Club Penguin, Pirate’s Online, Nicktropolis, Second Life or any of the many virtual worlds that are popping up all over.
Once you have an account, test it out and play with it. Keep in mind – like many other Web 2.0 products available you may not see the benefits immediately, but you will see incremental improvements every time you come back to visit one of these virtual worlds.

STEP 2 – Upload digital photos to Flickr or a video to YouTube.
Don’t forget to include some tags that describe what you’re uploading so for others can easily find it. Once you have posted something, control your excitement, pat yourself on the back, and email friends and family with a link to your newly posted UGC (User Generated Content)!

STEP 3 – Create a personal profile on Facebook, LinkedIn, or any another similar social networking site.
If you don’t know one that’s right for you, ask a smart computer friend what she uses (chances are she will have already installed the 2.0.1 Patch and will be familiar with the requirements). If your techy friend is not available, casually ask someone under the age of 20 what sites they use. Don’t tell them that you are setting up a new account. If you do, he or she might give you that “Web 1.0 look” and then slowly back away.

Here are just a few of the benefits you’ll be able to enjoy from downloading and installing this Patch:

• You will start from, and work from, a central plan.
  If you’re designing a site or service with social features, there will be no more “winging it” or making it up as you go along. Thinking through the design of your new web idea, writing it down, and sharing it with all of your team members are more important now than ever before.
  

• You’ll test your work with your target audience.
  The Patch works best when testing is considered at the very beginning of your product’s definition on paper and throughout the development process. Some of you might explain “We never had to test our products during the Web 1.0 days!” Yes, in many ways the Web 1.0 days were a simpler time, and a time we will all look back on with nostalgia. However, the hustle and bustle of today’s fast-paced Web 2.0 world demands ongoing testing.
  

• After you install the 2.0.1 Patch, you’ll have zero tolerance for UI (user interface) mistakes.
  If buttons or other interactive controls don’t function as they are supposed to, your product will be in violation of the User’s Agreement. It is important to think through the entire user experience fully before launching an interactive product. This requirement can’t be overstated. You can’t blame it on Flash, Microsoft or some browser error. That’s the 1.0 baby talk of the past.
  

• If you are a Web 2.0 savvy developer, keep in mind that it is possible your audience is not acknowledging that he or she is a Web 1.0 user.
  Education outreach and friendly intervention is an important component of the Web 2.0 vision. Take the time to gently explain how their actions are hurting others around them. Also explain the benefits of the Web 2.0 universe. (Note: This should be apparent in the development documentation you will have recently created for your plan). To keep your Web 2.0 chops fresh, try out the latest ground breaking technologies, like the iPod Touch interface, for example. You may not know how to find it at first, but be diligent.

These steps can avoid wasting countless hours and dollars, and they can prevent you from having to install the 2.1.1 Patch and a 2.1 Update. In the end, keeping your Patches up-to-date can result in better products and happier users.