On May 9th, the first ever Joan Ganz Cooney Center Symposium was kicked off at the McGraw-Hill offices located in New York City. The Joan Ganz Cooney Center is the newest addition to the Sesame Workshop enterprise. Its mission is to offer guidance, research and insight into how children can learn through emerging media. The symposium itself was an amazing event. A stellar list of speakers and influential attendees from diverse areas of education, broadcast, gaming and the toy world came together to discuss the future of learning and technology for children in the 21st century. This jam-packed event included presentations from over 34 different industry insiders. Over 150 invited guests filled the room. Included on the guest list was Congressman George Miller (D-CA) who is the chairman of the House Education and Labor Committee.

All of the presentations offered many important perspectives and voices that are shaping the learning and technology conversation today. A number of speakers served up new research and valuable insights to chew on long after the event concluded. While there was significant take-away from all of the speakers, I would like to call out two specific presentations. These include the presentations of Connie Yowell of the MacArthur Foundation and Jennifer Kotler of Sesame Workshop.

First and foremost, Connie Yowell‘s presentation on new learning paradigms was simply amazing, passionately delivered, and has given many folks the most food for thought about the future of new media and learning. Connie expressed the importance of seeking out the right questions to ask at the beginning of our journey, stating that in order for us to realize the opportunity in front of us, we must be ready for a significant paradigm shift in the existing learning conversation. I heard many attendees echo the importance of Connie’s words at the conclusion of the event. In the matrix below, I have included an audio recording of Connie’s presentation. A transcription of her comments can also be found in my next blog article.

During this part of the symposium, both Ellen Wartella (of UC Riverside) and Connie Yowell’s words were offered in succession and both speakers expressed a great need for more research and a significant rethinking of our current approach to education and learning. Their comments were vital ones to be heard by policy makers, and while Representative George Miller attended the event for most of the day, sadly he left just before Ellen and Connie took the stage.

The next presentation I’d like to call attention to was that delivered by Jennifer Kotler. Jennifer presented two reports, but one in particular has an important story to be told. This report gathered information from interviews conducted with children ages 6 to 9. It asked them about their favorite games and websites. Included within this report was a very clever validity check that, when its findings were presented, calls into question any other self-reported findings from other organizations asking similar questions about kids and online preferences.

In the study, kids were asked about their technology preferences. Included within the interview question sets were six non-existent website and game names. That’s right, online products that were completely fictitious and do not exist. What this report revealed was that 56% of those surveyed claimed to have played these non-existent games and websites. How could this be?

What the research suggests is that kids may be more likely to exaggerate their actual use of technology because of the apparent “cool factor” and/or the aspirational aspect of these technologies. How does this cool/aspirational factor play out within the data? Here are just a couple of examples: When kids were asked if they have ever visited a MySpace page, the “clean” data suggests that only 19% of those surveyed have visited the popular online destination whereas the non-valid data states the number is 54%. When asked about posting video on YouTube, the numbers are 7% (valid data) vs 42% (non-valid data).

These findings suggest that similar studies conducted by other organizations would benefit greatly by the inclusion of a validity test in their research. If not, the numbers reported could be significantly skewed from what they should be. Now that we’re all armed with this information, go back and look at all the claims regarding other popular children’s destinations, like Club Penguin, Webkinz, and the like. Hmmmmm.

I would also like to call out presentations made by Bernie Trilling of Oracle Education Foundation about 21st Century Learning Skills, Allison Druin for her work with the International Children’s Digital Library project, Krista Marks of Kerpoof, James Paul Gee and his report on Getting Over the Slump, and Jim Styer of Common Sense Media for his report on how parents and educators view the educational potential of new media.

The matrix below offers audio recordings, papers, and related websites collected from the event. Friends and colleagues who know me well will tell you that I’m rarely without a camera or recording device at such events. I believe it’s important to capture and share such information with everyone so that industries can move forward together. The list below includes audio recordings from most of the speakers. However, my apologies go out to the last 8 or so speakers, mostly from Warren Buckleitner’s Dust or Magic panel, for by the end of the day my recording device lost power.

All of the audio clips can be downloaded as a single zipped file here.

Earlier in the year, I posted an article about a neat electronic toy called the Eyeclops that’s bound to be a big seller later this year. This $50 dollar handheld plug-and-play device was created by toy company Jakks Pacific and will start appearing in stores any day now. Once plugged in, this toy turns your television set into a powerful 200x microscope. Warren Buckleitner, editor of Children’s Technology Review magazine, recently posted a video of this toy product in action (the video is included below.) While this toy is not specifically positioned as a learning product I can see it finding its way into many a classroom. Watch this toy turn your child into a junior scientist with simple everyday objects found in the home. Recommended for children (and interested adults) ages 6 and older.

Also, take a look at this video of the EyeClops in action. Item’s being explored close up include:
Table salt, kosher salt, sugar, organic sugar, soap bubbles, lint from a clothes dryer, blue jeans, fish food, mosquito, head lice egg shell, man’s facial hair, sand paper, US Penny, and a feather

June has been a busy month with conferences and events. There are many newsworthy items to report. Among them is my recent visit to the One Laptop Per Child (OLPC) Game Jam event held recently outside of Boston. This gathering of developers, programmers, and a few artists and teachers, was for the benefit of creating learning games to be used on the latest XO laptop (what the OLPC device is often called.) While I could only attend the opening night of this weekend long event, I finally had my chance to test out this new machine. Many details about the XO can be learned from the OLPC website and from an independent OLPC news source called OLPC News. Here are my first impressions of the B3 (Beta 3 XO laptop) device:

• The laptop is much lighter in weight and smaller in size than I expected. Opening up the folded laptop was initially hard to do. The little green network “ears” on the machine need to be rotated out of their holding position in order to unlock and open up the laptop. Once you have the monitor up and the laptop open, you also notice that the monitor pivots on the vertical axis so that the monitor can be flipped around and folded back into the computer, just like a tablet PC laptop.
  
  
• As I had heard from many others and saw for myself, the monitor is really impressive. It’s screen is very crisp and easy to read.
  
  
• Next, a closer look at the keyboard: Yes, the QWERTY keyboard was a little small, but ergonomically a great fit for young hands. These smart laptop designers have done what no other computer manufacturer has been able to do to date. They have removed the caps lock key. (Finally!) There are also a number of navigation buttons in the top row of keys. These keys allow the user to quickly move around the operating system.
  
  
• I wanted to see if it was true that an SD slot could be found on the device. (You know, one of those slots where you insert a tiny card into a digital camera, for example, in order to save your digital photos.) Well, indeed, a slot can be found just under the bottom right of the monitor. This SD slot can be used for creating backups of important files, but I’ve also learned that someday a version of Windows could be used through this slot. In an interview with an Argentina news group posted on YouTube , Nicholas Negroponte states this slot was included mostly for the benefit of Microsoft (look at section 4:20 – 4:47).
  
  
• What surprised me the most about the user interface was the gaming controls at the bottom left and right of the monitor, just below the built-in speakers. Yes! Gaming controls! (Why hadn’t I seen them earlier in the press photos?): A “D-pad” on the left side of the monitor and shape buttons (triangle, circle, square and “X”) just like those found on a Sony Playstation controller on the right. (See image below.) The development language for the laptop is an open source subset of Python called Pygame. The way in which one accesse these game controls were not specifically called out during the Game Jam event, but for an overview of how to develop games in Pygame for OLPC, see this video.)

Overall, the laptop left me very impressed. There are a number of small rough edges to smooth out, but it’s amazing to see just how far this OLPC machine has come.

Later in the day after seeing technology expert Robin Raskin speak as mentioned in my prior post, I received news that Ben Sawyer, pioneer in the Serious Games movement and founder of the company Digital Mill, would be speaking at MIT. Little did I know the presentation he was about to deliver was a preview of new material for the upcoming USC Annenberg Workshop on Games for Learning.

Ben began the presentation with a very fitting poem by John Godfrey Saxe about six blind men who went to see an elephant. Each blind man found a part of the elephant; it’s sturdy side by one, a tusk by another, an ear by yet another, and so on. Each blind man thought they had come to understand the true meaning of what an elephant is. Each person was partially right about what they thought was an elephant, yet all of them were wrong in their understanding.

I found this poem helpful in describing my early frustration with Serious Games. I consider myself part of the learning games community; Yet, as I read through the serious games online posts and meet other community members outside of my space, like in corporate training or the military, I’ve asked myself many times, are we really working towards the same common goal? Do we see the same elephant? After hearing this poem I’ve felt a sense of deja-vu, having been in the same place maybe fifteen years prior as multimedia and the interactive industry tried to define itself as a new business worth pursuing. Now that we can better classify different parts of that earlier beast, and see and understand the whole as well as its parts, we begin the process again, unfolding this new chapter in the digital domain.

Ben unveiled his taxonomy of Serious Games, a matrix that attempts to define the different parts of this industry (Click to download an Excel copy of the Serious Games Taxonomy). When speaking with Ben after his presentation, he mentioned how this taxonomy is indeed a work in progress, that this information not only had a height and width, but a depth that’s not reflected here. In discussing this early version with others, a few holes and additional serious games classifications appear to be missing. None the less, this effort is an excellent first mapping of the field.

After seeing this Serious Games Taxonomy, I can more easily see where communication breakdown occurs. I can also see the differences and similarities of my own company in context to others. I think we can now begin to see the whole elephant and are on our way to more meaningful dialog about the differences between a trunk and a tail.

My company, 360KID, watches over trends in the kids’ space very closely; it’s one of the things we do best. We know our end users, and we follow the research that helps support new trends yet to be pioneered. 360KID also keeps a close eye on technology, gaming, education, and generational trends because what happens in these additional areas also has an impact on children’s lives. What trends are we currently watching and projecting five years out? Specific trends in the technology space include: social networking, toys, video games, education, and computing.

Social networking sites are currently the biggest and hottest trend for kids today. They’re great destinations for growing virtual communities. A few of the most popular online destinations include Club Penguin, Star Doll, Barbie Girls, Webkinz, and Runescape to name a few. As social networking services and products continue to evolve, and specific kid-focused enterprises use social networking technologies as a powerful tween connector, new social networking capabilities yet discovered will be combined to create even more engaging, lasting, and sticky experiences for kids. Currently, social networking is confined to a computer/Internet experience, but it could be possible for this form of entertainment to migrate to cell phones. More than 27% of kids ages 8 – 12 have their own cell phone. That number is expected to double by 2010. However, due to a lack of cell phone technology standards within the US, social networking technologies may not become commonplace on all cell phones unless the technology landscape shifts. For example, if the FCC made analog television signals available for non-emergency network uses through wireless everywhere initiatives, this could ultimately benefit not just computer experiences, but also cell phones and other tech devices.

The toy industry within the US will continue to hover at the $22 billion mark in the years ahead, but what will change is one specific segment of the toy industry, that being the youth electronics category. This year the NPD Group, a leading research firm in the video game and toy industries, projected a 23% growth in youth electronics. (Youth electronics is just one of 11 different “supercategories” in the toy space. Other supercategories include action figures, arts & crafts, dolls, vehicles, etc.) Many experts in the toy industries, as well as the electronics world, believe the toy industry is transforming into its own unique consumer electronics industry. While it’s expected that many popular technology toy products like digital games and plug-and-play TV toy devices will continue to deliver their “toy” magic, microprocessors are finding their way into My Little Pony dolls, Hot Wheels toys and many other traditional, non-technical toy products. Those in the toy industry often refer to Moore’s Law, the idea that microprocessors double in computer processing power every 24 months, as being on steroids in the toy space. An “echo” of this law, starting with the oldest and cheapest microprocessors, is working its way into everyday technology kids use every day.

Another technology trend that will have significant impact on computing, technology toys and technology used in the classroom is the One Laptop Per Child (OLPC) initiative, sometimes referred to as the $100 laptop. This has been spearheaded by Nicholas Negroponte at MIT’s Media Lab. The goal of OLPC is to put a low cost laptop in the hands of every child on the planet for educational purposes (every child that is except those found within the US.) The number of laptops OLPC wishes to give away is 150 million units. By this coming fall season, the first 3 – 5 million, low cost laptops (averaging $175 per unit) will begin shipping to early adopter countries around the globe. Even if the OLPC initiative only partially succeeds, its boldness is forcing many companies (Microsoft with the Student Innovation Suite, Intel with the Classmate PC, Dell, Gateway and others), institutions (US Department of Education and other education institutions and ministries around the globe), and even toy companies to rethink everything. For example:

• Will OLPC create consumer demand for powerful computers that cost less than $100?
• Since education within the US is in drastic need of an overhaul, how will the constructionist learning approach surrounding OLPC laptops influence the institutionalized instructivist conversation within the US?
• Since OLPC is an open platform relying primarily on an open source operating system and software, how will this influence consumer-based operating systems and consumer software as we know it?
• If a reasonably powerful computer can be created for $100, can an electronic toy manufacturers create a powerful toy computer for $50? Could there someday be such a thing as Winnie the Pooh’s first computer that’s affordable and actually works like a real networked computer?

The video games industry, and specifically momentum currently being experienced in the Learning Games or Serious Games sector of the video games industry, is an important trend to follow. Many noteworthy academics and consumer video games experts are all exploring video games as a vehicle for learning. While great strides have been achieved in the last three years, this movement is still relatively young in it’s history. What’s exciting to watch is the number of video game companies exploring new ways to deliver learning messages and educational content. What is learned in this specific video game sector has great implications about what kinds of learning material might more easily be learned in the future. And as kids young and old spend more time playing video games with every passing year, this movement suggests how future tech savvy youngsters might be spending their free time.

The education sector continues to feel accountability pressure from the No Child Left Behind (NCLB) mandate. Even if this mandate is not reauthorized this year, 33% of the teacher work force (aging baby boomers) are planning to retire within 5 years, and the attrition rate for new teachers continues at its current level of 50% within 5 years for all new teachers. If these two trends are combined with the small projected spike coming in the student population, class sizes will grow as the availability of experienced teachers shrinks significantly.

In order for teachers to help each of their own students learn according to their own individualized needs, technology in the classroom will prove to be an essential component of everyday instruction. Future products will not just provide individual, classroom, school and district wide achievement data, but it will also allow for a level of customization and individualized instruction that is badly needed in today’s education environment.

One thing becomes clear when developing innovative and creative ways to engage kids. Kids have always been the same. Throughout the years. Throughout the decades. Throughout all time. It’s the society around kids that changes constantly. Changes in communication, government, education, places of worship, healthcare all have an impact on the experience of childhood. Watching these and many other trends is one of the best ways to create products that can really make a difference in every child’s life.