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December 27, 2006

Friluftsliv

mountain.jpg
with thanks to Freephoto.com

Friluftsliv is a Norwegian word denoting a quality of outdoor education as lived experience in nature.

Almost anyone with an interest in location-based games for learning will also recognise the benefits of outdoor education but the UK as a whole seemed to be moving in the opposite direction...until now!

Farley Nursery School has received glowing Ofsted reports and has a growing following. The nursery holds 90% of its classes outside - rain or shine, winter or summer. Children can go inside whenever they feel like it but rarely do so. Think of your own nursery days....wouldn't this have been an improvement?

More about the benefits of Outdoor Learning can be found at the European Institute for Outdoor Adventure Education and Experiential Learning (EOE).

December 20, 2006

Who's scared of shadows?

GPSShadows_0001.jpg

It's hard to imagine what the big deal is when you first hear someone mention GPS shadows.

This video (3MB) simulating gps shadows in Bristol created and kindly made available by Anthony Steed of University College London, beautifully illustrates the problem they create for location-based experience designers.

You can create your own simulation for any location using the GPS satellite visualisation software he has developed.


December 12, 2006

First stab

gamemap.gif

Made by Mrs. A. E. Reasoner, New Jersey
Pieced and embroidered silk and velvet, 1885
Purchase 1970 Frederick P. Field Bequest Fund
70.25 88" x 90"

My first shot at creating a game based on the following requirements:

1. a game for learning
2. a location-based experience that encourages thinking rather than running
3. a game that does not require speed, or long distances to be covered - maybe even penalises long distance or fast movement
5. a game which challenges our standard notion of maps

Mad Maps

The aim of this game is to master what initially seems like an entirely fictional and loopy game map. The winner is the player who masters the map having walked the shortest distance.

The game relies on a map that does not instantly seem to reflect real world street or paths. For example in the real world a player standing at a cross road in the real world might only say a road bending to the left on the game map, or wiggling in a fantastical manner. In fact the map is generated from real world information but NOT the usual navigation routes that we expect. Instead, it may have been created based on a variety of other location-related materials (e.g, a game-map street may turn left if there is a church en route, wiggle if the road has cobbles, stop if the street name that the player passes starts with a vowel). The map might be automatically generated based on a variety of these rules and could potentially be different every time.

The player must follow the generated game-map by navigating the real world and search for visual or aural clues as to how the game-map relates to the real-world. Crucially, the player who walks the shortest distance in order to break the code wins, an able-bodied player might explore more quickly but slower movement is much more likely to lead to clues being discovered and the puzzle being solved.

It may be that in order to prove the player has mastered the game map, she must navigate to the treasure.

Players learn how to look more critically at maps and their objectivity, explore the relationship between maps, information visualisation, navigation and location, maybe. I haven't mocked up the game, but it conjures up an amusing, Dr Seuss style game board.


December 05, 2006

Ways of Seeing

Tubetravel.gif

Although I recognise the importance of boundaries in creative practice, I'm starting to feel that by reevaluating existing game categories, and our criteria for successful games, we might free ourselves far more able to think of games in new ways and in new situtations. I think we judge computer games in particular far too much by commercial criteria - mass popularity, pace and "realism".

In contrast, where improvements in technology have I feel limited computer game design, GIS and GPS, by popularising map-making and cross-fertilising spatial information with any other kind of data under the sun, is helping to blow apart our understanding of maps as primarily territorial, or for orientation.

Examples: Tom Carden's temporal Tube map (see the image above), the INA's Non-Geographic Mapping project, Memoy and Social mapping projects - I'm thinking Urban Tapestries off the top of my head but I know there are many more.

Maps play a part in all of the location-based games I can think of, they essentially represent the game-board. I can't think of any that don't although I'll keep testing that theory....How can we draw on all these new perspectives to create new games, new connections and alternative learning experiences?

I've ended on a question again.