Yesterday, we moved through the final two game strategy based activities with continued success. Although by the 8^th one I think my excitement level had decreased a little. But the students were still moving through the activity well and able to demonstrate most concepts. Overall, I continue to be very impressed with the students’ performances on this activity.

And it appears the students are impressed as well. Between yesterday and today, 5 classes came back for their second instruction session and we had a chance to debrief and discuss the review activity - nothing but positive reviews. When I asked the classes if they felt the activity was valuable I got head nods all around. Myself and another librarian asked each class for feedback on the activity - what worked, what didn’t, suggestions for the future.

Some general positive comments include:

- “It was good to get everybody on the same page.”

- “It helped me figure out a use for encyclopedias.”

- “Definitely a good thing.”

Even one usually disengaged student said in all the casual tone he could muster, “yeah, I’d keep it. It was pretty good.”

Interestingly, there were many students that suggested we do the activity earlier in the semester. Comments like, “I wish we had this earlier.” Make me wonder what the heck they were doing during the other 4 library sessions? The flip side to that question is just as important is – what the heck were we doing? Being able to see the students walk through this process has opened a lot of doors and questions for what and how we teach.

Of the students looking to see the activity earlier, most suggested that, “this would have been nice after the first paper.” A few suggested starting off with it, but most suggested doing it at the start of the second paper as a review. This is a suggestion that we’ll discuss after we finish up this round of instruction.

One important comparison is the complete lack of any neutral or negative comments. Last semester we tried a similar activity, but it was not open ended and included no options for personalization. It was very task specific and structured, but still focused on the aspects of the research process… except we told them what aspects we wanted. The feedback from last semester was mixed. Some thought it was useful, but many didn’t get it or saw it as a waste of time. Sounds like a gaming strategies success story.

We have two more classes tomorrow and should have a little more to talk about tomorrow.

Here’s a problem:

If something is electronic or interactive
does not make it a game! Yesterday I took part in a TLT Web seminar by the 21^st Century Information Fluency Project entitled “Game Based Website Evaluation.” Sounds good doesn’t it? I thought so too.

Unfortunately, “game based” meant dragging a file card image representing different criteria for web evaluation into a yes or no box. Once the file cards are sorted, clicking on the “wizard” shows how many cards are in each box. Based on a simple tally, the site tells you whether to “use” or “lose” the website. It’s not a bad checklist, but that’s all it is. A fancy checklist, is not a game.

I’ve emailed the creators to see how they justify the site as a game and what research they did to reach that conclusion… I’ll post any response that I get.

One of the interesting results of turning the students loose to demonstrate their research process is exacting that – Their research process. I’m learning a lot more about where they search, how they search and why than I expected. The lesson was created to give the students the freedom to search however they wanted as long as they accomplished the goal. I’m thankful to have this window for observation.

I could be disappointed that not all the students are searching like we’ve instructed them to. But really I’m a realist. I never believed that we were reaching everyone, and how can we. Or even better yet, should we? Should students search like we do? Do they need to? Today two students demonstrating the research process for finding an article came to the same article. One found it through the library website and through our databases (yeah library instruction), and the other did a search in Google, which lead him to “Search for scholarly articles” through Google Scholar, and use the links within Google Scholar to find the full-text article provided by the library (yeah ease of access). Same article, same quality source, same goal. Is one path better than the other – I’m saying no. And we, as educators, should be aware of those paths and be ready to work with them and use them as well.

As a gamer, some of the best experiences I’ve had with games isn’t playing them but watching others play. Sitting and watching someone else work through a particular boss or puzzle can open up new ideas. Watching another player move throughout a game can open up new tricks and paths that I didn’t know about. Today was a good day to sit back and watch. Up until recently I’ve avoided teaching Google Scholar or Windows Live Academic. But after watching students play, oh I mean research, I’m starting to think of new paths.

Ouch! I'm sorry to anyone who read the previous post before now (I'd be curious if anyone actually did). Posting at 1:30 in the morning as my head is swimming is not a good idea. Sorry.

I've gone back and corrected some of the UGLY grammar and sentences so it should read a little easier. Posting past midnight, no more I say - no more.

That statement could sure apply to my life, or to the Democratic turn across the country or to any teacher's lesson planning. Despite staying up until 2:00 watching election results, I adapted another instruction session using gaming strategies today. And, like most first time lessons, it had a few kinks - but should work out well.

Here are some of the gaming strategies used:
- Encouraging inquiry
- Open ended exploration
- Context bridging from instruction to application
- Scaffolding
- Personalization

These goals worked well and the students did a solid job of applying the research process to individual sources.

The students were given a research question and asked to find a source within the given resource. The students quickly ran through the process to reach the goal - this action makes since within the context of games. Given a specific end point the students work to reach that goal to complete the task or goal as quickly as possible. The challenge, as instructors, is to pull back the layers and expose the process more. Question the students. Find out why they took the path they took. When asked the students were able to explain the choices they made and provided good examples for other students.

The one piece that challenged the lesson and knocked me down was the struggle the students had getting started. The lesson tried to provide an open ended exercise for the student to explore and find their own way. Sounds good on paper doesn't it? The lesson did not clearly define the learning goals for the lesson. And due to the large degree of personal exploration and exploration that the lesson encouraged, the students struggled to get started in the activity.

Open ended lessons are a good gaming strategy, but the students struggle without a framework. I think that providing the students a framework for the activity does not take away from the productivity of gaming strategies. In a game, players test and discover the physics of the world/game they are playing. For the in-class activity, the students were not aware of the activities "physics."

I'm working with the other librarians to modify it and help define the "physics" and framework. I'm teaching it again in 11hours so I'll post about the success/failure again after the class.

Paul

Okay, so that last post sounded good (I hope), but what does that mean for us in the classroom? Here are my 5 tips on how to get started using games in the classroom and library session:

Start small. You do not need to have a full game up and running or create your own product. Start with using some gaming strategies (see last week’s post) to modify existing lessons.

Talk with students, find out what they like to play and why. This not only gives you some info to draw on, but helps validate video games for them.

Keep traditional outcomes in mind. When I created my first lesson based on game strategies, I knew specifically what game strategies I was using and mapped the lesson to ACRL Information Literacy Standards. Using traditional standards begins the dialogue with other faculty.

Don’t be afraid to fail. My first lesson was rough. The students were all over and confused by the lack having a set process to proceed with. Just like gamers, we can learn from our failures and try again.

Remember all games teach. Once outside the classroom there is still learning to do. Expose new people to games (I’ve brought my DS Lite to work many times) and help all students see there is a learning process that mirrors life in games.

Paul

Are Video Games Evil?

I saw this on Friday from Steven Bell’s blog and on Monday The Chronicle’s Wired Campus blog picked it up. It is a good article and a great introduction to the educational uses of games for someone new.

Video games are easy to target, just as music, comics, even (as the article mentions) pinball were in the past. As I’ve written before, when a fringe medium moves into the mainstream there is an adjustment period. The current controversy over Rockstar’s Bully is a good example of this. Without playing the game, many have cried “murder simulators” and “evil.” The article makes a very important point that games provide a lot more than just fodder for gunfire (laserbeams, chainsaws, or insert violent stereotype here). We can see this as the extreme, but the difficulty is that this is how some parents, administrators and faculty feel about video games. I hope I’m in the minority, and someday I believe I will be, but I can name a handful faculty at my college that do not let their children play video games let alone bring them into the classroom. For those situations, it is a matter of framing the dialogue. “Introducing software” that helps teach higher level skills and critical thinking – is welcomed. Just changing the language and jettisoning any preexisting connotations is a start.

The article makes the wonderful point that video games “do” teach, it is up to us to determine the “what” and “how.” Because we are teaching digitally immersed students, games are just a way to communicate through an understood medium. The article draws this comparison as well, DDR is Twister, The Sims is just playing house. If we view video games as just another instructional technology, why shouldn’t we incorporate it into class? Games are not the “magic bullet” but they should be another tool in our repertoire as teachers. Not every lesson should involve video games and/or strategies, just as not every lesson should be lecture or small group. Or worse, video games should not be the new power point. Part of the motivation for games is the ‘fun’ factor, once we suck that out they are just another software package forced on students.

The idea of testing a hypothesis to a problem based on the given information, and testing again once it fails sounds great and it is just as valid running through the fields of Hyrule or the streets of Liberty City as it is in a traditional classroom. We just need to continue to find ways to tap into that interest and exploration. The work of Steven Johnson, James Paul Gee and others are included in the discussion.

The one idea that I challenge is the fact that gamers are bound to the rules of the game and that teaching to succeed with the existing bounds is a key piece of video games. While understanding the dynamics of an environment (either the physics of a game world or the politics of the regular world) is important – and often necessary for success, a gamers ability to reinterpret those limits is the difference between good and excellent. Pushing the boundaries, discovering new combinations and exploiting new ideas is the result of the freedom and motivation that games provide. Getting our students to think beyond the defined boundaries of any discussion is a wonderful step toward success. As a librarian, getting my students to think beyond one article or one source and critically analyze is a great step in information fluency.

Games are so much more than hand-eye coordination. If you are reading this blog, you hopefully know that as well. Getting this article into the hands of those unconvinced is a great start to helping our digital students succeed.

Bibliographic Gaming

Shameless plug #1, blogging about my other blogging posts. Okay, this is the first and only time (maybe) that I'll link to a blog post on another site. I just joined the blog last week. And since I haven't mentioned it here yet so it's fair game. I'm happy to be bringing my ideas to a wider audience. Check it out.

Okay, this is the last post on the Federation of American Scientists report. Milking three posts out of it is enough. But really, when government scientists tell us that games are good and can be helpful in education (neither of which should be shocking) we should take heed.

"Educational games potential for teaching higher-order skills under appreciated"

While I believe this is true, I think that there is hope. Although it is hard to assess higher learning skills, games can help. The assessment is built into the game. It is not a grade, it is progressing to the next level or completing a quest. It is different from the mold, and harder to report to administrators - but it is possible. If a student of mine completed all the steps in the game/quest/assignment and was able to explain the path they took it can easily be mapped to traditional standards. I did just this with my website evaluation lesson (I'll post the lesson soon).

The report also states that there are few clear outcomes for educational games. I do not agree with this. As a parent and an educator it is very possible to determine the outcomes for most games. The challenge is that it requires the parent/teacher to play the game. I've rambled off a list of skills that our son is working on as he plays DS. With knowledge of the game and knowledge of outcomes, mapping them is not complicated.

"Train teachers to support game-based learning"

Welcome. Let's work together, along with a growing community to do just that. Librarians, we are teachers. You all know that. Games and gaming strategies is one way that we can improve our teaching, engage our students, and have some fun along the way. I'm glad that the government agrees.

I started talking about this report last week, and now that my comp exam is over and my brain is back, I'll finish up with a few other thoughts on the findings and recommendations the report had.

The report suggests that the game industry modify commerical games to target specific learning goals. Some individual teachers are doing this already. They are modding existing computer games (Never Winter Nights for PC is one example) to create lessons out of them. Many existing PC games come with a toolset or some game/level design functions. These could be used to create lessons through games. The challenge with this model is the time involved. Teachers that like games would spend the time to create, but others who like the idea but don't know how need something that is more 'plug and play.' The internet and online learning communities could help distribute what others are already creating. There needs to be enough of a business incentive for game companies to modify existing games, and state and regional educational systems could provide that incentive.

The report suggests the game industry look for new markets like after school programs. There is a discussion going on this week (see my post on Bibliographic Gaming for more) about pathways to games and one of the speakers is from a large after school program. If our students are playing games at home and in after school programs, and learning as they enjoy the game, how can a traditional classroom keep their interest. Marc Prensky talks more about this in his book "Don't Bother Me Mom - I'm Learning." We as educators, need to be aware of these influences and passions and work to apply them within our classrooms.

The report also contains recommendations for schools and instrutional uses, but that's for later.

It's official. I'm posted the blog onto a growing wiki of other academic librarian blogs. Research Quest is now out there for a wider audience. It's also a little more pressure to keep up. Check out some other blogs at:
http://www.academicblogs.net/wiki/index.php/University_Librarians

If you are new here, feel free to dig around in the back posts. All the posts from 2006 are focused on Research Quest's mission. But the posts from 2005 about random personal stuff. I originally started this blog as a personal blog, but changed the focus in the summer of 2006 as I focused my own research. The 2005 posts are not really library related, but the give a feel for who I am as a person. They are the prequel posts, nothing too damning though. I'm okay with providing the extra window into my life... it should provide a context for who I am and what I say. In the interest of full disclosure, I did delete a few posts dealing with Star Wars and Fantasy Football. Although Fantasy Football is the librarian's sport... but more on that another time.

Here's the official wiki entry for "Research Quest" if you haven't seen it yet:

Research Quest provides information, suggestions and commentary on using video games and game strategies in information literacy and education. Research Quest also monitors academic literature and news from the video game industry and fan base for new educational applications.

Video games require the player to fill in the information gap in order to progress. The research process is the same. The end result is known, whether it is to win the game or save the world or write the paper or complete the project. What paths the game/research takes along the way is unknown, this is the information gap. Research Quest is designed to help draw those parallels and help students learn.

Research Quest is created and maintained by Paul Waelchli, a librarian at a small Midwest liberal arts college and lifelong gamer.

Some mainstream media coverage on the Federation's report on education & video games.

Videogames in the Classroom? - Newsweek Education - MSNBC.com: "“When you show a child a traditional educational game, they’ll roll their eyes,” says Kay Howell, a coauthor of the study. “But I don’t think they roll their eyes because it’s learning; I think it’s because there’s such a huge and obvious gap in quality compared to what they play at home.” "

I love that quote. That is where most educational games go wrong. Powerpoint Jeporady and quiz games miss the mark of really USING games to teach. Don't get me wrong, quiz games are good for mixing up review activities and as assessment/evaluation. But there is more that we can use games and games strategies for. It's what games do and what they ask us to do that is useful, not just hiding learning in something "fun."

Okay so when I said I would post again "“later tonight"” two days ago I was referring an old druid calendar. Sorry. I’m wrapped up in studying (read: CRAMMING) this week for my comprehensive exam on Saturday. But I did start looking through the powerpoint summary, it'’s a lot easier to read eating lunch than the full 40+ page report. I did put together a few comments and ideas last night before I went to bed and since they still look good in the light of day...

The list below should be no surprise to any one reading some of the literature on gaming strategies in education, but the report is giving it broader coverage. The comments on each feature identified by the report are mine.

1. Clear learning goals: What every educator strives for. What are the students walking out with? What do I want them to know? In planning any lesson/instruction session it is important to know what the goals/objectives are.

2. Practice opportunities: Homework. We teach and want to give students the chance to practice those skills and demonstrate understanding and mastery. If only homework would be as fun or at least as captivating as games, or at least that's the complaint typically heard. Education research into gaming strategies is trying to do just that…

3. Monitor progress, provide continual feedback: Sounds like assessment and evaluation to me. What level are you on? What'’s your score? Did you find that item? Switch "level"” with "“chapter"” and these all could be reference questions.

4. Move player to higher challenges: Upper division courses, sequenced classes, even moving students from popular magazines to scholarly journals does this. Players are used to having the challenge increase in later levels in games, but not always in education. In a game they value the process (playing) and the end product enough to keep going when the challenge increases. The amount of value (or lack of) placed on the process and product in education is an important discussion for another time, but one that is necessary in relating gaming strategies to education.

5. Encourage inquiry and questions: How many times have you stood at the front of a class waiting for someone to ask a question, or answer one. How can we bring the same type of probing inquiry and exploration from games into library instruction? Research is all about probing, but unlike a game, it is usually seen as a hurdle and hassle in reaching the end boss (or final draft).

6. Contextual bridging: We are always looking for “real life” applications of the concepts that we are teaching. Why evaluating sources is important in your daily life? I'’m always working on showing applications of what we are doing and how it is relevant. Games continually do this. In a game, you learn a new skill or get a new item and a new area is accessible to you. There is a direct application of that skill that entices the player to try it out.

7. Time on task: Anyone that'’s seen that stats that show students rarely move beyond the first page in Google or EBSCO know that a little more time (combined with some of that inquiry in #5) would do everyone a lot of good.

8. Motivation: Need I say more…

9. Scaffolding: A favorite educational theory of mine that I'’ve gone back to time and again in my Library Science program and in my daily work. Educators build on previous experience and knowledge and introduce new material that expands the existing understanding.

10. Personalization: Not a huge learning concept, but the ability for a student to control their own pace and growth is beneficial for students learning and testing new concepts. Like anything, when the user feels ownership they are more invested. Ever encourage a student to pick a topic that they are interested in? Personalization.

11. Infinitely patient medium: If only databases and their "“time out"” limits would be as patient.

Combine patience with the motivation (#8) to practice (#2) and you have a pretty successful student who continues to challenge(#4) themselves and explore (#5) new ideas. Sounds good doesn't it… Stick around.

Summit on Educational Games

Here is the direct link to the report from the Federation of American Scientists. Later tonight I'll start (1 of 4 posts) some of my thoughts, comments and applications to the findings.

Lots of good info that fits nicely into the mission of this site: using games and gaming strategies to help students learn and research.

EDIT: Okay, thinking about this idea for the past few days I've started to realize who my audience is. This column idea was first thought of as directed at gamers and would allow me to get practice writing before doing something for educators and librarians. But really, why would should a gamer care? They already care about games. I'm out to get others (educators) interested in using games and gaming strategies not those already emersed in those experiences.
I think the column is still a good idea, but I need to adjust it for the correct audience. Oh, and getting people to read it would be a good thing too.

*****
It's 2:00 am and I'm up kicking around ideas and can't sleep. Here's a column proposal that I've been thinking about for the past few days... thoughts?

The "Rotting" Brain (suggested title, but open to ideas)

There is a growing body of literature about the positive impact video games and gaming, but much of it is authored by scholars and researchers. The "Rotting" Brain is a column written by a life long gamer and researcher analyzing the positive aspects of our passion.

The "Rotting" Brain column analyzes what video games are teaching us. As far back as playing Moon Lander on the Commodore VIC-20, video games had something to teach. Throughout each generation of consoles, video games not only evolved in graphics and gameplay, but in the content of what they teach. The "Rotting" Brain looks at what games have taught us over the years and what they are teaching us today. The column discusses the scope of the current video game research and expands the current audience. The column discusses the positive educational aspects of gaming both through reviewing the current studies and through personal reflection. The "Rotting" Brain also refutes the impact of current video game studies with negative findings. Video games develop the mind, not rot it, and The "Rotting" Brain is here to show how.

I've been meaning to post this for a while, but it is hard to keep posting when I'm only talking to myself. I do enough talking to myself. Typing to myself only reminded me of how little I'm doing. But that's not entirely true... during the first eight weeks of our semester myself and the 3 other instruction librarians taught 148 information literacy sessions. I lead or assisted in 49 of the 148 sessions, or about 1/3. So that and 2 small kids has contributed to my lack of posts.

But really it's the talking to myself part, that just gets me. I relaunched this blog in the summer as a place to collect and sharpen my ideas. It sounded great, but really it means I think my ideas are important enough to write about. Now I believe that regardless of how important they are, just writing them is the start. I am also working on getting my name out in both gaming and education gaming blogsphere (I think that's the first time I wrote that buzz word, hopefully the last). The effort of getting my name out there, and maybe even some writings, means I've got to keep up the home front.

And so, as of November 1st, I will be blogging 5 times a week. Sounds good- yes, optimistic - certainly. But in order to follow through I'm setting forth this schedule:

Monday: Notes on Current Readings
Tuesday: Video Game Reflections
Wednesday: News Updates & Commentaries
Thursday: Game Strategy Applications
Friday: Analysis & Commentary on Current Research
Saturday: News Updates & Commentaries (yes that's 6 times a week... optimism right)

There it is. Laying down the person gauntlet. Until 11-1 though I'll still be sporadic since I'm finishing up a second master's degree.

It’s been almost a month since my last post. And I could throw out a lot of reasons why I’ve delayed getting back: 1) getting ready for fall semester; 2) creating a website; 3) watching 4 seasons of the Sopranos; 4) just damn tired. Really the biggest reason is a dark cloud that’s hug over me for the last month. My last post was done during the days after the death of my Godson. 12 years old. 12 years old. It has hit me hard.

My last interaction with him was a phone call with him where we spent time talking about gaming strategies for a RTS Star Wars game. We talked about managing resources, splitting units, and tactics for swarming the opposition. It was a wonderful conversation. An equalizer. It didn’t matter what our age or our relationship, we were able to talk about this common bond in detail. We were friends and I miss him.

Heck just getting a 12 year old to talk about resource management in order to produce a variety of units, military tactics and agriculture options is a good thing. And that is exactly what Steven Johnson talks about in his book, “Everything Bad is Good for You.” The cognitive forecasting and planning that is required for success is a good thing. Johnson calls it “telescoping.” It’s the ability and necessity to plan multiple moves ahead and plan for alternative routes. This is one of the many reasons, gaming is good.

Luke could forecast out a variety of possibilities while playing the CPU or others online. He learned strategies for success through experimentation, multi tasked and monitored various action points and anticipated all of them. The cognitive level of this play helped create a wonderful person full of love and excitement, who was always looking for ways to stay interested in school.

Both Prensky and Johnson talk about why current students are bored and turned off with traditional educational practices. And really give the previous paragraph, who could blame them. Our job, MY job is to help find ways to connect these students to the content and get and keep them interested.

My time with Luke told me a lot of lessons about faith, love, family, and education. Thanks Luke. There’s other places to talk about the grief, guilt, faith and love feelings lingering. But I hope that with these discussions and actions I can help shift the education prespective.

“ultimately all about filling in that information gap (p.30).”

As I librarian, this is what I spend most of my days doing. I help students fill in their information gaps. The have an assignment and need some information to complete it. The extent of information needed varies, but the need remains constant. The downside is that students are much more eager to explore a game than they are to explore an assignment.

“Filling in that information gap” is what the research process is all about. You know the end result: win the game, beat the boss, save the world/ or write the paper, complete the project. You may know the start, but what paths your game/research takes along the way is unknown. Some sources lead you to others; prioritize results/quests; evaluate information/characters to trust. Place those tasks in a game and people are interested, lay it out as an assignment/paper and well you know the results.

I think there is some work within those parallels… more on that tomorrow.

“tyranny of the morality play.” P.13

Every medium has gone through this. In the 1970’s, the violence in Bonnie & Clyde touched off a debate about violence in Hollywood. In the late 80’s and early 90’s, N.W.A. and Ice-T’s Body Count kicked off another debate about violence in lyrics. Even crusading lawyer, Jack Thompson, got started on the national moral stage with his fighting 2 Live Crew and Body Count’s “Cop Killer.” And now violent movies and games are accepted as part of a larger body of work in each medium, and neither medium is judged solely on it’s controversies. So I guess video games get their turn.

But Johnson argues that it is not the morality, or lack of, that make video games valuable. It is the cognitive effect they have on the players. So much time and effort is spent discussing the content, that little time is given to the context. The act of thinking, planning, and playing is valuable. Some of the content is most certainly not suited for all ages (that is why the ESRB exists and rates each game), but the skills the games can teach provide the foundation for learning. Yes we as parents, educators and the public need to be aware of the ratings and the content but we should not eradicate them and cast them off as meaningless wastes of time.

Video games thrive on “seeking” as Johnson states (p.37). There are many layers of activity (both on screen and in brain) going on as a player moves through a game and that “seeking” is what keeps players playing. What’s next? What’s needed? How do I move forward, complete this goal? Johnson states that video games are “ultimately all about filling in that information gap (p.30).”

Judge voids new law on video games

I missed this ruling while I was on vacation. The video game law that my old employer, the State of MN, passed was over turned.

The ruling follows the previous rulings mentioned in my posts and is not a surprised based on that case law.

Through the analysis of social informatics and the three key segments of design, uses, and consequences, video games have the potential to create positive value in each. The various designs of video games provide a range of stimulating experiences that provide positive value. The uses, whether escapist entertainment, social interaction, mental release or education, all contain positive value to the player and culture as a whole. The consequences provide both potential positive and negative affects and require further research to conclusively there is a completely positive or negative consequence to video games.

An economic analysis provides video games contain economic value on multiple levels. There is clearly a market value to the information provided and the artistic expression contained within video games. The billions of dollars spent by consumers world wide on the industry, provide concrete evidence of their market value. Video games also have increased economic value as primary goods. The positive information learned from experiencing video games should be classified as a primary good since the skills help lead to a successful and rational life. This evidence for a primary good is offset by the potential of the video game information to do harm, which results in an irrational life.

Taken together there is strong evidence that video games do contain both artistic and intellectual value. Because video games are determined to have value, there is no support to treat and regulate video games any different than any other established media, art or information. If negative consequences can be directly and conclusively proven then there may be a negative value and provide justification for separate treatment under the law. But until that time, the current regulation legislation will continue to fail under constitutional scrutiny.

The framework analysis established a recognized value to video games that does not require and should not allow separate regulation through the legal or social system. The recommended method to control the violent content without infringing on others access or expression is to use the parental controls built into modern video game systems. Computers already have control software available. By November all the new consoles, Xbox 360, Playstation 3, and Nintendo Wii all contain technology that allows parents to password protect games so ones with unsuitable ratings will not load (Lowenstein, 2006).

Finally, since the analysis framework recognized the positive artistic and intellectual value of video games, libraries should not hesitate to add them to their collections. Libraries believe in the collection, preservation and free access of ideas and expressions. This analysis shows video games are just that.

I'm back in town and finished Steven Johnson's book, I'll post my thoughts on that soon. But in the meantime (while I unpack and mow the grass), here's my analysis of video games based on social informatics:

Under a social informatics framework, it is possible to analyze video games through the design, uses and consequences. Specific attention is given to the people, hardware, software, techniques/game-play and cultural structure of the games and the players.

Design: The design of video games software ranges in content appropriate for users ages 3 and older. The ESRB has ratings designed to describe games for 3-6 year olds, 6, 10, 13, 17 and 18 years old and above (Vance, 2006). Video games are designed in a variety of different genres to appeal to various constituencies. There are sports games (Tiger Woods from EA; Mario Tennis from Nintendo), action games (like the previously mention Grand Theft Auto), educational games (Oregon Trail), flight (Microsoft Flight Simulator), life simulators (The Sims), fighting (Mortal Kombat ), puzzle (Tetris) and a variety of other games designs (Buckleitner, 2006). The editor of Children’s Technology Review, Buckleitner (2006), stated in his testimony to the House of Representatives that there “there has never been a better time to pick up a controller and to play (¶5).” This variety of software creates value for the people engaged in and interested to engage in playing video games. The software design is a strength for the players and a strength for the industry since it allows a wide range of expressions and experiences.

Without this variety of design, many players would not find meaningful experiences with the games themselves and the people they are playing with. Many games are playable online with players from across the globe. This multi-player design creates common shared experiences for players from varied cultural background within the United States and around the world. Some multi-player games (World of Warcraft) are designed to encourage player groups (guilds) to form and experience the game together. This specific example creates value and utilizes all components of socio-technical systems (Kling, 1999). The people playing are interacting with the hardware running the software/game using the group experience game-play design technique to advance through the game and by doing so create their own in game sub-culture.

Uses: The courts cited that playing video game software that contain violent game-play elements may serve as an outlet for other violent expression (ESA v. Granholm, 2006). If this is the case then, violent games provide value under a social informatics framework for both the person playing and the cultural structure as a whole.

Consequences: The design of the game-play, in the variety of games mentioned above , includes a wide variety of elements that result in positive consequences. Author/researcher Marc Prensky (2006) claims that kids are learning from video games, and learning more than within traditional educational settings. Although the claim of more than traditional educational settings may be a lofty goal he does site specific skills. Players are learning logic, reasoning, prediction, math, team building, and responsibility from games across genres (Prensky, 2006). While only some of these are skills taught in school, all are qualities society and culture gives value to. Many of these games, from “E” to “M” rated, contain open ended game design that allow a player to explore a game world, interact with other characters and deal with confrontation in a variety of ways (Price, 2006). Games that utilize an open ended design often set up puzzles or tasks for the player to complete in order to move forward. One example of this is the adventure game series by Nintendo, The Legend of Zelda. The game-play challenges from these types of software create what Steven Johnson (2005) calls telescoping. “This skill lies in focusing on immediate problems while still maintaining a long-distance view (Johnson, 2005, p.54).” This skill creates value under social informatics for both the player and the culture as a whole. The planning, multi-tasking, organization skills created through this game-play is a positive consequence.

While these are positive consequences of video games, under social informatics analysis there are other negative consequences as well. The consequences for the players and culture through violent video game software and game-play are well documented by the advocates of video game regulation, as stated earlier. The increased aggressive brain activity and the reaction training that violent games and media create negative consequences on those experiencing the games and those interacting with them later (ESA v. Blagojevich, 2005; ESA v. Granholm, 2006). The consequences are valid and important under social informatics since the technology and the interaction with it play a role in impacting society and the culture as a whole. If violent video games are creating negative consequences while other games are creating positive consequences the value of each type of game may not be equal and additional evidence should be considered.

Other studies on the consequences of video games directly challenge the findings of Dr. Anderson or Dr. Kronenberger in the ESA v. Blagojevich case. The court found that the tests of Dr. Anderson failed to show that video games ever caused a to directly commit a violent act or even increased the level of overall violence in society (ESA v. Granholm, 2006). Dr. Nusbaum, from the University of Chicago, challenged those consequences stating that are multiple behaviors that could show the same results (ESA v. Blagojevich, 2005). These challenges to the negative consequence of both the person/player and the society/culture suggest that the negative consequences are not direct. There research of Dr. Kronenberger does show negative effects of violent media, and under a social informatics framework violent media in general would have a negative value for both the person and the culture.

Given the current state of research on video games the consequences to both the person and the culture are mixed. Video games can provide the value that Prensky and Johnson discussed, but the violent aspect of some games can lead to the results described by Anderson and Kronenberger.

I'm heading out on vacation, and bringing Steven Johnson's "Everything Bad is Good for You" book about the educational nature of pop culture (including video games). So I should have some posts when I return on the first of the month.

I've been out for a while working on my summer class. Sorry. But I've just finished a detailed research and analysis project on the value of video games. I'll post segments on here to share my thoughts with you. Here is my summary of the current legal challenges of video game regluation:

Legal Regulations

As a result of the concern expressed over the content and potential effects of that content, cities and states passed legislation to regulate the sale of violent video games. Both the cities of Indianapolis and St. Louis passed video game regulation which the courts struck down (Smith, 2006). Judge Posner stated in the Indianapolis case that shielding children up to the age of 18 from violence would not allow them to be equipped to handle the outside world (Lowenstein, 2006). Within the last year, the courts in Illinois, California, and Michigan struck down regulations that attempted to limit and penalized the sale of “M” rated video games to those under 17 (Smith, 2006). These court decisions on video game regulation focused on both the freedom of expression, as provided within the First Amendment, and the equal protection clause of the Fourteenth Amendment. The Sixth Circuit court ruled in the cases of James v. Meow Media, that video games fell under the protection of the First Amendment in cases of liability. The court in the Michigan case ruled that video games are creative expressions of free speech covered under the First Amendment (ESA v. Granholm, 2006). Each of the regulations restricted violent video games, but not other media and this violated the Equal Protection Clause in the Fourteenth Amendment (ESA v. Granholm, 2006). Isolating the regulation to violent video games and not other violent media contradicts rights established by the Constitution (ESA v. Blagojevich, 2005). The court ruled that the California regulation was unconstitutional since the definition was too vague and would limit the free expression of creators (Video Software Dealers Association v. Schwarzenegger, 2005). The courts have consistently ruled that setting video games apart from other media is unconstitutional and the current regulations violate the First Amendment. The only video game regulation that has stood up to constitutional scrutiny is a Maryland law that regulates the sale of games with explicit sexual content, and thus treats them like any other media with explicit sexual content.

In spite of these rulings, the state legislatures of Minnesota, Louisiana and Oklahoma all passed laws this year that regulate and penalize retailers for the sale of violent games to those under 17. The Entertainment Software Association (ESA) and others in the industry have filed lawsuit in each of these states. Video game software president Ted Price filed a statement with the United States District Court of the Middle District of Louisiana, in the case of ESA vs. Foti. He stated Louisiana law that limits the sale of games does not clearly define what “a morbid interest in violence” is. Due to various definitions and extents of game-play it would be extremely difficult to create games that would fit all definitions (Price, 2006). The Senate and the House of Representatives held hearings on violent video game regulation this March and June respectively. The challenges to regulation at the federal level involve both the established violations of free speech rights, but also the enforcement of a ratings system (ESRB) that is independent and not government mandated (Smith, 2006).

Up next: Social Informatics Analysis

It's never to early to start gaming... He found my "earmuffins" this morning and sat down for practice. The interaction with the game is what he enjoys. Storytelling, prediction, logic, colors, shapes, numbers, words are all concepts learned through the limited experience gaming. Just think of the possiblities.

Tonight I started reading "Don't Bother me Mom - I'm Learning" by Marc Prensky. And I'm already engaged and eager to continue. In it Prensky sets out the claim that kids are learning from video games and learning more than within traditional educational settings.

"frustrated by the wide gap between their exhilarating experiences playing games and their slow-paced lessons in school."

This is a key for improving how we design, plan, and teach to our students. Not all lessons need to be "games" but there are principles that we can learn from games and the interaction with them that can and should be applied to education.

Over the coming weeks, I'll continue to summarize some key points within Prensky's text and share my own thoughts on what he conclusions mean for how we should teach.

Prensky, M. (2006). Don't Bother Me Mom - I'm Learning! Paragon House: St.Paul.

Recently on a rainy afternoon, I was playing video games with my 3 year old son. On this day I had a surprising realization - 3D space is intuitive.

My son and I "played" Mario 64 prior to this date with me controlling the analog stick and Carter jumping. And because Carter had trouble running and jumping (and the size of the N64 controller provided a slight handicap) I thought we would go back in time. Back in time to the simpler game design created in 2D worlds. He and I tried to play Super Mario Bros. 1 & 3, classics with straightforward control schemes. At least they were straightforward to me since I grew up in the era of 2D gaming during the 3rd and 4th generations.

Run left. Push left. Run right. Push right. Simple, yes. Basic, yes. Intuitive, no. Carter was challenged to understand why that's all he could do. Navigating in a 3D space is a reflection of life. Carter moves the analog stick and Mario runs in the same directions Carter does. The artificial barriers created by technology no longer exist.

Life is 3D, gaming is 3D. Regardless of what world we play in, we play in 3D. And that opens up doors for us as educators...

Like The Fat Boys, 1988, I'm coming back. I tossed around the idea of starting my blog back up at the 1 year anniversary, but that came and went and I was in the hospital with Carter (that will be another post). Then this week, I gave a speech to the English Honors Society here on campus, Simga Tau Delta. I was there guest speaker and had a free hand to talk.

My speech was on different forms of literary expression, one of which was video games. I had a overwhelming positive reaction from both the faculty and students present. I decided to continue to peruse this avenue of study needed an outlet to express and organize my thoughts. Thus, my blog was reborn.

I'll still have some posts about my family and life, but the focus of the blog will be video games as research expressions and educational tools.

Stick around, join in and let's see where this takes us...

I refuse to give up my source, but I can tell you that he does like Green Eggs & Ham. Karl Rove that brillant, evil man didn't tip me off to this story either.  

Well, no baby yet. Although Amy's having massive contractions right now. So maybe we are almost there. Soon. Very soon.

Beyond that, not much to report. I know it's been a long time since my last update, but life's been full of contractions, meetings and new hires at work, and outside play with Carter. Lots of playing with Carter.

Work is very busy for the summer. Lots of planning meetings (excitment, blah, blah, blah), new hires, and trying to tie up loose ends before Anderson comes.

Hope all is well with you guys. My obsessions are doing better, but more on that later.

Tonight Carter said this for his bedtime prayer:
"bless grandma poppa grani gws angiemike meggiejoshauntiejulieauntiesarahbobandlarrypieceatoast"

That's right, he prayed for a piece of toast. Now you might be thinking, maybe there's an image of Jesus or Noah on it (really, how come none of those Christian images on food are ever Old Testament people...ever think about that). Or maybe we starve our kid. But no he's just concerned for the well being and eternal life of toast.

And why not, everybody (thing) needs someone looking out for them.

My obsessive mindset has actually produced a few productive days at work. Not sure how, but it's a step in the right direction. Lots of motivation, just very little desire to move on it.

Carter is getting ready for Anderson by acting out. Lots of biting. Very interesting to observe that he knows something is coming.

Sometimes your worst fears are given voice to. This happens at times, and then you realize that there is absolutely nothing to change that feeling. I guess this is part of being an adult, is accepting that reality and finding a way to live within it. Just like AA, "accept the things I cannot change."

See all that work at the native american drug/alochol treatment center paid off...

So when that balance of obsessions slip and stress builds up you need to make choices. Set priorities. But making decisions is hard when you want to be everything to everybody. Obsession in leisure is fun, obsession in work can be rewarding, obsession in life can be fulfilling. But as much as I may want it, I can't have all 3. Dealing with the obsessive mind once it realizes that it can't balance all 3, that is the danger.

It's a spiral. Want more, realize there is no time for more, get anger at time, get even less done, and then want more again. That is what the state of my mind has been over the last few days. Falling down that dangerous spiral of an obsessive mind.

Hope your weekend been more fun than my self abusive, and family intrusive one.

I just found out that I am now in charge of the instruction program at work. It's my program to make it what I want. I've been the lead for the last year, but now I've got the vote of confidence to run with the program. I do a lot of teaching, but the structure, goals and mission are no where. I feel like it's a real blank slate. With this I feel like I've found a new obsession. I've got a lot to and people with more experience underneath me.

Speaking of obsessions, I'd be curious to know what ones' you would list for me:

What obsessions of my have you observed over the years...

It's been a couple of days off work is busy plus I've been wallowing in my own pity party for a day or so. I've realized a few years ago, okay realized it long before I actually admitted it, that I have an obsessive personality. This should come as no shock to any of you. But the difficultly with an obsessive personality is maintaing it. Hell, stablity is out the window. Balance is hard for those with a one track mind. Consistancy is the challenge. When you throw everything you can into one thing the trick is maintaining that intensity.

This personality worked great for campaign work. 14 hour days - no problem. It was all intensity and consuming. That type of pace and work flow doesn't translate the best for library work. Finding motivation to force yourself to dive into something is the challenge. Artifical motivation only lasts so long.

Parenting is great for this distructive personality type. It's easy to throw everything you have at your kids. The tough part is admitting that you need to throw something at the rest of your life, spouse, work, health. That's probably something all new parents work on. And now as we get ready to be parents again, remembering this balancing act weighs on my mind. All the scales get shifted again.

Well, now you see the pity party I was starting to throw. Feeling like I should throw more to my job, but not finding the desire to. Looking forward to throwing everything at my family, but trying to cope with the balance issues.

Don't get me wrong, I love my obsessive personality. Really how else could I have the desire to sit on the floor playing video games, eating junk food, not sleeping until the game was beat. Obsession may not be healthy, but it's sure damn fun.

Happy Father's Day to my dad! The lessons I've learned from you, the fun we had, and the quiet moments we share shaped me into who I am today. And I am thankful for that. I've learned a lot from you and your dad and I hope to always keep those lessons in mind with my own sons. Thank you and I love you Dad. 

Happy Father's Day to all the Dads out there. My life as a father has been pretty remarkable. I love my sons and I cannot wait to see Anderson. My time with Carter is a true joy. He's turning into a kid and not just a little guy. But the times like picture here are the quiet moments that top everything. There's nothing quite like snuggling up and sleeping with your son who looks up to you and love's you. Happy Father's Day. 

I do not think Carter could have asked for a better morning, we went to all of his favorite places.
- Wal-Mart - bought Anderson a crib mattress. Carter got a Batman coin from the greeter. He carried it all around and never tried to eat it.
This opening weekend of Batman reminds me of my Batman craze for the first Burton movie. I had the soundtrack (which turned me on to Prince - okay so "turn on" is not the word to use when talking about Prince), buttons and the T-shirt. I actually wore the T-shirt and the buttons when I went to see it for the first time. Now I wish I had a picture of that.
- Downtown library (that's what Carter calls the public library). They were having their summer reading festival and Carter made a crown and got his face painted. Plus he just got to play at the library always a treat.
The library was always a treat for us over the summer. Books for a week. See my mom was raising a librarian from the beginning. She just forgot to tell me so I could spend thousands of dollars on other degrees.

That's all for now.

Being back up in Duluth made me think of a small story...

It was the first day of classes (no need talking about the actual classes the people), and after class I was going to go rollerblading. I got rollerblades from my high school girl friend and spent the summer practicing (on flat ground). So it was a wonderful afternoon in Sept (not too often in Duluth) and I went out for exercise. No sooner was I out the door than I realized how unskilled I was. Not only were the hills a challenge, but I looked like a kid compared to everyone else. All this talk about living your own life and being yourself in college... still has to deal with self image and peer groups.

No freshman wants to look like a punk in front of someone they might want to hang out with or date.

So I went all of 30 yards on my rollerblades. Walked back to my dorm and then went for a run. I ended up running miles and past where I would eventually live during one summer. A good run all in all. Except right after running I went with some friends to get our ID pictures taken. Red faced, sweaty, ragged hair and all, I took my ID picture. A picture that would stick with me all 4 years...

So much for trying to keep a good self image. Everyone has moments when they think too hard about how they look to others. I've had plenty in my life... I'm sure there are more to come.

Ah, Griggs Q315. That is where my college years started. I remember moving in - but really who doesn't. Although, I do remember seeing this cute girl out on the softball field during the crazy Bulldog bash. That girl turned out to be someone named Amy Deloach. That first weekend there are many stories, many stories... but that's another post. Here is the place where it all started (thanks Lucien for the pic) 

It's been a while since I've posted a Carter picture. He makes life pretty amazing. Plus, he's a snappy dresser.  

It's been almost 10 years since Kyle and I drove up to Duluth to check out the college. We were visiting a friend/ex-girlfriend in the Cities and decided to drive up and check out the city on our way home. Who knew that would be the first trip down a strip of road I would know like the back of my hand.

As soon as we drove over the crest of the hill on I35, I knew that place was special. What a view. Most of you know what I'm talking about. Water, hills, and great atmosphere, much of which I was looking for in a college. I visited LaCrosse and loved the hills but it didn't seem like anything special. That's probably because I knew too many people going there. I visited Grove City, PA and loved the hills. It was a beautiful private college with great connections in D.C. (although the whole private college no girls in your room with the door closed or after 8:00 really sucked).
But Duluth was beautiful. And that doesn't even begin to touch on the emotions and memories triggered by the city.

10 years the city still evokes those strong first impressions. Sometimes things just come together. Kyle and I never even got out of the car. We drove around the block of campus and under the Kirby walkway and then drove downtown. Without, UMD I would not be who I am (on so many fronts) and most of you would not be here reading my ramblings. That first drive with the emotions of running away and finding someplace new for college changed the course of my life. Duluth has done that many times to me through the years.

More on Duluth tomorrow.

Amy I love you and am so thankful for our friendship and love that continues to grow after these 7.5 years (at least by my count). Thank you and I love you.

Just a quick note to say thank you to all of you (well most of you after yesterday's post) for the help, support and friendship that we shared 4 years ago at the wedding.

So, we made it back to DBQ without any real problems. No slashed tires or anything. The time up at my folks was a lot of fun. Carter loved playing with Sarah and even once we were home, he still raised his juice cup and said "cheers." He does this at every meal. Between shaking hands and making toasts he's being groomed well.

My folks' new house was really nice. I wondered what it would be like to stay there and not at "my house." But really "my house" is in DBQ. I haven't lived at my folks since my freshmen year of college. So while I love the memories of that house, that's all they were - memories. And they'll still be there.

The weekend was fun. I patched a few holes in the drywall of the bathroom. Stupid design and former owners. They put in a shower/tub and did their own backsplash for it. Except it doesn't cover the whole tub. So we've got water, and then some molding drywall issues. So many fun issues with the crap former owners do.

I'm playing catch up at work right now. I just started an online 3 week course for work, and damn it's going to be a lot of work.

We are heading up to Amy's family the next two weekends, it will be busy but fun. My days consist of playing with Carter, catching up at work, classwork at work and home, getting ready for the baby (doing some more reading with Amy), reading some mindless Star Wars books for relaxation, and some sleep and caffeine somewhere in there.

Reading the birthing books is really interesting, but there are so many conflicting ideas. One says, fight the pain, the other says work with it, still others say to tell your body that there is no pain. I guess it is good to have a variety of ideas to try if one doesn't work. But it feels like you are going in circles sometimes.

By the way, I did see SW:III again and I still loved it and was just as wrapped up in the story the second time around.

Congrats Sarah! Thanks for all the great memories over the years. From playing duck-duck-goose (no grey duck you crazy MN's), to singing to Starship as kids, to driving to high school parties, to sharing a beer and good conversation as adults. We've been through a lot. Congrats friend. 

Congrats again to my Sis she walks at graduation this weekend. Way to go!!! Come on who doesn't want to work with a lawyer that enjoys a ballgame and looks good in a hat. Congrats 

Some people like there weed, others prefer Sudafed based drugs, still others take to the bottle. Sure I enjoy a “good” beer. I prefer mine the watered down red-necked American way. For me a beer is not supposed to fill you up, it is supposed to quench your thirst. If alcohol didn’t dehydrate you, I’d say it’s a damn good substitute for water. But here my economics comes into play. There is a huge diminishing returns on beer. Those first few swigs are so refreshing, but then by the end of the can (see I told you I prefer it like a hick – just no Busch for me – I’m living the High Life) it’s just a beer.

But my drug of choice is caffeine. How can it not be for any semi-dysfunctional member of society? Caffeine gets you up earlier, puts a smile on a bad day, keeps your body shaking when it gets tired around 3:00, keeps you moving at night, and allows you to stay up later. Who doesn’t want a simple non regulated drug that does that? Sure I can go without it. I did for the last two days, since I wanted to make sure that it would have it’s full effect on me when I hit the road at 5:30 am. Didn’t end up going to the conference, but I can tell you my day is better with that pot of coffee. More alert, less crabby (just ask Amy), still awake at 10:00 pm or 11:30 and that’s a good thing with a child on the way. Caffeine is the narcotic for me. It’s cheaper than alcohol, better on most major organs (expect maybe the heart), and its’ side effects are much more desirable.

Here is my challenge: I just opened a new tin of coffee and I will not buy another beer until that tin is emptied. I’ll let you know if the temptation that is the few remaining cans of High Life make it through the weekend.

And speaking of temptations, I think I may finally cave in after all of 42 hours and go see Star Wars tonight. I almost went last night, but I wavered and fought the temptation. Any else out there seen it yet? I’ll start a review post soon and I’m interested in your thoughts.

Back to that 5:30 roadtrip, I was supposed to go to a librarian conference today but I didn’t want to be 3.5 hours away from Amy and Carter and leave them without a car. Amy’s still having contractions, a couple every hour. They do seem to be getting stronger, she has to stop what she’s doing every so often. The midwife isn’t too concerned. Which I guess is good, but damn if these contractions are going to stick around for another 6 weeks… it’s going to get hard on everyone involved.

Well, that’s it for now. I’ll write more later, maybe even a movie review. I still having issues with posting pics, but I haven’t spent too much time trying to figure it out. So sorry for the boring page.

Wow, contractions, contractions, contractions. Amy spent most of the entire day dealing with contractions. They kept getting stronger and closer together. But 6:00 last night they were 4-5 minutes apart. After talking with our midwife a couple times during this, she kept suggesting that we could come if we wanted to have someone look at us. Well, we figured that it was best to get it figured out.

Of course, they had to actually admit us and Amy had to get all hooked up to the monitors. It was strange (since it reminded me of everything with Carter's birth), but also exciting. Once all this happens, the contractions start to slow down and get weaker. So that was it. We were there for about 2 hours, watched a little cable, got fimilar with the rooms (very nice by the way), and they said we were okay to go. Well, at least they stopped for a while so Amy could sleep.

I just hope this doesn't keep up for the next 8 weeks, so that Amy can keep moving in relative comfort.

Well, I've been trying to upload some images to the blog for the past day. But no luck so far. Not much going on with me, but Amy's been having contractions since last night around 6. They stopped over night, but started back up this morning. It's too early, only 33-34 , but who knows. If they are not real, they're strong enough to been physically draining. I guess we'll see... so stay tuned.

I graduate officially today. My name's probably being called around this time. Oh well, I haven't been to a graduation since high school. My next one I'll go to will probably be Carter's. I just hope I get the piece of paper.

And finally - Congrats to my sister!!! She did it. She finished law school. We've been through a lot as brother and sister, and like all of these pairs there is plenty of ups and downs. But throughout it all she's my sister and I love her. Whether we were playing duck-duck goose (not "grey duck" you crazy MNs) in our grandparents front lawn or dropping her off at a high school party or sharing a good beer and conversation we've been together. So today I tip my hat to my sis. Congrats sis. I'm so damn proud of you yghutes vxd hj rgvbfhbbnnbhn nbnbv b kjfvnxbfvhvffdtfdgv (and so is Carter).

I just realized that I can change the settings so that you do not need to create username to post. Sorry it's taken a while. But if that was holding you back from postings, you've got no excuses now... well other than you just don't give a shit.

I just finished up my last final for this semester. I still have to revise it, but I'll be done well before it is due Thursday night at 11:00. Been busy that last few days trying to finish up with my coursework. And now like every good college student, I'm ready to crack open a six or 12 pack and relax for a while. I have a few workshops that I'm taking for work this summer, but no classes. Now I'm looking forward to catching up on a few things around the house and getting some reading done before I see SW: RotS.

I've read the lead in novel to the movie back during my spring break in April. Yeah, I know it's sad that I spent my spring back reading SW, but it sure beat reading about how to catalog and organize information for library catalogs. Although if any of you out there have trouble sleeping, I've got some great reading material that I'll promise will knock you out in under 2 pages. Just as Amy how many ties she's looked over at me and I'm sitting up asleep. I did a lot of the famous head-bobbing-falling-asleep-in-class-college-style this semester.

Well, it's 12:30 and I'm starting to ramble. I'll look to see if anyone else can create main posts here and not just messages, but in the meantime, I'd be happy to repost it on the main page if someone had something they wanted to share.

By the way, if anyone has some time to kill - click on the "Next Blog" link at the top of the right hand side. It takes you to a random blog. I've seen some pretty interesting ones (movie reviews, favorite book quotes, cooking ideas, personal dating issues). If you're bored by my thoughts (hell even I am sometimes) check out some of the crap other people post. And while you are at add a random comment of their blog too.

Talk to you tomorrow

Here's a shot of Carter and I from earlier this spring. He's the best. 

After playing around with the code to try to get the table and links to work again, I decided to change templates to get it working. Hope you like it.

I'm adding a picture here of Carter and I from earlier this spring. He's the best little guy. Today he got a Dora pillow case, he ran into his room and came out with his Winnie the Pooh blanket, dropped it in the living room and headed back to his room. He climbed into bed, laid on his pillow and covered up with his Dora pillow case.

Oh, if you are curious, the "Rocky" spoof I talked about earlier was actually very entertaining. Training montage, Mr.T. spoof, steps, not actually beating the champ and all.

We had Carter's birthday party this weekend. It was such a fun time. I'll write more later, but he had such a good time. All his little daycare friends were there and he just played like crazy. I'm going to try to post some pictures this evening (well try is the keyword). No presents got further than the door. Carter wanted to open them as soon as he saw them. Which was great because then everyone got to see him open and be excited about their gift. On Sunday, Carter asked for "more presents." So we'll see how he is today when we are out of presents to open.

He got a lot of fun stuff, even a Veggie Tale spoof of Rocky so I'm looking forward to that. That's really what my movie viewing has been reduced to... Veggie Tales movies. I just watched one that spoofed Blazing Saddles, right down to the Madline Kahn song & dance and Brooks' aloof governor. I'm not complaining although I'm looking forward to their Lord of the Rings a little too much.

Since the last FF ranking generated a little debate, here are the newest rankings from ESPN's Scott Engel, with my comments attached:

QUARTERBACKS
1. Peyton Manning - of course
2. Donovan McNabb - back for another strong season
3. Daunte Culpepper - question marks at WR, look at what happened w/o Moss
(I think this is the top tier, after this I'd throw dice for the others, and wait a few rounds)
4. Trent Green - who knew? They should have a solid O this year
5. Kerry Collins - Lots of weapons, but come on it's Kerry Collins, #5?
6. Marc Bulger - Martz will always pass alot
7. Brett Favre - I agree with G from the last post, their D will suck and Farve will have to pass alot, just hope your league doesn't take too much off for INTs
8. Jake Delhomme - good WRs as long as they stay healthy, ground game could be interesting
9. Tom Brady - solid as always, I'd put him higher just because he's consistent
10. Michael Vick - my how the over marketed have fallen
11. Drew Brees - I love Brees, he's taken his Flutie Flakes and now has the weapons
12. Jake Plummer - was pretty up and down last season, but has a good cast and OL
13. Matt Hasselbeck - "remember me, I used to be a top 5 QB"
14. Aaron Brooks - good skill, just too inconsistent, would be nice to see WR step up
15. Carson Palmer - glad I picked him last year, and wish I held onto him, will continue to rise
16. Brian Griese - who knows, maybe Saban will make a difference... maybe
17. Byron Leftwich - good raw talent and speed, question marks around him
18. Chad Pennington - used to be a top 10, used to be is the keyword
19. David Carr - put up numbers last year, a solid backup
20. Steve McNair - how much can he play, how soon will Volek start?
21. Eli Manning - give him another year
22. Ben Roethlisberger - lots of hype, but not the fantasy numbers
23. Kyle Boller - is he even a bye week play?
24. Joey Harrington - with Gracia breathing down his neck, it'll be a matter of time
25. Drew Bledsoe - good guy, but below Boller? really?

Okay, for those that noticed the blog was down for the past two days. Somehow, I goofed up the html code in the template. I reset the template and there we go.

Anyhow, I'll post some more later -

Okay, after falling off of my pledge about having new content everyday - I'm back. "Falling off" that's an interesting way to put it. Hmm, it's been a few days since I've had a beer, it's been a few days since I've posted... I see a conection. It all revolves around a nice friendly golden can of Miller High Life.

Anyhow here's my bitch of the day... no one talks to me. I haven't posted in a few days cause no one else is posting. Okay... today jeffy gave a message. Thanks. But I started to think that no one cared or was interested. Then today, when I realized no one cared - I realized niether did I.

Read it, post to it or not - I'm still here ranting. I care about my thoughts. Okay that's not really all that true either. You all know me. I'm not the most reflection person in the world. I perfer to keep moving too much, rather than stop and think. Well, this blog is my stopping area. I'll share my thoughts if for no other reason than to keep me out of thearpy. Okay, not really thearpy, but hell maybe it will work to reduce the stress rash on my arm (more than you wanted to know, but hell if you are still reading this just be glad it's not contaigious).

Well, this weekend was fun. We got Carter a big boy bed to sleep in. He only fell out once on Saturday. But for someone who is pretty young to get scared, he is pretty worried about being in the room all alone. He's doing well with it though. Other than my back hurting from sleeping on the floor next to him, everything is fine. No fainting, nothing exciting - although the nurse did call last week to see if I was doing okay.

I'm out for now, but I'll be back... maybe we'll talk