We, the Web Kids.
(translated by Marta Szreder)
There is probably no other word that would be as overused in the media discourse as ‘generation’. I once tried to count the ‘generations’ that have been proclaimed in the past ten years, since the well-known article about the so-called ‘Generation Nothing’; I believe there were as many as twelve. They all had one thing in common: they only existed on paper. Reality never provided us with a single tangible, meaningful, unforgettable impulse, the common experience of which would forever distinguish us from the previous generations. We had been looking for it, but instead the groundbreaking change came unnoticed, along with cable TV, mobile phones, and, most of all, Internet access. It is only today that we can fully comprehend how much has changed during the past fifteen years.
We, the Web kids; we, who have grown up with the Internet and on the Internet, are a generation who meet the criteria for the term in a somewhat subversive way. We did not experience an impulse from reality, but rather a metamorphosis of the reality itself. What unites us is not a common, limited cultural context, but the belief that the context is self-defined and an effect of free choice.
Writing this, I am aware that I am abusing the pronoun ‘we’, as our ‘we’ is fluctuating, discontinuous, blurred, according to old categories: temporary. When I say ‘we’, it means ‘many of us’ or ‘some of us’. When I say ‘we are’, it means ‘we often are’. I say ‘we’ only so as to be able to talk about us at all.
We grew up with the Internet and on the Internet. This is what makes us different; this is what makes the crucial, although surprising from your point of view, difference: we do not ‘surf’ and the internet to us is not a ‘place’ or ‘virtual space’. The Internet to us is not something external to reality but a part of it: an invisible yet constantly present layer intertwined with the physical environment. We do not use the Internet, we live on the Internet and along it. If we were to tell our bildnungsroman to you, the analog, we could say there was a natural Internet aspect to every single experience that has shaped us. We made friends and enemies online, we prepared cribs for tests online, we planned parties and studying sessions online, we fell in love and broke up online. The Web to us is not a technology which we had to learn and which we managed to get a grip of. The Web is a process, happening continuously and continuously transforming before our eyes; with us and through us. Technologies appear and then dissolve in the peripheries, websites are built, they bloom and then pass away, but the Web continues, because we are the Web; we, communicating with one another in a way that comes naturally to us, more intense and more efficient than ever before in the history of mankind.
Brought up on the Web we think differently. The ability to find information is to us something as basic, as the ability to find a railway station or a post office in an unknown city is to you. When we want to know something - the first symptoms of chickenpox, the reasons behind the sinking of ‘Estonia’, or whether the water bill is not suspiciously high - we take measures with the certainty of a driver in a SatNav-equipped car. We know that we are going to find the information we need in a lot of places, we know how to get to those places, we know how to assess their credibility. We have learned to accept that instead of one answer we find many different ones, and out of these we can abstract the most likely version, disregarding the ones which do not seem credible. We select, we filter, we remember, and we are ready to swap the learned information for a new, better one, when it comes along.
To us, the Web is a sort of shared external memory. We do not have to remember unnecessary details: dates, sums, formulas, clauses, street names, detailed definitions. It is enough for us to have an abstract, the essence that is needed to process the information and relate it to others. Should we need the details, we can look them up within seconds. Similarly, we do not have to be experts in everything, because we know where to find people who specialise in what we ourselves do not know, and whom we can trust. People who will share their expertise with us not for profit, but because of our shared belief that information exists in motion, that it wants to be free, that we all benefit from the exchange of information. Every day: studying, working, solving everyday issues, pursuing interests. We know how to compete and we like to do it, but our competition, our desire to be different, is built on knowledge, on the ability to interpret and process information, and not on monopolising it.
Participating in cultural life is not something out of ordinary to us: global culture is the fundamental building block of our identity, more important for defining ourselves than traditions, historical narratives, social status, ancestry, or even the language that we use. From the ocean of cultural events we pick the ones that suit us the most; we interact with them, we review them, we save our reviews on websites created for that purpose, which also give us suggestions of other albums, films or games that we might like. Some films, series or videos we watch together with colleagues or with friends from around the world; our appreciation of some is only shared by a small group of people that perhaps we will never meet face to face. This is why we feel that culture is becoming simultaneously global and individual. This is why we need free access to it.
This does not mean that we demand that all products of culture be available to us without charge, although when we create something, we usually just give it back for circulation. We understand that, despite the increasing accessibility of technologies which make the quality of movie or sound files so far reserved for professionals available to everyone, creativity requires effort and investment. We are prepared to pay, but the giant commission that distributors ask for seems to us to be obviously overestimated. Why should we pay for the distribution of information that can be easily and perfectly copied without any loss of the original quality? If we are only getting the information alone, we want the price to be proportional to it. We are willing to pay more, but then we expect to receive some added value: an interesting packaging, a gadget, a higher quality, the option of watching here and now, without waiting for the file to download. We are capable of showing appreciation and we do want to reward the artist (since money stopped being paper notes and became a string of numbers on the screen, paying has become a somewhat symbolic act of exchange that is supposed to benefit both parties), but the sales goals of corporations are of no interest to us whatsoever. It is not our fault that their business has ceased to make sense in its traditional form, and that instead of accepting the challenge and trying to reach us with something more than we can get for free they have decided to defend their obsolete ways.
One more thing: we do not want to pay for our memories. The films that remind us of our childhood, the music that accompanied us ten years ago: in the external memory network these are simply memories. Remembering them, exchanging them, and developing them is to us something as natural as the memory of ‘Casablanca’ is to you. We find online the films that we watched as children and we show them to our children, just as you told us the story about the Little Red Riding Hood or Goldilocks. Can you imagine that someone could accuse you of breaking the law in this way? We cannot, either.
We are used to our bills being paid automatically, as long as our account balance allows for it; we know that starting a bank account or changing the mobile network is just the question of filling in a single form online and signing an agreement delivered by a courier; that even a trip to the other side of Europe with a short sightseeing of another city on the way can be organised in two hours. Consequently, being the users of the state, we are increasingly annoyed by its archaic interface. We do not understand why tax act takes several forms to complete, the main of which has more than a hundred questions. We do not understand why we are required to formally confirm moving out of one permanent address to move in to another, as if councils could not communicate with each other without our intervention (not to mention that the necessity to have a permanent address is itself absurd enough.)
There is not a trace in us of that humble acceptance displayed by our parents, who were convinced that administrative issues were of utmost importance and who considered interaction with the state as something to be celebrated. We do not feel that respect, rooted in the distance between the lonely citizen and the majestic heights where the ruling class reside, barely visible through the clouds. Our view of the social structure is different from yours: society is a network, not a hierarchy. We are used to being able to start a dialogue with anyone, be it a professor or a pop star, and we do not need any special qualifications related to social status. The success of the interaction depends solely on whether the content of our message will be regarded as important and worthy of reply. And if, thanks to cooperation, continuous dispute, defending our arguments against critique, we have a feeling that our opinions on many matters are simply better, why would we not expect a serious dialogue with the government?
We do not feel a religious respect for ‘institutions of democracy’ in their current form, we do not believe in their axiomatic role, as do those who see ‘institutions of democracy’ as a monument for and by themselves. We do not need monuments. We need a system that will live up to our expectations, a system that is transparent and proficient. And we have learned that change is possible: that every uncomfortable system can be replaced and is replaced by a new one, one that is more efficient, better suited to our needs, giving more opportunities.
What we value the most is freedom: freedom of speech, freedom of access to information and to culture. We feel that it is thanks to freedom that the Web is what it is, and that it is our duty to protect that freedom. We owe that to next generations, just as much as we owe to protect the environment.
Perhaps we have not yet given it a name, perhaps we are not yet fully aware of it, but I guess what we want is real, genuine democracy. Democracy that, perhaps, is more than is dreamt of in your journalism.
"My, dzieci sieci" by Piotr Czerski is licensed under a Creative Commons Uznanie autorstwa-Na tych samych warunkach 3.0 Unported License:
Contact the author: piotr[at]czerski.art.pl
The first lesson for the Game Creation Class was about how games need to work in the real world as well as on a screen. This lesson is really in thanks to conversations I have had Brenda Brathwaite on her teaching experience.
I asked the students to write down their favorite video game. The rules were that they could only write down one and there would be no grief given or teasing for the game they chose.
It was really fascinating to see how much of a challenge this was for the students. I was really expecting this to be a rather quick exercise, but it stumped most of the students. They were used to thinking of video games as something on a screen and wholly separate from games played in real space.
It was really enjoyable to watch the students go from thinking of games as separate from the rest of the world to something that could come off of the screen and be part of the world.
For Mario Cart one girl asked for help and I suggested that she think of using hot wheels tracks or wooden train tracks. She then took that suggestion and ran with it creating a really great idea for putting the game together using two hot wheels tracks.
It was easy for me to see Minecraft as Legos on the computer, but the two children who chose Minecraft had a really difficult time thinking of the game in that way. They were never able to completely come up with a concept for how they could play Minecraft with objects that were not on the screen. However, they were able to begin to see how Legos could be used to replicate Minecraft to some extent.
One of the girls chose Lord of the Rings as her game and she came up with a brilliant idea for using outdoor space and lots of people who bring lots of imagination and creative weapons to reenact the battles from the game. She felt silly sharing this idea since she had never heard of anything like this happening and it sounded crazy to her.
When I told her that she had come up with a brilliant game idea that could easily be implemented and was similar to games being played right now, she was really surprised and pleased with herself. Only two of the students in the class had been to any sort of LARPing event or Renaissance Faire so they were surprised to learn that games are played in Renaissance Fairs like this and that there were even Quiddich Teams at local high schools.
I view this lesson as a success since the students were forced to think differently about games in general and they seemed to come away from the class with a different understanding of gam
First of all, GLS is the most warm-hearted conference I have ever attended. The feel is more like going on an amazing cruise with the best people you can imagine to hear really interesting sessions and have great conversations. I now know why so many people attend GLS every year, it’s because you just want to come back and hang out some more with these amazing people.
From the sessions that I attended I came away with some interesting ideas about how failure is helpful and necessary in games and education.
An interesting concept that Colleen Macklin discussed during her keynote was the idea that the base language of games is iterative failure. It is how games either reward or punish this repeated failure that can change the way the failure is perceived.
Colleen Macklin also brought up an interesting point about grinding in games. She discussed whether grinding as game play reinforces the idea of a meritocracy; that people just need to work hard to succeed. Her idea is that if this is the case then games could be used to create a more nuances idea about different political ideals.
In another session the importance of gaming as a literacy was discussed. The player needs to be able to read (understand) a game so they can play it. In the same way that a person watching a movie can read the movie poster and understand that the movie will be a certain genre targeted toward a certain age group starting a particular actor a video game player can read a game to understand how the controls work and what the goals are of the game.
Drew Davidson gave a talk where he discussed why we need to change the way we think about games and education. People often talk about why games are useful in an education setting is because games are fun. Games are fun because a challenge is fun, but games are hard in the same way that learning is hard and that is key to understanding the use of games in a learning environment.
Learning needs challenges and success needs failure, which makes the rapid prototyping of games important because children need to learn how to fail.
Drew Davidson also talks about the importance of looking at ways to make games for impact, games that change people’s daily lives. This view of games also requires educators to look at more interdisciplinary collaboration. Academics are not necessarily great game designers and too often when educators or academics set out to make an educational game for kids they make a “Creepy Treehouse;” something built by adults with the objective of luring kids in. Kids can recognize this easily and are turned off of the game.
Overall the conference was useful both in terms of my research interest in boundaries and exclusion in the videogame industry but also in my work designing a game development class that I will teach to a 6th grade class in Austin this year.
The networking through the catered meals and videogame arcade was amazing and allowed me to make new friends and connections.
Why the ESA Should Incorporate Academia into E3
How is E3 educational and worthwhile in regards to academia and job seekers?
There is not currently a focus on academia at E3, there could be and I believe there should be, as it is the responsibility of the industry to encourage future professionals’ intellectual integrity. Academia should be an additional fun focal point at E3. I met a lot of industry professionals at E3, but I don’t recall meeting many if any academia professionals at E3 especially those with a focus in Game Education.
The main question is: If people in the industry don't know of the available game education resources how will future students, professionals, or educators?
There is a lacking of support for game academia and education at E3. With the increasing number of game academic programs and institutions popping up globally it concerns me that the ESA who is "dedicated to serving the business and public affairs needs of companies that publish computer and video games" is not concerned with aiding the knowledge of aspiring professionals. The ways the games are made, and the future of the industry is reliant on the students in the current game education programs whether they be practically based or theoretical. The industry needs to know what knowledge is out there in the academic space and the ESA needs to play its role in making knowledge accessible to the future of the industry.
One could argue with me and say that E3 is about being educated about the new products coming out, yes fine. E3 however, does provide students and academics with experiences, industry knowledge, opportunities, connections, a great time, and a warm feeling in your heart because you were lucky enough to attend.
Advice for Students Who Attend
For students finishing their degrees, job opportunities and business opportunities are readily available. E3 is all about business, which is its core purpose. It functions and operates as a business, for other businesses to grow their business, there is no reason that a person should not be able to go to E3 and not find job opportunities. Make sure that you have a lot of business cards available. If you don't have paper business cards have electronic cards, there are free ones available now.
Students should also remember to drink and party responsibly as E3 parties are a major part of the E3 experience. The parties are a great place to network. There will be a lot of people everywhere that are drunk and having a lot of fun, but remember E3 lasts a whole week and you still have to take that flight or drive home. You also have to wake up and talk to people, attend business meetings, and walk the floor the next day. Do you really want to do that hung over from a full night of partying the day before? If you really have to party your heart out save it for the last night, most people do. Believe me, there will be more than enough parties and you can have a great time with one or two drinks spending a short bit of time checking out each party getting to know people and doing business with a clear head.
Be nice to everyone. Honestly it is a small world and being a good, moral person should be an integral part of every person’s agenda, no questions asked. Talk to everyone. Make an effort to be social. Everyone is there for games and technology. Nerd out, and enjoy yourself. You will find a lot of people to talk to and a lot of people you can learn from.
Heather Ross is the Austin WIGI chapter Leader, Delegate for the 2012 Democratic National Convention, an Entrepreneur, and an Ambassador for Purple for Epilepsy Awareness. Heather cares greatly about the preservation and care of the universe from the past into the future.
Suzanne Freyjadis is interested in changing how bias and perspective work in the media to create barriers.