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	<rdf:li rdf:resource="http://www.brainygamer.com/the_brainy_gamer/2009/03/gee-whiz.html"/>
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  </channel><item rdf:about="https://helen.blog/2020/07/what-software-teams-can-learn-from-music-masterclasses/">
    <title>What software teams can learn from music masterclasses - Helen Hou-Sandí</title>
    <dc:date>2020-09-08T09:57:36+00:00</dc:date>
    <link>https://helen.blog/2020/07/what-software-teams-can-learn-from-music-masterclasses/</link>
    <dc:creator>infovore</dc:creator><description><![CDATA[I enjoyed this, in part as analysis of the unique role of masterclasses as opposed to lessons or crits. Also, useful to think about the _many_ ways feedback can exist, and how 'changing it up' can sometimes just be useful.]]></description>
<dc:subject>music education criticism feedback software development practice</dc:subject>
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<item rdf:about="https://www.theguardian.com/commentisfree/2020/aug/31/english-universities-peril-10-years-calamitous-reform-higher-education">
    <title>English universities are in peril because of 10 years of calamitous reform | Universities | The Guardian</title>
    <dc:date>2020-08-31T21:07:36+00:00</dc:date>
    <link>https://www.theguardian.com/commentisfree/2020/aug/31/english-universities-peril-10-years-calamitous-reform-higher-education</link>
    <dc:creator>infovore</dc:creator><description><![CDATA["The truth is that if you say you want more children from deprived areas to be able to go to university, then don’t faff around with entry tariffs: invest in Sure Start centres, preschool groups, subsidised childcare and properly resourced primary schools. Make benefits genuinely accessible and life-supporting. Better still, stop whole sections of society being condemned to underpaid, vulnerable, soul-destroying labour while others cream off inordinate wealth from the profits of that labour." Stefan Collini talking a lot of sense about what universities are, and what the lurch towards consumerising them more than ever in the past ten years has led to. It is not pretty.]]></description>
<dc:subject>uk education policy teaching universities stefancollini</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
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<item rdf:about="https://medium.com/@kimonsatan/embrace-the-complexity-52d293a1efe6">
    <title>Embrace the complexity. Around 1:00 AM, on a night just before… | by Simon Katan | Aug, 2020 | Medium</title>
    <dc:date>2020-08-06T20:46:17+00:00</dc:date>
    <link>https://medium.com/@kimonsatan/embrace-the-complexity-52d293a1efe6</link>
    <dc:creator>infovore</dc:creator><description><![CDATA[Simon Katan on teaching peripheral skills around computing, computation, and code. I agree wholeheartedly with his description of tools that shield users from complexities to the extent of hiding how things actually work. I also loved his idea of "flour babies for looking after code properly".]]></description>
<dc:subject>simonkatan education code pedagogy terminal cli</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
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<item rdf:about="https://medium.com/@suzhinton/my-twitch-live-coding-setup-b2516672fb21">
    <title>My Twitch Live Coding Setup. This article is an updated review of… | by Suz Hinton | Medium</title>
    <dc:date>2020-07-19T15:32:15+00:00</dc:date>
    <link>https://medium.com/@suzhinton/my-twitch-live-coding-setup-b2516672fb21</link>
    <dc:creator>infovore</dc:creator><description><![CDATA[Excellent description of configuring OBS et al for streaming code/development.]]></description>
<dc:subject>guide obs streaming twitch education development</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
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<item rdf:about="https://learningsynths.ableton.com/">
    <title>Get started | Learning Synths</title>
    <dc:date>2019-06-25T11:31:17+00:00</dc:date>
    <link>https://learningsynths.ableton.com/</link>
    <dc:creator>infovore</dc:creator><description><![CDATA[A magical, brilliant teaching tool. Ableton's education/explanation team have always been top-notch, but this is great, and I am envious of it and them. I love how it starts with sound, and abstract explorations, before breaking those apart into components - amplitude, pitch, timbre - and only later mapping those to synthesizer components - all of which will work with a keyboard plugged in, thanks to webmidi. Grand stuff, and so great to see them investing in this sort of thing.]]></description>
<dc:subject>ableton synthesis education bretvictory pedagogy writing</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
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<item rdf:about="https://www.theguardian.com/society/2016/jul/14/very-quiet-foreign-girls-poetry-foyle-young-poets-kate-clanchy">
    <title>The Very Quiet Foreign Girls poetry group | Kate Clanchy | Society | The Guardian</title>
    <dc:date>2016-07-15T09:06:31+00:00</dc:date>
    <link>https://www.theguardian.com/society/2016/jul/14/very-quiet-foreign-girls-poetry-foyle-young-poets-kate-clanchy</link>
    <dc:creator>infovore</dc:creator><description><![CDATA[Long, and beautiful, and the kind of education I will fight and fight and fight for.]]></description>
<dc:subject>poetry culture writing education</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
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<item rdf:about="http://www.schoolofnoise.com/">
    <title>SCHOOL of NOISE | Experimental sound workshops for children and young people</title>
    <dc:date>2016-04-18T20:04:46+00:00</dc:date>
    <link>http://www.schoolofnoise.com/</link>
    <dc:creator>infovore</dc:creator><description><![CDATA["The School of Noise runs workshops for young people and adults encouraging the exploration of noise, sound and music. Our aim is to provide creative and imaginative activities using sound in accessible, fun and educational ways.

Using a wide variety of analogue and digital equipment our activities include; sculpting sounds using small modular synthesisers, composing original experimental sound art, circuit bending, field recording, coding and programming, building cardboard record players, conducting orchestras of fruit and vegetables, creating and recording Foley sounds, preparing pianos, soundwalks, learning about acoustic ecology plus more."

Brilliant.]]></description>
<dc:subject>schoolofnoise music sound education experimental</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
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<item rdf:about="http://chronicle.com/article/The-Slow-Death-of-the/228991/">
    <title>The Slow Death of the University - The Chronicle Review - The Chronicle of Higher Education</title>
    <dc:date>2015-04-22T21:49:23+00:00</dc:date>
    <link>http://chronicle.com/article/The-Slow-Death-of-the/228991/</link>
    <dc:creator>infovore</dc:creator><description><![CDATA["Education should indeed be responsive to the needs of society. But this is not the same as regarding yourself as a service station for neocapitalism. In fact, you would tackle society’s needs a great deal more effectively were you to challenge this whole alienated model of learning. Medieval universities served the wider society superbly well, but they did so by producing pastors, lawyers, theologians, and administrative officials who helped to sustain church and state, not by frowning upon any form of intellectual activity that might fail to turn a quick buck." Terry Eagleton on good form.]]></description>
<dc:subject>education uk academia money</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:infovore/b:b0e7c7930243/</dc:identifier>
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</item>
<item rdf:about="http://www.users.on.net/~billkerr/a/papert.htm">
    <title>PAPERT'S IDEAS: MAINLY FROM MINDSTORMS</title>
    <dc:date>2015-02-06T15:07:29+00:00</dc:date>
    <link>http://www.users.on.net/~billkerr/a/papert.htm</link>
    <dc:creator>infovore</dc:creator><description><![CDATA["The printing press on its own did not create poetry, but by spreading poetry around it helped to create new poets. The steam engine on its own did not create the industrial revolution. Tools are made by people and when tools call out for revolution they will speak through people." Love this quotation - it's a good article, too.]]></description>
<dc:subject>education logo seymourpapert instructionism culture technology</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:infovore/b:052d7a365ebd/</dc:identifier>
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<item rdf:about="https://modelviewculture.com/pieces/on-learn-to-code">
    <title>On “Learn to Code” by Linda Sandvik | Model View Culture</title>
    <dc:date>2015-01-22T18:21:21+00:00</dc:date>
    <link>https://modelviewculture.com/pieces/on-learn-to-code</link>
    <dc:creator>infovore</dc:creator><description><![CDATA[Yeah, this is important: just learning to Do Stuff without reflecting, or exploring the world it fits into, or prior art, isn't necessarily helpful. Papert, Papert: tools to think with, not just tools to program with.]]></description>
<dc:subject>lindasandvik learntocode education thinking</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
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<item rdf:about="http://michaelrosenblog.blogspot.co.uk/2014/02/manifesto-for-arts-education-as.html?spref=tw">
    <title>Michael Rosen: Manifesto for arts education as a democratic practice</title>
    <dc:date>2014-02-08T14:48:31+00:00</dc:date>
    <link>http://michaelrosenblog.blogspot.co.uk/2014/02/manifesto-for-arts-education-as.html?spref=tw</link>
    <dc:creator>infovore</dc:creator><description><![CDATA[Yes, all of this. Especially:

"10) be encouraged to think of the arts as including or involving investigation, invention, discovery, play and co-operation and that these happen both within the actual making and doing but also in the talk, commentary and critical dialogue that goes on around the activity itself."

And: this applies not just to the arts but all forms of craft, making, and creating. To be honest, this applies so much to that whole Year Of Code nonsense - much more so than the abstract utility of things. "Code is neither superior nor inferior to anything else that goes on in schools". Yep, that. I am very fond of Michael Rosen; by which, I mean, I admire him a great deal.]]></description>
<dc:subject>michaelrosen education arts creativity</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:infovore/b:9a8abac105e6/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:michaelrosen"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:arts"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:creativity"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://www.youtube.com/watch?v=JDEZ2h41t0I">
    <title>Stewart Lee on university funding and the arts - YouTube</title>
    <dc:date>2014-02-06T21:34:55+00:00</dc:date>
    <link>http://www.youtube.com/watch?v=JDEZ2h41t0I</link>
    <dc:creator>infovore</dc:creator><description><![CDATA[And, re: my previous, this. The purpose of higher, further, *any* education, shouldn't be to learn a skill to be put to direct use; if anything, it should be the opposite of that - to luxuriate in a subject, just as the girl studying Norse Literature was, because we don't just learn facts. We learn ways of thinking, we learn more holistically, and a richer education benefits everyone: students, children, employers, peers. (As usual: I will defend my humanities degree to the hilt).]]></description>
<dc:subject>education stewartlee yeahthat</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:infovore/b:386ebc89663a/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:stewartlee"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:yeahthat"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://adrianshort.org/2014/02/06/year-of-code-neoliberal-agenda/">
    <title>The Year of Code's neoliberal agenda - Adrian Short</title>
    <dc:date>2014-02-06T21:31:55+00:00</dc:date>
    <link>http://adrianshort.org/2014/02/06/year-of-code-neoliberal-agenda/</link>
    <dc:creator>infovore</dc:creator><description><![CDATA["So the Year of Code isn’t about doing fun stuff with JavaScript, Python and Ruby. It’s about building another element of a society where those that don’t work don’t eat, and where the rewards of work are skewed ever further towards a tiny minority at the top of the pile... It’s about creating childhoods overshadowed by adult anxieties about work and economic survival. It’s about replacing the broad expanse of education – with all the exploration, creativity and genuine freedom that implies – with the narrow tunnel of schooling. It’s training children to have “relevant” employer-friendly skills and the right attitudes and politics to go with them." Yeah, that. I have no problem with the idea of teaching code, but I don't care for the idea that you're teaching code so that people can do code for a living. Education is about more than a direct translation of rote learning to skills for business; it should be about skills for the soul. for the well-rounded adult yet-to-be. I hadn't twigged that the thing that always rankled with me was the 'neoliberal' part.]]></description>
<dc:subject>careers children education schooling</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:infovore/b:fe00f7edba8b/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:careers"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:children"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:schooling"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://joemoransblog.blogspot.co.uk/2013/11/a-lecture-on-lecture.html">
    <title>Joe Moran's blog: A lecture on the lecture</title>
    <dc:date>2013-11-03T10:40:45+00:00</dc:date>
    <link>http://joemoransblog.blogspot.co.uk/2013/11/a-lecture-on-lecture.html</link>
    <dc:creator>infovore</dc:creator><description><![CDATA["The best lectures are also full of what the Elizabethans called ‘lively turning’ – strange juxtapositions, leaps of thought, rhetorical tricks, jokes and the element of surprise." Very true - a nice piece by Joe Moran on lecturing in the MOOC age.]]></description>
<dc:subject>lectures talks education joemoran</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:infovore/b:7c71629d7a19/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:lectures"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:talks"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:joemoran"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://showterm.io/">
    <title>showterm</title>
    <dc:date>2013-08-11T15:03:02+00:00</dc:date>
    <link>http://showterm.io/</link>
    <dc:creator>infovore</dc:creator><description><![CDATA["Termshows are purely text based. This makes them ideal for demoing instructions (as the user can copy-paste), making fail-safe "live-coding" sessions (plain text is very scalable), and sharing all your l33t terminal hacks." Really lovely: record terminal activity, upload it to a URL, share it with others, dead simple. And the client playback is all javascript. Lovely.]]></description>
<dc:subject>cli demo explanations education unix shell terminal screencast</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:infovore/b:16b6e88bb592/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:cli"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:demo"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:explanations"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:unix"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:shell"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:terminal"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:screencast"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://magicalnihilism.com/2012/12/09/new-age-of-steam/">
    <title>The UK needs a new age of STEAM, and the Ebacc won’t make it happen. « Magical Nihilism</title>
    <dc:date>2012-12-09T22:00:47+00:00</dc:date>
    <link>http://magicalnihilism.com/2012/12/09/new-age-of-steam/</link>
    <dc:creator>infovore</dc:creator><description><![CDATA["An age of STEAM – Science, Technology, Engineering, Art and Mathematics – (rather than just STEM) is what the UK needs to survive in the foothills of the 21stC." Yes, that.]]></description>
<dc:subject>education technology steam reform</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:infovore/b:3b18e9be0018/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:technology"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:steam"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:reform"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://ntlk.net/2012/11/11/coding-for-beginners/">
    <title>ntlk's blog: Teaching coding to beginners</title>
    <dc:date>2012-11-11T22:23:19+00:00</dc:date>
    <link>http://ntlk.net/2012/11/11/coding-for-beginners/</link>
    <dc:creator>infovore</dc:creator><description><![CDATA["In school most people got to try drawing or playing instruments. Trying out code should sit in the same category: as a creative pursuit that you should at least try before you decide whether you like it or not. There is a huge drive now to get kids to do just that, whether it’s to give them skills required by the modern world or whether it’s about teaching creative ways of thinking. CodeClub is one of the initiatives that has the potential to not just show how much this is needed, but provides the solutions. Kids will be okay." [this is good]]]></description>
<dc:subject>programming learning education codeclub nataliabuckley</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:infovore/b:7fdb2f29af96/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:programming"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:learning"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:codeclub"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:nataliabuckley"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://www.voyoslo.com/2012/07/geospire/">
    <title>Voy — Geospire</title>
    <dc:date>2012-07-03T22:44:07+00:00</dc:date>
    <link>http://www.voyoslo.com/2012/07/geospire/</link>
    <dc:creator>infovore</dc:creator><description><![CDATA[Really beautiful, and a nice reminder of how robust installation design can be. Also: music by Todd Terje!]]></description>
<dc:subject>voy interaction design museums education geology beautiful</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:infovore/b:61740514db93/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:voy"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:interaction"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:design"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:museums"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:geology"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:beautiful"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://www.markboulton.co.uk/journal/comments/its-not-working-for-me-crit">
    <title>It’s Not Working For Me: #crit | Mark Boulton</title>
    <dc:date>2012-05-10T16:07:37+00:00</dc:date>
    <link>http://www.markboulton.co.uk/journal/comments/its-not-working-for-me-crit</link>
    <dc:creator>infovore</dc:creator><description><![CDATA["Design critique is not a place to be mean, but it’s also not the place to be kind. You’re not critiquing to make friends. Kind designers don’t say what they mean. ‘Kind’ is not about the work, and design critique exists to make us better, but mostly, it’s to make the work better." Mark Boulton talks about the value of crits. I was introduced to the vocabulary and tone of the design/art-school crit at Berg, and find it useful, though I daren't think what 18-year-old me would have made of it. Stressing that it's not personal, it's about the work, and that that is contained within a magic circle, is really difficult, and it's really important.]]></description>
<dc:subject>art design process crit criticism education</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:infovore/b:77c7e9e65762/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:art"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:design"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:process"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:crit"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:criticism"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:education"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://inventwithpython.com/blog/2012/03/03/nobody-wants-to-learn-how-to-program/">
    <title>The &quot;Invent with Python&quot; Blog — Nobody Wants to Learn How to Program</title>
    <dc:date>2012-03-04T11:38:11+00:00</dc:date>
    <link>http://inventwithpython.com/blog/2012/03/03/nobody-wants-to-learn-how-to-program/</link>
    <dc:creator>infovore</dc:creator><description><![CDATA["It’s okay if they don’t completely understand how a program works after they’ve played with it a little. Very few ideas are completely original. The more material you give your students to plagiarize, the wider the range of derisive works they’ll make from them." Perhaps my favourite point in this very good piece. (Though I've found GameMaker way less of a "kit" than it makes out). But yes: no-one wants to learn to program (for its own sake). People want to learn to make things for screens; programming is incidental.]]></description>
<dc:subject>education programming learning teaching</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:infovore/b:148f62c1d7fd/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:programming"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:learning"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:teaching"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://yaxu.org/computational-thinking/">
    <title>Computational thinking « Alex McLean</title>
    <dc:date>2012-01-11T15:20:18+00:00</dc:date>
    <link>http://yaxu.org/computational-thinking/</link>
    <dc:creator>infovore</dc:creator><description><![CDATA["If school programming languages that serve children best end up looking quite a bit different from conventional programming languages, maybe it’s actually the conventions that need changing." Several good points from Alex, and some good points about breaking away from equating "computational" with "procedural".]]></description>
<dc:subject>computation education code programming</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:infovore/b:1bfc65656045/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:computation"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:code"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:programming"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://mssv.net/2010/06/13/educational-games-from-3500-years-ago/">
    <title>Educational games from 3500 years ago | Mssv</title>
    <dc:date>2010-06-13T17:39:08+00:00</dc:date>
    <link>http://mssv.net/2010/06/13/educational-games-from-3500-years-ago/</link>
    <dc:creator>infovore</dc:creator><description><![CDATA["…The teachers, by applying the rules and practices of arithmetic to play, prepare their pupils for the tasks of marshalling and leading armies and organizing military expeditions, managing a household too, and altogether form them into persons more useful to themselves and to others, and a great deal wider awake.” Well done, Plato.
]]></description>
<dc:subject>games learning education greece plato</dc:subject>
<dc:identifier>https://pinboard.in/u:infovore/b:36c1addd4567/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:games"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:learning"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:greece"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:plato"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://www.wired.com/gamelife/2010/06/rock-band-3/#comments">
    <title>Hands On: Rock Band 3 Adds Keyboards, Realistic Pro Mode | GameLife | Wired.com</title>
    <dc:date>2010-06-11T08:39:47+00:00</dc:date>
    <link>http://www.wired.com/gamelife/2010/06/rock-band-3/#comments</link>
    <dc:creator>infovore</dc:creator><description><![CDATA["But then, nobody’s expected to be able to sight-read the Pro guitar tracks. It’s meant for actual students of the guitar. And if you use the game’s slowed-down Practice mode, the game packs the potential to become a real tool for learning to play music." The notion that Harmonix were always a music company, who just happened to make games, becomes ever more true. Proper tab notation, proper strings on the Pro instruments? Well done.
]]></description>
<dc:subject>harmonix music education games rockband3 rockband</dc:subject>
<dc:identifier>https://pinboard.in/u:infovore/b:c47d4da61075/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:harmonix"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:music"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:games"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:rockband3"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:rockband"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://www.jonasheuer.de/index.php/noteput/">
    <title>Jonas Friedemann Heuer - portfolio - Noteput</title>
    <dc:date>2010-02-18T15:43:01+00:00</dc:date>
    <link>http://www.jonasheuer.de/index.php/noteput/</link>
    <dc:creator>infovore</dc:creator><description><![CDATA["“Notput” is an interactive music table with tangible notes, that combines all three senses of hearing, sight and touch to make learning the classical notation of music for children and pupils more easy and interesting."
]]></description>
<dc:subject>music learning education notation interaction</dc:subject>
<dc:identifier>https://pinboard.in/u:infovore/b:8f36efbda67e/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:music"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:learning"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:notation"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:interaction"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://www.guardian.co.uk/technology/2010/jan/10/playing-in-the-virtual-world">
    <title>Why playing in the virtual world has an awful lot to teach children | Technology | The Observer</title>
    <dc:date>2010-01-10T14:52:19+00:00</dc:date>
    <link>http://www.guardian.co.uk/technology/2010/jan/10/playing-in-the-virtual-world</link>
    <dc:creator>infovore</dc:creator><description><![CDATA["...it's high time we began to understand games on their own terms, with all the potentials and dangers that entails: as arguably the most powerful models we have for connecting and motivating, and understanding those vast, disparate groups of people a digital age throws together." Short interview with Tom Chatfield in the Observer.
]]></description>
<dc:subject>games culture society learning education tomchatfield</dc:subject>
<dc:identifier>https://pinboard.in/u:infovore/b:a6ab1a01812e/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:games"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:culture"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:society"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:learning"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:tomchatfield"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://www.youngfoundation.org/learning-launchpad/news/grit-the-skills-success-and-how-they-are-grown">
    <title>Grit: The skills for success and how they are grown | The Young Foundation</title>
    <dc:date>2009-12-21T23:03:47+00:00</dc:date>
    <link>http://www.youngfoundation.org/learning-launchpad/news/grit-the-skills-success-and-how-they-are-grown</link>
    <dc:creator>infovore</dc:creator><description><![CDATA["Grit: The skills for success and how they are grown, a new Young Foundation book published on Tuesday 30 June argues that Britain's schools need to prioritise grit and self-discipline. Drawing on evidence from around the world it shows that these contribute as much to success at work and in life as IQ and academic qualifications."
]]></description>
<dc:subject>education learning difficulty challenge via:matlock</dc:subject>
<dc:identifier>https://pinboard.in/u:infovore/b:cbe5498a2a25/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:learning"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:difficulty"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:challenge"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:via:matlock"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://etc.ofthiswearesure.com/2009/11/three-cultures.php">
    <title>Three Cultures - there is a lot to say, of this we are sure</title>
    <dc:date>2009-11-30T15:16:43+00:00</dc:date>
    <link>http://etc.ofthiswearesure.com/2009/11/three-cultures.php</link>
    <dc:creator>infovore</dc:creator><description><![CDATA["On the contrary, the quick wins of some big ticket consulting sessions sell our discipline short by pretending that design is some magical elixir that can be poured into a situation and zammo everything is fixed up. Like accounting, medicine, and just about every other profession, design is a practice which is persistently useful at regular intervals. If anything, during this transitional period where business and government are slowly coming to terms with the potential yield of having design as an integral part of the conversation it behooves us to collectively seek longer engagements, not shorter." Some excellent stuff from Bryan Boyer.
]]></description>
<dc:subject>design architecture bryanboyer designthinking culture education</dc:subject>
<dc:identifier>https://pinboard.in/u:infovore/b:1d7ca387200a/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:design"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:architecture"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:bryanboyer"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:designthinking"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:culture"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:education"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://www.guardian.co.uk/commentisfree/2009/oct/02/maths-artists-school-geeks">
    <title>Revenge of the nerds | Andrew Martin | Comment is free | The Guardian</title>
    <dc:date>2009-10-03T17:47:15+00:00</dc:date>
    <link>http://www.guardian.co.uk/commentisfree/2009/oct/02/maths-artists-school-geeks</link>
    <dc:creator>infovore</dc:creator><description><![CDATA["...he and his brethren were plotting a future in which all writers and musicians would be at the mercy of the mathematicians and the electronic and numerological world they have created. Art is now content. It merely embellishes a "platform" of the kind I struggle to read about in the media pages which are now indistinguishable from the technology pages." I like Andrew Martin's writing a lot, but this article is both rubbish and angry-making. Grr.
]]></description>
<dc:subject>journalism nonsense andrewmartin guardian geeks art culture education</dc:subject>
<dc:identifier>https://pinboard.in/u:infovore/b:225df3f07ad2/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:journalism"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:nonsense"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:andrewmartin"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:guardian"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:geeks"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:art"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:culture"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:education"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://www.wired.co.uk/wired-magazine/archive/2009/10/start/thunderbirds-will-grow-a-generation-of-mad-engineers.aspx">
    <title>Thunderbirds will grow a generation of mad engineers</title>
    <dc:date>2009-09-06T20:03:51+00:00</dc:date>
    <link>http://www.wired.co.uk/wired-magazine/archive/2009/10/start/thunderbirds-will-grow-a-generation-of-mad-engineers.aspx</link>
    <dc:creator>infovore</dc:creator><description><![CDATA["Thunderbirds is Rescue Fiction. All kids respond to rescue scenarios. Rescue Fiction is emotionally maturing - it removes the wish for magic, religion or flying people to zoom in to save the day; it confirms that it is a far more glorious and dazzling thing to invent ways to rescue ourselves."
]]></description>
<dc:subject>engineering engfi science technology warrenellis writing thunderbirds education</dc:subject>
<dc:identifier>https://pinboard.in/u:infovore/b:a53001b10030/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:engineering"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:engfi"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:science"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:technology"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:warrenellis"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:writing"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:thunderbirds"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:education"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://www.edge-online.com/magazine/feature-the-net-yaroze-class-2000?page=0%2C0">
    <title>Feature: The Net Yaroze Class of 2000 | Edge Online</title>
    <dc:date>2009-06-30T22:31:50+00:00</dc:date>
    <link>http://www.edge-online.com/magazine/feature-the-net-yaroze-class-2000?page=0%2C0</link>
    <dc:creator>infovore</dc:creator><description><![CDATA[Now that Net Yaroze has closed its doors, Edge catch up with some former Yaroze developers; they have some interesting things to say on the state of games education in particular.
]]></description>
<dc:subject>netyaroze programming development games education uk</dc:subject>
<dc:identifier>https://pinboard.in/u:infovore/b:8ea8719f0c22/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:netyaroze"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:programming"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:development"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:games"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:uk"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://radar.oreilly.com/2009/06/benefits-classical-education.html">
    <title>The Benefits of a Classical Education - O'Reilly Radar</title>
    <dc:date>2009-06-28T21:38:31+00:00</dc:date>
    <link>http://radar.oreilly.com/2009/06/benefits-classical-education.html</link>
    <dc:creator>infovore</dc:creator><description><![CDATA[Tim O'Reilly on what he learned from studying the classics at University. Simply because of competence at the languages, I know more of the Romans than the Greeks, but this is thoughtful stuff. I was often asked at school by peers why I'd study something of "no practical value"; O'Reilly has some smart answers.
]]></description>
<dc:subject>education classics philosophy timoreilly learning history</dc:subject>
<dc:identifier>https://pinboard.in/u:infovore/b:ebea3dcd64e0/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:classics"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:philosophy"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:timoreilly"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:learning"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:history"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://www.gamesetwatch.com/2009/06/wowinschool_seeks_to_reach_atr.php">
    <title>GameSetWatch - WoWinSchool Seeks to Reach At-Risk Students with Warcraft</title>
    <dc:date>2009-06-14T22:11:25+00:00</dc:date>
    <link>http://www.gamesetwatch.com/2009/06/wowinschool_seeks_to_reach_atr.php</link>
    <dc:creator>infovore</dc:creator><description><![CDATA["The program seeks to accommodate up to 15 students who are considered "at-risk for dropping out or poor performance in core classes", focusing on themes such as literacy and writing, mathematics, 21st-Century technology skills, leadership, and more. The site argues that students who are considered "at-risk" usually haven't reached that point because they lack the capacity to learn, but because school no longer holds any relevance to them or it bores them..." ...and so it uses WoW to provide them with relevant usage-examples of the subjects they need to get better at. Not entirely convinced, but interesting that they're using a wiki to collate lesson ideas/plans.
]]></description>
<dc:subject>games education teaching wow worldofwarcraft mmo</dc:subject>
<dc:identifier>https://pinboard.in/u:infovore/b:4e6ffc0e9e38/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:games"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:teaching"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:wow"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:worldofwarcraft"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:mmo"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://www.gamasutra.com/php-bin/news_index.php?story=23820">
    <title>Gamasutra - News - G4C: Gee, Jenkins Talk Game Communities For Change</title>
    <dc:date>2009-06-06T17:06:17+00:00</dc:date>
    <link>http://www.gamasutra.com/php-bin/news_index.php?story=23820</link>
    <dc:creator>infovore</dc:creator><description><![CDATA["Gee says he's been struck by the lack of age grading in successful communities -- people of all ages are participating. Another feature is the lack of distinction between the "mentor" and the "mentors," within the community. "On one day you'll teach and another day you might learn... everybody is in one role or the other all the time and there are no fixed statuses in that regard."" James Gee in conversation with Henry Jenkins.
]]></description>
<dc:subject>jamesgee education games gamesforchange culture learning wgrtw</dc:subject>
<dc:identifier>https://pinboard.in/u:infovore/b:1a7bd1aea623/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:jamesgee"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:games"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:gamesforchange"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:culture"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:learning"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:wgrtw"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://www.brainygamer.com/the_brainy_gamer/2009/03/gee-whiz.html">
    <title>The Brainy Gamer: Gee whiz</title>
    <dc:date>2009-06-05T17:14:34+00:00</dc:date>
    <link>http://www.brainygamer.com/the_brainy_gamer/2009/03/gee-whiz.html</link>
    <dc:creator>infovore</dc:creator><description><![CDATA["Games don't separate learning from assessment. They don't say "Learn some stuff, and then later we'll take a test." They're giving you feedback all the time about the learning curve that you're on. So, they're not the only solution to this problem by any means, but they're a part of the solution of getting kids in school to learn not just knowledge as facts, but knowledge as something you produce; and in the modern world you produce it collaboratively." Jim Gee is a smart guy. I need to read more on him.
]]></description>
<dc:subject>wgrtw learning education jamesgee games play teaching assessment</dc:subject>
<dc:identifier>https://pinboard.in/u:infovore/b:00ec6ed95e9c/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:wgrtw"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:learning"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:jamesgee"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:games"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:play"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:teaching"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:assessment"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://www.escapistmagazine.com/articles/view/issues/issue_203/6097-Dont-Knock-the-Aztecs">
    <title>The Escapist : Don't Knock the Aztecs</title>
    <dc:date>2009-05-26T15:16:40+00:00</dc:date>
    <link>http://www.escapistmagazine.com/articles/view/issues/issue_203/6097-Dont-Knock-the-Aztecs</link>
    <dc:creator>infovore</dc:creator><description><![CDATA["To justify such an investment in time, a game would not only have to match the content of the course, but provide a learning experience that couldn't be accomplished through reading, writing and class discussion." Todd Bryant on how he integrated playing games into his teaching programmes; some nice ideas in here, notably using MMOs for language tuition, and some commentary on the suitability of various titles for this sort of thing.
]]></description>
<dc:subject>games education learning languages history play</dc:subject>
<dc:identifier>https://pinboard.in/u:infovore/b:be0784551669/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:games"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:learning"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:languages"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:history"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:play"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://www.brainygamer.com/the_brainy_gamer/2009/05/girls-in-trouble.html">
    <title>The Brainy Gamer: OMG, girls in trouble!</title>
    <dc:date>2009-05-16T10:45:35+00:00</dc:date>
    <link>http://www.brainygamer.com/the_brainy_gamer/2009/05/girls-in-trouble.html</link>
    <dc:creator>infovore</dc:creator><description><![CDATA["I talk to a lot of parents about video games, and many of them continue to worry about the negative effects of games on their kids. If you dig a little deeper in these conversations, you quickly discover their concerns have little to do with their daughters. It's the boys they're worried about. When I say "video game" they hear "violent killing game," and they fear the messages these games send to their impressionable sons. They should worry more about their daughters." Michael Abbott on the horror that is games targeting young girls.
]]></description>
<dc:subject>games play youth gender education girls consumerism vanity</dc:subject>
<dc:identifier>https://pinboard.in/u:infovore/b:731b4384906b/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:games"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:play"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:youth"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:gender"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:girls"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:consumerism"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:vanity"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://www.wonderlandblog.com/wonderland/2009/04/commissioning-for-attention-games-education-and-teens.html">
    <title>Wonderland: Commissioning for Attention: games, education and teens</title>
    <dc:date>2009-04-21T11:28:34+00:00</dc:date>
    <link>http://www.wonderlandblog.com/wonderland/2009/04/commissioning-for-attention-games-education-and-teens.html</link>
    <dc:creator>infovore</dc:creator><description><![CDATA["I've always marvelled at the idea of a $25m game needing $35m of marketing. Doesn't that feel so wrong and weird? I'd make two $25m games, spend $8m on indies doing crazy new things, and have $2m left over for some nu-style publicity. Or better still, spend $60m across 60 indies full stop." Lots of good things in Alice's compainon to Matt's posts, but especially this; the constant shyness to 'spend less on more stuff' from the games "industry" always befuddles me.
]]></description>
<dc:subject>commissioning media channel4 games education marketing learning play alicetaylor</dc:subject>
<dc:identifier>https://pinboard.in/u:infovore/b:c735fd502bf9/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:commissioning"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:media"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:channel4"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:games"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:marketing"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:learning"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:play"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:alicetaylor"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://bbrathwaite.wordpress.com/2009/01/17/academia-bauhaus-postmoderism-and-games/">
    <title>Academia, Bauhaus, Postmoderism and Games « Applied Game Design</title>
    <dc:date>2009-04-18T12:49:56+00:00</dc:date>
    <link>http://bbrathwaite.wordpress.com/2009/01/17/academia-bauhaus-postmoderism-and-games/</link>
    <dc:creator>infovore</dc:creator><description><![CDATA["[within the games industry]... the creativity-medium-invention and attitude-practice-deconstruction models often hold no water. Rather, there is only importance placed upon the “talent-meiter-immitation” model that is still in practice in the industry today." An interesting analysis of the nature of education (as it relates to the games industry) and models of learning. I have often lamented the depressing state of how career progression in the industry works, and this article helps quantifies it.
]]></description>
<dc:subject>games education industry career design academia bauhaus progress</dc:subject>
<dc:identifier>https://pinboard.in/u:infovore/b:fef9b2b59a57/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:games"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:industry"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:career"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:design"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:academia"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:bauhaus"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:progress"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://www.developmag.com/news/31668/Generation-gap-will-hurt-studios-says-Seamus-Blackley">
    <title>'Generation gap will hurt studios,' says Seamus Blackley | Game Development | News by Develop</title>
    <dc:date>2009-04-10T08:36:43+00:00</dc:date>
    <link>http://www.developmag.com/news/31668/Generation-gap-will-hurt-studios-says-Seamus-Blackley</link>
    <dc:creator>infovore</dc:creator><description><![CDATA["'taking three great graduates and putting them to work on the next Godfather game... is a fine business decision, but the perspective for us is that it is a much better idea to take these three guys who perhaps have a beautiful idea and a different way of working, protect them a little bit as they build up a new idea and a new way of looking at things and a new way of design - and a few years from now they will be a much better business," Blackley explained. "In the '90s there was no mechanism to do that - and we lost a generation of designers. I think its important we look to reclaim that new generation.'"
]]></description>
<dc:subject>seamusblackley games business industry education recruitment</dc:subject>
<dc:identifier>https://pinboard.in/u:infovore/b:4ab217bfe2fa/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:seamusblackley"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:games"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:business"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:industry"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:recruitment"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://versusclucluland.blogspot.com/2009/04/gdc09-wot-i-asked-will-wright-and-what.html">
    <title>Versus CluClu Land: GDC09: Wot I Asked Will Wright, and What he Said</title>
    <dc:date>2009-04-08T12:07:07+00:00</dc:date>
    <link>http://versusclucluland.blogspot.com/2009/04/gdc09-wot-i-asked-will-wright-and-what.html</link>
    <dc:creator>infovore</dc:creator><description><![CDATA["I came up to Will Wright after the panel and I asked him this question. Is this urge to dominate these fictional systems just human nature, or is it something we've learned? Have years of 8-bit humiliation at the hands of games designers turned us into this kind of gamer, or is this just how the third chimpanzee is wired to behave?" Lots of good stuff here about domination vs understanding, mastery, learning, and the sterile utopias we so often turn systems into.
]]></description>
<dc:subject>willwright gdc09 iroquoispliskin games learning mastery education</dc:subject>
<dc:identifier>https://pinboard.in/u:infovore/b:fc696789d999/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:willwright"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:gdc09"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:iroquoispliskin"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:games"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:learning"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:mastery"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:education"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://radar.oreilly.com/2008/05/teaching-kids-programming.html">
    <title>Teaching Kids Programming - O'Reilly Radar</title>
    <dc:date>2009-03-29T19:47:35+00:00</dc:date>
    <link>http://radar.oreilly.com/2008/05/teaching-kids-programming.html</link>
    <dc:creator>infovore</dc:creator><description><![CDATA["I think there's a lesson here: doing something in hardware isn't automatically cool, particularly for kids. It's harder to make things happen, so we veteran geeks get a thrill from it. We think that because it's physical, real, and a Robot, kids will automatically be excited. But for kids who are learning, and who don't appreciate the significance of the challenge, it's just hard and unrewarding."
]]></description>
<dc:subject>programming computing education teaching children physicalcomputing hardware electronics</dc:subject>
<dc:identifier>https://pinboard.in/u:infovore/b:d558d5f620d6/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:programming"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:computing"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:teaching"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:children"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:physicalcomputing"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:hardware"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:electronics"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://lookspring.co.uk/quick-and-dirty-slides">
    <title>Quick and dirty slides</title>
    <dc:date>2009-03-29T15:20:29+00:00</dc:date>
    <link>http://lookspring.co.uk/quick-and-dirty-slides</link>
    <dc:creator>infovore</dc:creator><description><![CDATA[Margaret's slides from GDC2009. Even without the notes, there's clearly some great meat here, and "Stop Wasting My Time And Your Money" has some stonkingly good moments - notably, the discussion of the HL2 lambda, and a great, great Sam Beckett gag.
]]></description>
<dc:subject>margaretrobertson gdc2009 slides presentation games story narrative play spore education</dc:subject>
<dc:identifier>https://pinboard.in/u:infovore/b:9a5c2c5dc91b/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:margaretrobertson"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:gdc2009"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:slides"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:presentation"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:games"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:story"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:narrative"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:play"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:spore"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:education"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://reprocessed.org/blog/the_nun_and_the_archimedes">
    <title>The Nun and the Archimedes - Reprocessed</title>
    <dc:date>2009-03-24T14:25:12+00:00</dc:date>
    <link>http://reprocessed.org/blog/the_nun_and_the_archimedes</link>
    <dc:creator>infovore</dc:creator><description><![CDATA["After she left, the school began to switch away from Acorn computers to Windows PCs, and computing at school became less and less about actually wrangling the machines for their own sake: programming went away, to be replaced by word processing and the other kinds of useful activities which I'm sure helped a lot of pupils gain the kind of computer literacy they needed for the real world, but it wasn't the kind of computer literacy I needed. I needed the more abstract, joyful, engagement with computers that Sister Celsus provided, and which could only have been provided at the end of the 80s." A lovely post for Ada Lovelace Day from Matt.
]]></description>
<dc:subject>design education learning computing bbc dtp mattpatterson adalovelaceday archimedes</dc:subject>
<dc:identifier>https://pinboard.in/u:infovore/b:66b144c0ab8d/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:design"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:learning"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:computing"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:bbc"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:dtp"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:mattpatterson"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:adalovelaceday"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:archimedes"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://imomus.livejournal.com/437775.html">
    <title>click opera - Art students (called Brian) observed</title>
    <dc:date>2009-02-19T22:12:02+00:00</dc:date>
    <link>http://imomus.livejournal.com/437775.html</link>
    <dc:creator>infovore</dc:creator><description><![CDATA["This is a sort of thorough, empirical, sociological study of art students at two British art schools at a very interesting moment, the late 1960s (a moment when, as the book says, anti-art became the approved art, bringing all sorts of paradoxes to the fore). I find it fascinating that such a subjective thing as developing an art practice can be studied so objectively, but then I find it amazing that art can be taught at all. The book shows the tutors and students circling each other with wariness, coolness, misunderstanding, despair, appreciation." Some great anecdotes and observation.
]]></description>
<dc:subject>education teaching art uk eno sixties school momus studies</dc:subject>
<dc:identifier>https://pinboard.in/u:infovore/b:e35b0bb06b34/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:teaching"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:art"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:uk"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:eno"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:sixties"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:school"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:momus"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:studies"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://www.septivium.com/">
    <title>Septivium - Learn about everything</title>
    <dc:date>2009-02-19T11:14:31+00:00</dc:date>
    <link>http://www.septivium.com/</link>
    <dc:creator>infovore</dc:creator><description><![CDATA["Something like: Trying to create a reading list that gives the best introduction to everything. This may change." Phil is trying to collect the Good Books in many fields. It's an interesting project, for sure; it'll also be interesting to see how it pans out.
]]></description>
<dc:subject>education learning reading books sharing knowledge</dc:subject>
<dc:identifier>https://pinboard.in/u:infovore/b:1c4748c50de3/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:learning"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:reading"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:books"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:sharing"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:knowledge"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://www.guardian.co.uk/technology/2009/feb/12/computer-games-eu-study">
    <title>Video games are good for children - EU report | Technology | The Guardian</title>
    <dc:date>2009-02-12T14:31:25+00:00</dc:date>
    <link>http://www.guardian.co.uk/technology/2009/feb/12/computer-games-eu-study</link>
    <dc:creator>infovore</dc:creator><description><![CDATA["Toine Manders, the Dutch liberal MEP who drafted the report, said: "Video games are in most cases not dangerous. We heard evidence from experts on computer games and psychologists from France, the US, Germany and the Netherlands and they told us that video games have a positive contribution to make to the education of minors."" Etcetera.
]]></description>
<dc:subject>games children education learning politics health europe pscyhology</dc:subject>
<dc:identifier>https://pinboard.in/u:infovore/b:987a7b8d5f73/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:games"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:children"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:learning"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:politics"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:health"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:europe"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:pscyhology"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://filmstudies.berkeley.edu/undergrad%20courses%20Sp2009.html#105">
    <title>Film Studies</title>
    <dc:date>2009-02-05T14:31:01+00:00</dc:date>
    <link>http://filmstudies.berkeley.edu/undergrad%20courses%20Sp2009.html#105</link>
    <dc:creator>infovore</dc:creator><description><![CDATA["What's So Great About The Wire?", a course at UC Berkley. Given the comparisons they suggest, to leave out any of Series 2 from their studies is, frankly, criminal.
]]></description>
<dc:subject>education tv thewire davidsimon filmstudies wotnosobotka</dc:subject>
<dc:identifier>https://pinboard.in/u:infovore/b:ec8aa53828b3/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:tv"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:thewire"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:davidsimon"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:filmstudies"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:wotnosobotka"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://curatingchemistry.wordpress.com/">
    <title>Curating Chemistry</title>
    <dc:date>2009-01-24T15:36:50+00:00</dc:date>
    <link>http://curatingchemistry.wordpress.com/</link>
    <dc:creator>infovore</dc:creator><description><![CDATA["Today it feels harder than ever to get the tools to play with science at home and I want to be able to give my son a chemistry set that he would relish getting out to experiment with. One that he could pass on to his younger brother when the time is right. One that will instill the joy of science, exploration and discovery in him. If I can’t buy one then I am going to make one, so this site will record my attempts to put together the best chemistry set a boy or girl could wish for." Smashing.
]]></description>
<dc:subject>education learning science chemistry experimentation home</dc:subject>
<dc:identifier>https://pinboard.in/u:infovore/b:8b1338cffc4b/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:learning"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:science"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:chemistry"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:experimentation"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:home"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://www.guardian.co.uk/media/2009/jan/19/tony-hart1">
    <title>Obituary: Tony Hart | Media | The Guardian</title>
    <dc:date>2009-01-19T12:39:41+00:00</dc:date>
    <link>http://www.guardian.co.uk/media/2009/jan/19/tony-hart1</link>
    <dc:creator>infovore</dc:creator><description><![CDATA["Morph was sometimes supposed to copy Hart's own artistic work, but not perfectly. In this way nervous children were reassured that even their endearing hero Morph could get it wrong, which made them determined to pick up their pens and pencils and other objects and do better... He believed that most of the things he did could be done only [on television]: "I hope that by example, and by humour, children will start to make pictures for themselves. Show them, don't tell them!"" I was terrible at art, and most forms of drawing, but I could watch his hands work all day.
]]></description>
<dc:subject>art learning education children obituary tonyhart</dc:subject>
<dc:identifier>https://pinboard.in/u:infovore/b:a6cea4895841/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:art"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:learning"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:children"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:obituary"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:tonyhart"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://www.preoccupations.org/2009/01/our-work-so-far-this-year.html">
    <title>Preoccupations: Our work (so far) this year</title>
    <dc:date>2009-01-11T21:27:10+00:00</dc:date>
    <link>http://www.preoccupations.org/2009/01/our-work-so-far-this-year.html</link>
    <dc:creator>infovore</dc:creator><description><![CDATA[I would kill to be 14 and to be taught by David. Other than this: wow, what a line-up of casual talks, and what a wake-up call about how kids use the internet.
]]></description>
<dc:subject>games children education learning teaching talks teens ict stpauls davidsmith</dc:subject>
<dc:identifier>https://pinboard.in/u:infovore/b:2b368266b11f/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:games"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:children"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:learning"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:teaching"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:talks"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:teens"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:ict"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:stpauls"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:davidsmith"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://www.physorg.com/news148193174.html">
    <title>Strategic video game improves critical cognitive skills in older adults</title>
    <dc:date>2008-12-12T14:08:08+00:00</dc:date>
    <link>http://www.physorg.com/news148193174.html</link>
    <dc:creator>infovore</dc:creator><description><![CDATA["There was a correlation between their performance on the game and their improvement on certain cognitive tests, Kramer said. Those who did well in the game also improved the most on switching between tasks. They also tended to do better on tests of working memory." Playing the game (Rise of Nations) didn't affect all tasks, but it had improvements on some - seemingly those involving task and process management.
]]></description>
<dc:subject>videogames research learning education science memory cognitive skills</dc:subject>
<dc:identifier>https://pinboard.in/u:infovore/b:b7af05d9e3bc/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:videogames"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:research"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:learning"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:science"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:memory"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:cognitive"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:skills"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://www.changingthegamebook.com/">
    <title>Changing the Game</title>
    <dc:date>2008-12-09T17:31:12+00:00</dc:date>
    <link>http://www.changingthegamebook.com/</link>
    <dc:creator>infovore</dc:creator><description><![CDATA["Changing the Game (order via Amazon or B&N) is a fast-paced tour of the many ways in which games, already an influential part of millions of people’s lives, have become a profoundly important part of the business world. From connecting with customers, to attracting and training employees, to developing new products and spurring innovation, games have introduced a new level of fun and engagement to the workplace.

Changing the Game introduces you to the ways in which games are being used to enhance productivity at Microsoft, increase profits at Burger King, and raise employee loyalty at Sun Microsystems, among other remarkable examples. It is proof that work not only can be fun--it should be." I shall have to check this out.
]]></description>
<dc:subject>games play business culture communication learning education simulation book productivity</dc:subject>
<dc:identifier>https://pinboard.in/u:infovore/b:13a76ced4625/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:games"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:play"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:business"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:culture"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:communication"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:learning"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:simulation"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:book"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:productivity"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://www.guardian.co.uk/books/2008/nov/29/3">
    <title>Obituary: Douglas Keen | Books | The Guardian</title>
    <dc:date>2008-11-30T21:54:21+00:00</dc:date>
    <link>http://www.guardian.co.uk/books/2008/nov/29/3</link>
    <dc:creator>infovore</dc:creator><description><![CDATA["As editorial director of Ladybird Books, Douglas Keen, who has died aged 95, was responsible for the first experience of reading of millions of children." Myself included; I learned to read with Peter, Jane, and my Mum, sitting on my bedroom floor each morning.
]]></description>
<dc:subject>books reading education children ladybird douglaskeen obituary</dc:subject>
<dc:identifier>https://pinboard.in/u:infovore/b:2fbd00f6be5a/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:books"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:reading"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:children"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:ladybird"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:douglaskeen"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:obituary"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://avantgame.blogspot.com/2008/11/these-games-are-experience-grenades.html">
    <title>Avant Game: These Games are Experience Grenades</title>
    <dc:date>2008-11-23T16:10:51+00:00</dc:date>
    <link>http://avantgame.blogspot.com/2008/11/these-games-are-experience-grenades.html</link>
    <dc:creator>infovore</dc:creator><description><![CDATA["Someday I hope game designers really are seen as trusted personal trainers, and that we have the chance to take people through proven processes that pay off in the long run. More gamesight, a surprising social safety net and support system, a more engaging environment, a higher quality of life." You trust a good designer to deliver good experience, regardless of the pain they put you through.
]]></description>
<dc:subject>education learning games pain pleasure play design experience</dc:subject>
<dc:identifier>https://pinboard.in/u:infovore/b:373bbd4cdd61/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:learning"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:games"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:pain"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:pleasure"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:play"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:design"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:experience"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://hotmilkydrink.typepad.com/my_weblog/2008/11/vermin-feral-animals-is-this-really-how-we-view-children.html">
    <title>Hotmilkydrink: Vermin, feral, animals: Is this really how we view children?</title>
    <dc:date>2008-11-22T10:29:41+00:00</dc:date>
    <link>http://hotmilkydrink.typepad.com/my_weblog/2008/11/vermin-feral-animals-is-this-really-how-we-view-children.html</link>
    <dc:creator>infovore</dc:creator><description><![CDATA["We MUST keep arguing for, and ensure, that all our young people are valued, challenged and that the highest expectation what they can do and where they can go is the minimum they experience when they are in the education system.  We’re failing them if we don't and if that's the case then get somebody in who can do it." Yes.
]]></description>
<dc:subject>children education research society</dc:subject>
<dc:identifier>https://pinboard.in/u:infovore/b:991a36c3a9cf/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:children"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:research"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:society"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://gonzolabs.org/dance/contestants/">
    <title>2009 AAAS Dance Contest</title>
    <dc:date>2008-11-07T23:20:11+00:00</dc:date>
    <link>http://gonzolabs.org/dance/contestants/</link>
    <dc:creator>infovore</dc:creator><description><![CDATA[Science doctoral candidates attempt to communicate their thesis subjects through the medium of dance. The winners get time with a professional choreographer to make the whole thing better, and to see it performed by professional dancers at the end. Crazy, wonderful.
]]></description>
<dc:subject>dance research education science</dc:subject>
<dc:identifier>https://pinboard.in/u:infovore/b:dc5e505b27f7/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:dance"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:research"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:science"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://askpang.typepad.com/relevant_history/2008/10/reflections-on.html">
    <title>Relevant History: Reflections on tinkering</title>
    <dc:date>2008-11-06T10:58:41+00:00</dc:date>
    <link>http://askpang.typepad.com/relevant_history/2008/10/reflections-on.html</link>
    <dc:creator>infovore</dc:creator><description><![CDATA["As we move into a world in which we can manufacture things as cheaply as we print them, the skills that tinkerers develop-- not just their ability to play with stuff, or to use particular tools, but to share their ideas and improve on the ideas of others-- will be huge." Lots of good reflections from "Tinkering As A Mode Of Knowledge".
]]></description>
<dc:subject>tinkering hacking technology making opensource building craft prototyping learning education</dc:subject>
<dc:identifier>https://pinboard.in/u:infovore/b:3ceb0f051deb/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:tinkering"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:hacking"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:technology"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:making"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:opensource"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:building"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:craft"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:prototyping"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:learning"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:education"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://pastie.org/273248">
    <title>Aaron Hillegass: an attitude for learning</title>
    <dc:date>2008-09-16T12:52:43+00:00</dc:date>
    <link>http://pastie.org/273248</link>
    <dc:creator>infovore</dc:creator><description><![CDATA["Because stupidity is such an unthinkably terrible thing in our culture, the students will then spend hours constructing arguments that explain why they are intelligent yet are having difficulties. The moment you start down this path, you have lost your focus."
]]></description>
<dc:subject>learning education attitude cocoa aaronhillegass quotation</dc:subject>
<dc:identifier>https://pinboard.in/u:infovore/b:5bfe95af0b92/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:learning"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:attitude"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:cocoa"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:aaronhillegass"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:quotation"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://www.wired.com/gaming/gamingreviews/commentary/games/2008/09/gamesfrontiers_0908">
    <title>Games Without Frontiers: How Videogames Blind Us With Science</title>
    <dc:date>2008-09-08T18:32:19+00:00</dc:date>
    <link>http://www.wired.com/gaming/gamingreviews/commentary/games/2008/09/gamesfrontiers_0908</link>
    <dc:creator>infovore</dc:creator><description><![CDATA["After all, what is science? It's a technique for uncovering the hidden rules that govern the world. And videogames are simulated worlds that kids are constantly trying to master. Lineage and World of Warcraft aren't "real" world, of course, but they are consistent -- the behavior of the environment and the creatures in it are governed by hidden and generally unchanging rules, encoded by the game designers. In the process of learning a game, gamers try to deduce those rules. This leads them, without them even realizing it, to the scientific method."
]]></description>
<dc:subject>games science scientificmethod systems method deduction statistics inference wired teaching education</dc:subject>
<dc:identifier>https://pinboard.in/u:infovore/b:d0ab5a1111f8/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:games"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:science"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:scientificmethod"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:systems"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:method"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:deduction"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:statistics"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:inference"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:wired"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:teaching"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:education"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://www.youtube.com/watch?v=qIzDN317Pc8">
    <title>YouTube - future engineer-this kids amazing</title>
    <dc:date>2008-08-27T15:42:40+00:00</dc:date>
    <link>http://www.youtube.com/watch?v=qIzDN317Pc8</link>
    <dc:creator>infovore</dc:creator><description><![CDATA[Brilliant, brilliant little advert.
]]></description>
<dc:subject>commerical advert engineering education awesome</dc:subject>
<dc:identifier>https://pinboard.in/u:infovore/b:5cde5fb6c68a/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:commerical"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:advert"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:engineering"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:awesome"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://www.hustlerofculture.com/me_we/2008/08/little-thinkers.html">
    <title>hustler of culture: Little Thinkers/Tinkerers</title>
    <dc:date>2008-08-22T13:31:24+00:00</dc:date>
    <link>http://www.hustlerofculture.com/me_we/2008/08/little-thinkers.html</link>
    <dc:creator>infovore</dc:creator><description><![CDATA["The Tinkering School offers an exploratory curriculum designed to help kids - ages 7 to 17 - learn how to build things. By providing a collaborative environment in which to explore basic and advanced building techniques and principles, we strive to create a school where we all learn by fooling around. All activities are hands-on, supervised, and at least partly improvisational." Sounds fantastic.
]]></description>
<dc:subject>learning playing making tinkering summercamp education</dc:subject>
<dc:identifier>https://pinboard.in/u:infovore/b:f1c4972934ef/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:learning"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:playing"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:making"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:tinkering"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:summercamp"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:education"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://en.wikipedia.org/wiki/Sudbury_model">
    <title>Sudbury school - Wikipedia, the free encyclopedia</title>
    <dc:date>2008-08-01T09:23:10+00:00</dc:date>
    <link>http://en.wikipedia.org/wiki/Sudbury_model</link>
    <dc:creator>infovore</dc:creator><description><![CDATA["This attitude stems from the basic belief of the educational model, that every individual learns what they need to know through life and that there is no need to try and design a curriculum that will prepare a young person for adult life." David mentioned these to me at Develop.
]]></description>
<dc:subject>education schooling schools sudbury school</dc:subject>
<dc:identifier>https://pinboard.in/u:infovore/b:643fa37894fc/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:schooling"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:schools"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:sudbury"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:school"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://www.brainygamer.com/the_brainy_gamer/2008/07/gls---beyond-ga.html">
    <title>The Brainy Gamer: GLS - Beyond Games and the Future of Learning</title>
    <dc:date>2008-07-27T12:09:45+00:00</dc:date>
    <link>http://www.brainygamer.com/the_brainy_gamer/2008/07/gls---beyond-ga.html</link>
    <dc:creator>infovore</dc:creator><description><![CDATA["When asked if she planned to pursue her interest in fashion, she said no. 'I want to work with computers because they give you power.'" Some great stuff on "Passion Communities" as an alternative means of learning and education.
]]></description>
<dc:subject>games learning education teaching community passion engagement</dc:subject>
<dc:identifier>https://pinboard.in/u:infovore/b:059f8e6f363d/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:games"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:learning"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:teaching"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:community"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:passion"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:engagement"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://www.eurogamer.net/article.php?article_id=155753">
    <title>Skills Shortage Article // None /// Eurogamer</title>
    <dc:date>2008-06-22T15:17:10+00:00</dc:date>
    <link>http://www.eurogamer.net/article.php?article_id=155753</link>
    <dc:creator>infovore</dc:creator><description><![CDATA["It's time for direct action against bad game-related degrees." Yes, yes, yes. A thoughtful, sensible article... and one that applies to many other fields, too. Such a waste.
]]></description>
<dc:subject>education uk games degree university polytechnic skills gamesindustry</dc:subject>
<dc:identifier>https://pinboard.in/u:infovore/b:6190ad9e015f/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:uk"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:games"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:degree"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:university"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:polytechnic"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:skills"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:gamesindustry"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://softwarecraftsmanship.oreilly.com/wiki">
    <title>Software Craftmanship: Apprentice to Journeyman [Software Craftsmanship]</title>
    <dc:date>2008-02-25T11:15:28+00:00</dc:date>
    <link>http://softwarecraftsmanship.oreilly.com/wiki</link>
    <dc:creator>infovore</dc:creator><description><![CDATA[Exciting-looking new title from O'Reilly, being developed and written via a wiki. Interesting seeing the emergence of several titles on software engineering as craft rather than science at the moment.
]]></description>
<dc:subject>software development engineering programming craft education learning</dc:subject>
<dc:identifier>https://pinboard.in/u:infovore/b:db4cc263bbd3/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:software"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:development"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:engineering"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:programming"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:craft"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:learning"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://blog.toolshed.com/2008/02/my-new-book-ref.html">
    <title>/\ndy: My new book, &quot;Refactor Your Wetware&quot;, now in Beta</title>
    <dc:date>2008-02-25T11:14:01+00:00</dc:date>
    <link>http://blog.toolshed.com/2008/02/my-new-book-ref.html</link>
    <dc:creator>infovore</dc:creator><description><![CDATA["I’ve written many times that the two most important skills for a programmer (IMHO) are communications and learning. In this book, I’m taking a hard look at expertise, thinking and learning." Interesting looking new book from Andy Hunt.
]]></description>
<dc:subject>programming software development learning education</dc:subject>
<dc:identifier>https://pinboard.in/u:infovore/b:3e42788ab3e7/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:programming"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:software"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:development"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:learning"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:education"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://nplusonemag.com/hedge-fund-interview.html">
    <title>n+1: interview with a hedge fund manager</title>
    <dc:date>2008-01-22T17:46:56+00:00</dc:date>
    <link>http://nplusonemag.com/hedge-fund-interview.html</link>
    <dc:creator>infovore</dc:creator><description><![CDATA[""the people who make huge money, the George Soroses and Julian Robertsons of the world, they’re the people who can step back and see when the paradigm is going to shift, and I think that comes from having a broader experience"
]]></description>
<dc:subject>finance training education hedgefund business subprime</dc:subject>
<dc:identifier>https://pinboard.in/u:infovore/b:19539fe0f0ac/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:finance"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:training"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:hedgefund"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:business"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:subprime"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://joelonsoftware.com/items/2007/12/05.html">
    <title>Talk at Yale: Part 3 of 3 - Joel on Software</title>
    <dc:date>2007-12-23T20:35:40+00:00</dc:date>
    <link>http://joelonsoftware.com/items/2007/12/05.html</link>
    <dc:creator>infovore</dc:creator><description><![CDATA["The main thing you don’t learn with a CS degree is how to develop software, although you will probably build up certain muscles in your brain that may help you later if you decide that developing software is what you want to do."
]]></description>
<dc:subject>software development article joelspolsky education learning teaching</dc:subject>
<dc:identifier>https://pinboard.in/u:infovore/b:54666242818b/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:software"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:development"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:article"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:joelspolsky"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:learning"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:teaching"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://bythom.com/goal.htm">
    <title>What's your Goal? by Thom Hogan</title>
    <dc:date>2007-10-14T15:07:14+00:00</dc:date>
    <link>http://bythom.com/goal.htm</link>
    <dc:creator>infovore</dc:creator><description><![CDATA["Seems like a simple question, doesn't it? What's your goal? Amazingly, many of the photographers I talk to--both amateur and pro--don't really know the answer to that question." Good stuff here from Thom Hogan.
]]></description>
<dc:subject>photography progress education selfdevelopment learning</dc:subject>
<dc:identifier>https://pinboard.in/u:infovore/b:45e494cc5e5d/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:photography"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:progress"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:selfdevelopment"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:learning"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://www.preoccupations.org/2007/09/teaching.html">
    <title>Preoccupations: Teaching</title>
    <dc:date>2007-09-25T09:47:39+00:00</dc:date>
    <link>http://www.preoccupations.org/2007/09/teaching.html</link>
    <dc:creator>infovore</dc:creator><description><![CDATA["...you have to like children... If you do not, you will never be able to treat them as individuals... the test of whether you enjoy children's company is whether you find them fun." David quoting Mike Baker. Fab.
]]></description>
<dc:subject>teaching education children adult</dc:subject>
<dc:identifier>https://pinboard.in/u:infovore/b:e3f16fba84d5/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:teaching"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:children"/>
	<rdf:li rdf:resource="https://pinboard.in/u:infovore/t:adult"/>
</rdf:Bag></taxo:topics>
</item>
</rdf:RDF>