The Story in Stories Past

I’m currently picking my way through Is the Internet Changing the Way You Think?: The Net's Impact on Our Minds and Future there are many ideas in this book (a future blog will be a review) but it made me think about how much has changed in last fifteen years, and how Stories Past developed.

We started from an episodic story Stoney Grove which debuted in March 1998. It ran through three seasons, and is the story of an Englishman and an American women who meet, win the lottery, buy a ‘great’ house in England and finally fall in love. We did three seasons and concluded with a live interactive wedding. The site used multiple narrative techniques – emails, diaries, newspapers, direct chat and letters (it was the old days!). It also used dynamic html to present the story.

From this site we created an education module. Students were asked to explore a version of the house and try and discover the who, what and where – who lived there, when they lived there, what was happening to the family, and what was happening in the world at that time. We were completely naïve when it came with working with schools and, though we did have some great feedback from a number of students who used it, we never were able to go “commercial.”

So we took the ideas and techniques we’d developed went to museums and archaeology programs and said, let us do this for you using your content. Since then keeping up with the technology changes is a constant challenge but the range of what we can do now is extraordinary. If you can describe what you want, we can find a way of doing it. But our approach is informed by some of the ideas we had when creating Stoney Grove: learning works best when it’s contextual, some (though not all) students learn more from an active/interactive learning style, and that a good module is exploratory and non-linear.

If you’ve got a few hours Stoney Grove is still online!

Using Primary Sources

I’m working on an education module which uses eighteenth century land patents. The module will be part of a new web site “Engaging the Piedmont: Transitions in Virginia Slavery 1730-1790” (more soon!) Archaeologists, as well as historians, use primary documents such as probate inventories and patents to gain a greater understanding of the sites on which they work.

Not only are many of these documents not available on the web, they are written in eighteenth century script. Fortunately technology can at least help students start to work with primary sources. The module below is part of a larger piece we did for the Virginia Department of Historic Resource “What Do Archaeologists Do?”

I’ve had a few people ask if they can just buy the translate box but, unfortunately, there’s a little smoke and mirrors there! It based on an idea I saw years ago “Martha Ballard’s Diary” a great site exploring primary sources. Interactive content can help students get started in looking at difficult material, but it can’t replace research quite yet.

Should You Object? Mount Vernon Midden Archaeology

New projects are always fun! Over the next few months I’ll be working with the archaeologists at Mount Vernon. We will be creating a web site based around the South Grove Midden, which is currently undergoing re-analysis. At its core will be objects: The 400 - more interesting that the 300 any day! These selected objects provide insights into the site, time period and life at Mount Vernon.

The archaeologists at Mount Vernon have prepared a comprehensive information framework for the objects. The stratigraphy of the site (detailed in supporting field and methods documentation) supplies the temporal context, and there will be a range of documentary material (including timeline, inventories and merchants accounts), along with other pages, to provide a thematic and historical context.

The fun part of the project (for me) is creating a design that helps not only in finding the objects, but in the relationships between them. Within this discrete time period it should be possible to support general queries with a structure that shows related objects, and suggests other interesting pathways through the collection and associated material.

The site is just part of the outreach. The Midden already has an active Facebook presence (Facebook: Mount Vernon’s Mystery Midden) that includes both specific and broadly contextual posts. There have been public events, conference papers and an upcoming dissertation focusing on the site.

I don’t think the web gets talked about enough when discussing public archaeology and this site will be a great example of how archaeological data can be relevant to an educated public and serve multiple audiences. Though the selection of 400 objects presents an initial level of analysis, archaeologists interested in looking at the complete data set will be able to find it at DAACS. For the rest the layered content will make material culture accessible through a contextual presentation.

Please check out this site as it develops.

Millennials

As an exhibitor I was manning the booth for much of the Tennessee Association of Museums conference. I heard the indefatigable Ken Mayes (AMSE) keeping everyone up to date on web tools (The Online Visitor) and  I did get to the session on millennials (The Next Generation of Visitors: Creating Museum Experiences  that Connect with Younger Audiences by Lori Cagan of Tombras Group  and Sylvia Martin from A Different View). As part of the presentation we had three millennials adding their insights. Millennials are broadly defined as the generation born in the mid 70’s to 2000.

Regarding technology, it’s no surprise that this group is heavily into communication. I had the experience as a younger man of living abroad, pre-internet. I sent and received letters and monthly made a phone call on the public telephone in the high street. This generation gets stressed by not being connected 24-7. And most of the connection - social media, texting, chatting - is mobile. They access the web through a phone screen.

At the end of the session the panelists were asked what museums could do to make themselves more engaging to Millennials. All three answered with the word interactive. They felt that museums should come to them, to engage them through changing, and participatory content. This is a group that wants to be involved, but perhaps is less into self exploration than reaction – they are getting a lot of calls on their attention!

The PBS special digital media  pointed to the work museums are doing as places of experimental learning. There really is no limit to what can be achieved. Stories Past is working on projects involving mixed media, social interactions and gaming. It’s a fun time to be working in this area.

How Millennial are you? Try the Pew Research Quiz. Is Millennial an age range, or a state of mind?

Being There - still going to conferences

At VAM

March is conference time. Last week was a fun time at the Virginia Association of Museums conference in Portsmouth, VA. This week I am exhibiting at the Tennessee Museums Conference (TAM) in Johnson City, TN.

Personally, I love the opportunity to get to places around the States, but are conferences becoming redundant? There’s an increasing trend to offer virtual sessions and more online papers. I imagine conference organizers are trying to balance offering access while still wanting people to come. There’s the cost, and time, of travel and hotels, and long hours sitting and listening to papers that sometimes would be better read, than heard. And at the end there’s often little time for questions or debate.

And yet until we reach the singularity , there’s still a lot to be said for personal contact, networking, discussion and serendipitous conversations that come from standing in line at the bar! I enjoy conferences and I am disappointed to be missing out on two others that I’d have liked to have attended. The CAA conference is in China, and the Museums and the Web conference is in Philadelphia. I’ve attended both of these in the past, and I’m still thinking about some of the papers I heard. This was the first year in many that I didn’t attend the Society for Historical Archaeology conference, which means that there are a lot of people I won’t get to see for nearly two years. We’ll make the next one.

So, like many things, the virtual is great but it’s still not as good as the real thing!

Putting Virginia Archaeology on the map

Egloff Atlas of Virginia Archaeology

Google maps seem like a natural for archaeology. Though they are not fine grained enough for a single site, they excel in showing multiple sites, or indeed any spatial content. The maps form the starting point, and content – text, images, and videos – can be layered on top, along with any type of interaction.

Stories Past created a simple map for lithics last year  as part of a larger module on points and lithics.  Now we’ve put up the Egloff Atlas of Virginia, named after noted Virginia archaeologist Keith Egloff.

The map shows sites in Virginia that have archaeology and you can select by region, or by specific site. The content was developed by the Council of Virginia Archaeology and the Virginia Department of Historic Resources and should serve as a way of promoting Virginia archaeology.

There are a million ways to use Google maps in interpretation and research. The development costs are low and you it comes with all the Google functionality: zooms, drag, satellite, map and street view. If the content is created through an XML file it can be easily maintained through a simple text editor. Showing routes or journeys, linking story and place, overlaying maps with layers to show distribution of artifacts across a region or country, relating time and space, showing landscape features – the list is endless as this link proves!

Review: Videogames and Education by Harry J. Brown

Videogames and Education by Harry J. Brown

My rating: 5 of 5 stars


Brown’s engaging read can serve as a primer for looking at video games. The first section, poetics, looks at video games through the lens of storytelling, aesthetics and film. He points out the two approaches of seeing video games: Ludologists who essentially see them as puzzles and Narratologists who see them as story. One difficulty in looking at games as stories is that they lack a clear central narrative  - but this is judging them as traditional literature. At their best games weave multiple threads, with the player a part of the story, presenting perhaps a conversation, or a shared performance, more than a telling, with an end result that is more “history”, rather than novel. Perhaps games have not yet found their Dickens, as Brown suggests, but we don’t judge all literature by the most hackneyed romance novels. The great works may be just around the corner, but they won’t be like books. This book does a good job in placing games in a wider context, but also notes that they remain ‘other’ – a point Brown re-inforces by pointing out how badly games have translated into movies!

I think Gee has argued that games are inherently educational, that their structure begets learning though the problem solving required in games. Brown, I think, would be more cautious, and in several places he emphasizes that games do not replace educators, but ask them to be more like guides, than the source of all wisdom. Some of the controversy over the use of gaming in schools is more clearly as discussion of what and how students should be taught, rather than a disagreement of the efficacy of the methods. But in the second section of the book, Rhetoric, Brown talks about the rhetoric of interactivity, the idea that playing a game, or perhaps using ‘playful mechanics’, is a fundamentally different engagement for students than reading, listening or watching. It’s an engagement that he sees relating to the teaching of empathy, but it also ties into different learning styles for different students. Maybe some, but not all, students will learn better this way.

In the final section, “pedagogy” he examines education, identity and communication, and finally “modding” using the tools of gaming to create new environments. He looks at the creation of social spaces and points out that for effective learning these spaces still need to be mediated. I personally doubt that shy students are suddenly ‘freed’ by a virtual identity, bullying still occurs on the online world. But equally an online environment changes the social dynamic, and its emphasis on non-verbal communication is clearly a benefit for some students.

In most of the literature I’m reading, and in this book, there seems to be a lack of clarity at times about what video games are. Some arguments seem to relate as much to games, as video games. Do video games have to consist of an immersive space? Are we criticizing the games, or the biases, and failures, of the gamemakers. How is the aspect of social media playing out in learning? While there is discussion of MMORPG’s how does playing alone, or in a group shape the learning experience? What are the implications for distance learning?

For both fiction and non-fiction I often feel that a books ‘success’ for a reader depends when it is read. For me this book served came at the right time, broadening my understanding and leaving me with the desire both to go back and re-read certain sections and follow some threads and questions into cyber space.



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