"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.

"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.

"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".

"…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.

"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.

"“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."

"...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.

"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."

"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.

"...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.

"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."

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.

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.

"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.

"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.

"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.

"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.

"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.

"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.

"[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.

"'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.'"

"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.

"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."

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.

"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.

"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.

"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.

"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.

"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.

"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.

"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.

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.

"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.

"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.

"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.

"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.

"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.

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.

"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".

"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."

"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."

Brilliant, brilliant little advert.

"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.

"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.

"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.

"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.

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.

"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.

""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"

"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."

"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.

"...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.

"Every artform, every storytelling tradition needs the ability to represent violence because aggression, trauma, and loss are a fundamental aspect of the human condition. The idea that game violence is in and of itself bad is an absurdity."

Most interesting - the OLPC has a dedicated view source key - not just for the web, but for everything...