"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.

"The best games communicate their systems to us in ways that feel satisfying, and the quality of this dialogue between player and game often determines the success or failure of the game." Michael Abbott's been playing Demon's Souls.

"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.

"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.

"A year with a single Leica and a single lens, looking at light and ignoring color, will teach you as much about actually seeing photographs as three years in any photo school, and as much as ten or fifteen years (or more) of mucking about buying and selling and shopping for gear like the average hobbyist." This is not a bad point.

"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."

"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.

"Kodu is a new visual programming language made specifically for creating games. It is designed to be accessible for children and enjoyable for anyone. The programming environment runs on the Xbox, allowing rapid design iteration using only a game controller for input." Which is interesting. I know it's only a research project, but it'd be lovely to play with some time.

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.

"I still consider glass to be an extreme craft – you’re working with and fighting gravity and momentum in those 60 seconds before it starts to harden – but you learn to take your time, even if there are lots of moments of extreme concentration to keep a piece from disintegrating." Chris writes up his glass-blowing course; sounds great.

"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."

"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.

"With these three agreements — which distilled months of social justice exploration into a few simple tenets of community use of resources — we returned the Legos to their place of honor in the classroom." Wonderful article about education.

"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."

"...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.