The report then provides a brief introduction to the practice of simulations and wargaming. Though these two models possess some assumptions that are inconsistent with one another, the authors of this report find utility in both models and hold that wargames fashioned around either model, or some synthesis of the two, can provide valuable insights. Edward Cornish’s forecasting model provides analysis of potential futures associated with major overarching trends, with the goal of producing accurate analysis of these futures while Jim Dator’s four alternative futures model seeks to unsettle our notions about the future. The section focuses on two major schools of thought within future studies, both of which have somewhat different assumptions and goals. It provides an overview of the assumptions and methodologies by which futurists create images of possible futures. This report begins with a survey of the field of future studies. Having established this baseline argument, the report provides a set of best practices for using wargames to advance the practice of futurism.Of particular relevance is games’ three-dimensional nature, their tactile characteristics, and the way they make participants consider issue sets through multiple frames. Thus, the report contends that well-designed wargames are a valuable tool for advancing the practice of futurism within governments for reasons related to the structure and function of games. The challenges posed by strategic competitors using irregular means to undermine U.S. The twenty-first century is characterized by rapid pace of change and dense interconnectedness of major issue sets. The practice of futurism can be nettlesome, yet it is of grave importance to defense planners-and, indeed, to everyone with substantive decision-making power.This report makes two overarching contributions: The game that Valens Global designed and ran helped to inform this report’s understanding of best practices for leveraging insights derived from wargames for the practice of irregular warfare and futurism. Let's use them for good ( and for awesome.This report is part of a broader project on wargaming and futurism that included the design and execution of a futurism-focused wargame, Utopia or Oblivion?, that was cohosted by the Canadian Department of National Defence (DND) and Johns Hopkins University, and ran from March 25 to April 10, 2021. I still believe in real-life interaction, but I can see the beauty of video games now. They learn Game Maker and coding to create the actual video game. They learn GarageBand, even record live music, putting sounds together for a purpose. Then they learn Photoshop and Illustrator to scan in, create and/or edit original artwork. They come up with storylines, background, motivation for characters for a game. Think about it: the kids take a year with this course. I left realizing that Joe's thoughts on the utopia of game development were coming true for kids at this school, but they were doing every aspect themselves. I attended their workshop at the Symposium. Jerry Wawrzyniak, a technology educator, and Susan Masto, an art educator, teach Video Game Design and Play Experience at a local school. But my son, oh, he LOVES playing digital games. My daughter hates to be on the computer for very long. I've become an RPG person, a board game person, and I still love books and making movies. Then a video camera to make my own movies.Īs an adult, I have never gotten into video gaming. The few kids on the block that had nintendo thought my computer was cool, but playing games on it was lame. But Pac-Man took two f loppy disks, we didn't have a joystick, and the arrow keys were really annoying to use. At home, my step-father worked for IBM so we always had a computer. And my parents wouldn't give me the money to spend on them anyway. I wanted to be in the arcades, but my girlfriends weren't interested and I didn't want to be the only girl in there. I was drawn to video games as a kid, but told no. And yet, digital gaming is a part of modern life, and educators need to be where kids are. Getting messy, looking people in the eye, having physical contact with nature- those are things kids need. Sitting for long periods of the day isn't what learning should be about. Being in front of a computer screen is not physically healthy. I don't play video games, and have been tentative about the overuse of technology in the classroom.
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