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<blockquote data-quote="Mercurius" data-source="post: 6239873" data-attributes="member: 59082"><p>So it sounds like he's mid-20s, and they're 14-18, so we're talking about Gen Y, born in the 80s and 90s, or who I like to call "Gen Text." And this doesn't even touch upon "Gen Z," who Strauss-Howe generation theory calls the "Homeland Generation," born in 2004 and after. Given that they're just starting to turn 10 and younger in 2014, it might be that the context of D&D is still focused on generations X and Y. </p><p></p><p></p><p></p><p>I usually try to keep it light, but will take away their device until the end of class. I've thought of having them leaving their devices on a table at the beginning of class, but the problem is that the international students often need them and I'm fine with students looking things up on occasion if its relevant to the class. But the problem is that its hard to monitor and some of the goods are very good about texting, even playing games, in a very sly way.</p><p></p><p></p><p></p><p>Well for tabletop D&D I think it is, because we're the "bird in hand" and the group - age 30ish to 50ish - that support the game as it is played. I think diversifying into different forms with other variations on the brand is a good idea, and even that they provide modern tools to augment the tabletop experience, but that it just make sense to keep the D&D experience as a theater of mind tabletop RPG.</p><p> </p><p></p><p></p><p>I can live with that, especially if it keeps the brand thriving. As I said before, this diversification might actually help keep the tabletop game relatively traditional; its the "classic D&D experience" from which others forms are derived: movies, video games, card games, etc.</p><p></p><p></p><p></p><p>The tricky part, though, is getting them to actual engage in this manner, because they tend to be surprisingly passive. </p><p></p><p></p><p></p><p>It won't be that obvious, but we're going to see some crazy shyt in the next decades.</p><p></p><p></p><p></p><p>If we broaden the idea of what an RPG is, then I think the potential is there. I've dreamed of the idea of a whole curriculum based around building - you really could learn anything in that context, but the key is that it is focused on student creativity, on them building worlds.</p><p></p><p></p><p></p><p>Sounds like an interesting experience.</p></blockquote><p></p>
[QUOTE="Mercurius, post: 6239873, member: 59082"] So it sounds like he's mid-20s, and they're 14-18, so we're talking about Gen Y, born in the 80s and 90s, or who I like to call "Gen Text." And this doesn't even touch upon "Gen Z," who Strauss-Howe generation theory calls the "Homeland Generation," born in 2004 and after. Given that they're just starting to turn 10 and younger in 2014, it might be that the context of D&D is still focused on generations X and Y. I usually try to keep it light, but will take away their device until the end of class. I've thought of having them leaving their devices on a table at the beginning of class, but the problem is that the international students often need them and I'm fine with students looking things up on occasion if its relevant to the class. But the problem is that its hard to monitor and some of the goods are very good about texting, even playing games, in a very sly way. Well for tabletop D&D I think it is, because we're the "bird in hand" and the group - age 30ish to 50ish - that support the game as it is played. I think diversifying into different forms with other variations on the brand is a good idea, and even that they provide modern tools to augment the tabletop experience, but that it just make sense to keep the D&D experience as a theater of mind tabletop RPG. I can live with that, especially if it keeps the brand thriving. As I said before, this diversification might actually help keep the tabletop game relatively traditional; its the "classic D&D experience" from which others forms are derived: movies, video games, card games, etc. The tricky part, though, is getting them to actual engage in this manner, because they tend to be surprisingly passive. It won't be that obvious, but we're going to see some crazy shyt in the next decades. If we broaden the idea of what an RPG is, then I think the potential is there. I've dreamed of the idea of a whole curriculum based around building - you really could learn anything in that context, but the key is that it is focused on student creativity, on them building worlds. Sounds like an interesting experience. [/QUOTE]
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