Edutainment & Convergence Research

Recommendations for future research

By Chris A. Heidelberg, III

    The official report of findings for my dissertation has been released today. The study was a eleven month national qualitative study of eight entertainment professionals from New York City, Hollywood, and the San Antonio/Austin, Texas, area. The study was conducted entirely through the Internet and with new media on location throughout the country. It was open-sourced research, and all eight media professionals agreed to reveal their identities and they fully collaborated with me on this study and the electronic web sites that were created as a result of this research with the guidance and support of the participants.The research obtained was utilized in the design of this site and this the official research site.

    I would recommend a national quantitative study with entertainment professionals that focused on the themes and the findings of this study to verify the findings of this study.  Future research may also examine and chronicle the impact and effects of current and future technologies in the educational process, as well as the each of the fifteen implications discussed previously. A mixed methods study may be employed to study the development of edutainment and convergence with entertainment professionals. Furthermore, a mixed methods study with academic professionals and entertainment professionals that focused on the themes and findings of this study could serve to compare and contrast the thoughts, words and recommendations of these two different groups. Finally, I would conduct a longitudinal mixed methods study that would utilize focus groups and individual interviews, so that the academic and the entertainment professionals could jointly discuss edutainment and convergence and the issues that will arise in the future as technology develops and new research on learning methods and student –centered approaches emerges.

Future research can also focus on efforts to keep knowledge public and reform copyright laws so that terms such as academic freedom and fair use are more than an academic concept, but a political reality that businesses would be compelled to respect under the law (Bagdikian, 2000, 2005; Battelle, 2005; Lessig, 1999, 2001, 2004; Napolitano, 2004, 2007; The Center for Public Integrity, 2000; Vise & Malseed, 2005).  Academia has to be very careful that it does not become too identified as an instrument of corporate and government institutions (Bagdikian, 2005; Giroux & Giroux, 2004; Lessig, 2002, 2004; Moore, 2003; Napolitano, 2004, 2007; O’ Harrow, 2004; Risen, 2005; Rosen, 2001).  

Finally, a rhetorical question was advanced: Can a professor freely present provocative ideas in a class setting in a university when the class is being televised live and recorded for instant worldwide distribution without fear of retribution because of convergence technology? (Brin, 1998: Kaplin & Lee, 1995; Moore, 2003; Napolitano, 2004, 2007; O’Harrow, 2005; Risen, 2006; Rosen, 2001).  Only time and future litigation will provide the answer to this question, but it also gives rise to another rhetorical question: If academic freedom was originally instituted at The Academy to protect professors and students for views expressed on campus, does this same level of academic freedom extend to the digital classroom in an open society where the public can view or listen to course in today’s politically charged environment? (Apple Computer, 2006; Brin, 1998; Moore, 2003; Napolitano, 2004, 2007; O’Harrow, 2005; Risen, 2006; Rosen, 2001).
As I thought about the implications of academic freedom, I decided to use convergence technology one last time to find out if the participants would still use the technology. 
Each of the participants were sent a text message with the following message, “The bottom line question is this: after all of what we have talked about in this study at the end of the day would you use or recommend the use of edutainment techniques and convergence technology that we have talked about in the classroom?” The participants that answered responded within five minutes. Cesario answered,
“Yes, I would straight up use them (edutainment and convergence)!”
Erin sent a text: “Yes! Because it works for all types of students! Especially the visual learners like me.” Jeff replied, “Yes!”  Rebeca replied,
“ Absolutamente! (Absolutely in Spanish with strong enthusiastic emphasis).” 
Sadia was adamant: “Yes, absolutely! It should be in the classroom. It needs to be done in the right way with the educational content! “
The future of edutainment and convergence
This research examined the merging and utilization of edutainment and convergence in higher education from the perspective of entertainment professionals. At the end of the day, this research found that one process and one word lay at the heart of all education, edutainment, entertainment and technology: Communication. Jeff epitomized this discovery and summed up this study by saying, “Communication is such an important part of every area of study. You could be the greatest chemist or historian, but without effectively communicating with students and peers, one could be a poor educator.”
To be sure, education is literally impossible without communication, and this is why edutainment and convergence offer unlimited possibilities for the future of learning and learners. Perhaps essential is that all stakeholders in the educational process have a greater understanding of how entertainment techniques and new technology can work in concert to create a learner-centered environment that results in students and educators who are critical thinkers, leaders, and team-oriented with digital skills, professional skills, and communications skills that are necessary to compete in the global economy of the twenty-first century.

McLuhan (1967, 1968) maintained that the media is the message, and that electronic media would create a global village that would enable citizens to create electronic extensions of their minds and bodies. Perhaps, higher education will embrace edutainment and convergence so that scholarly knowledge can explore every available outlet.

Implication of findings

By Chris A. Heidelberg, III

    The official report of findings for my dissertation has been released today. The study was a eleven month national qualitative study of eight entertainment professionals from New York City, Hollywood, and the San Antonio/Austin, Texas, area. The study was conducted entirely through the Internet and with new media on location throughout the country. It was open-sourced research, and all eight media professionals agreed to reveal their identities and they fully collaborated with me on this study and the electronic web sites that were created as a result of this research with the guidance and support of the participants.The research obtained was utilized in the design of this site ; and it is the official research site for this study.  There were several implications that resulted from the findings of this study. First, the participants and the literature enthusiastically endorsed edutainment and convergence as a skill to be incorporated in higher education. Several elite schools have embraced convergence en masse, but not necessarily edutainment (Apple, 2007; Farkas, 2006, 2007; Gee, 2003a, 2003b, 2004, 2005; Google, 2007; Heller, 2001; Jenkins, 2006; Lessig, 2004; Rhodes, 2001; Tapscott & Williams, 2006; YouTube, 2007).
 
Second, incidents like the recent tragedy at Virginia Tech where students and professors were shot, demonstrated the need for the utilization of cell phones and handheld devices in the classroom in the vibrate mode, so that students, faculty and staff alike can utilize convergence technology for safety purposes as well as educational purposes as one participant maintained and recent literature, college policies, and federal policy from the White House have indicated (Apple, 2007; Google, 2007; Morgan State University, 2007; Prensky, 2001, 2006; The White House, 2007; University of Maryland, 2007; Yahoo, 2007;YouTube, 2007).
Third, the participants indicated there were numerous entertainment and technological techniques and tools transferable to higher education.  Recent literature indicated that these tools and techniques are learner centered and just as effective or comparable to traditional instruction (Apple, 2007; Bonk & Wisher, 2000; Duke University, 2007; Farkas, 2006, 2007; Google, 2007; McCombs, 1997; Sitzmann et al, 2006; Stark & Lattuca, 1997).
Fourth, the participants maintained that the Pentagon,

NASA, and the civilian government has spent billions of dollars creating a digital military that has utilized video games and simulation for educational purposes. In fact, the literature emphasized convergence tools such as video games, high tech communications devices, satellites, and simulation utilized by the Pentagon and NASA for nearly four decades as a successful educational and training tool (Bonk & Dennen, 2005; Bonk & Wisher, 2000; Boot, 2006; Carroll, 2006; Gee, 2003a; 2003b; 2004; 2005; Halter, 2006; O’Harrow, 2005; Prensky, 2001, 2006; Dr. Robert Wisher, personal communication, August 20, 2007). The importance of edutainment for the military may transform the education system into a priority of the Defense Department and the business community for national security and economic competitive reasons (Boot, 2006; Dobbs, 2006; Halter, 2006).

Fifth, government policy that resulted from the commercialization of defense-based and space exploration technology has resulted in disruptive technologies such as the Internet, computer software, video technology, cellular technology, and audio technology that have blurred the line between fair use and digital property rights that has pitted consumers and device makers against entertainment firms and content creators (Apple, 2007; Bagdikian, 2000, 2005; Boot, 2006; Davis, 2004; Facebook, 2007; Farkas, 2006, 2007; Google, 2007; Halter, 2006; Lessig, 2001, 2002, 2004; Microsoft, 2007 O’Harrow, 2005; YouTube, 2007). The participants and several authors suggested that this problem will continue until the content creators adopt a new business model or Congress passes a new law to halt the encroachment on fair use rights that has resulted from lobbying and the passage of deregulatory laws that have launched numerous intellectual property lawsuits (Bagdikian, 2000, 2005; Davis, 2004; Lessig, 2001, 2002, 2004; McChesney, 2004; Napolitano, 2007).
Sixth, the use of color, especially the color black, has transferred from film to the Internet because of convergence as technology firms, entertainment companies, and devices makers have utilized color to enhance the user experience and this has already impacted the classroom, the Internet, computers, television sets, cell phones, and handheld multi-media devices (ABC, 2007; Apple, 2007; Farkas, 2006, 2007; Fox, 2007; Microsoft, 2007; NBC, 2007; YouTube, 2007) .
Seventh, the participants advocated the use of black as the background color for video and rich-media blogs and websites. The use of black for media-based websites and blogs as a background color runs counter to conventional literature (Nielsen, 2000). In fact, broadcast sites have utilized black, dark, and multi-colored websites and blogs with black backgrounds for their video content (Apple, 2007; CBS, 2007;Disney, 2007; NewsCorp, 2007; MSNBC, 2007; NBC, 2007;Time Warner, 2007).

Eighth, the participants maintained that educators receive ongoing technology training from professionals, and one participant recommended that students assist in training their instructors to create an interactive and collaborative learning environment (Farkas, 2006, 2007; Jenkins, 2006; Tapscott & Williams, 2006; YouTube, 2007) .
Ninth, several participants recommended that professors receive entertainment training as a producer, director, and performer so that the professor can create a more interactive learner centered environment that creates stars since several participants agreed that instructors already act in the capacity of a film director. This could result in a partnership between the entertainment world and the academic world that results in mutual collaboration for learner-centered educational tools and approaches with potential new revenues for educational, technology, and entertainment companies (Farkas, 2006, 2007; Google, 2007; Jenkins, 2006: Tapscott & Williams, 2006; YouTube, 2007).
Tenth, the educational community may be able to cut publication costs, shipping costs, and increase revenues by creating digital publishing entities that may eliminate or drastically reduce the role of commercial publishers through the use of convergence technologies such as podcasts, audio publications, digital publications, video publications and multi-media publications (Bagdikian, 2005; Davis, 2004; Farkas, 2006, 2007; Lessig, 2001, 2002, 2004; McChesney, 2004; Tapscott & Williams, 2006; Willinsky, 2006).
Eleventh, professors, researchers, and instructors will be able to publish digitally with the peer review system, or without the peer review system that would radically change what gets published, who gets published, and which universities will obtain grants, power, and prestige (Bagdikian, 2000, 2005; Davis, 2004; Lessig, 2001, 2002, 2004; Willinsky, 2006).
Twelfth, universities will have to reconsider the tenure process; since, they may not be able to legally own research that adjunct professors developed as graduate students and professionals in the field that is published digitally on the Internet through streaming, podcasts, or downloads (Apple, 2007; Davis, 2004; Lessig, 2001, 2002, 2004; Willinsky, 2006) .
Thirteenth, websites and blog researchers may have to reconsider their research and examine the research of screen makers and device makers regarding the use of the color black as a background color for video, photographs and rich media content (Nielsen, 2000).
Fourteenth, curricula changes that incorporate the use of edutainment and convergence for all students; the use of edutainment and convergence for ongoing professional education; and the creation of a multi-disciplinary major called edutainment and convergence with several concentrations.

The concept of developing and utilizing multiple portals to extend the university experience and individual university marketing brands has created what I call an Extendternet that enables universities, and even businesses, to utilize reliable and trusted third party Internet providers to host their content on blogs, video sites, online stores, social networking sites, social bookmarking sites, and online groups such as iTunesU, Facebook, Wordpress, Blip.tv, Blogger, Vox, MySpace, Orkut, Yahoo Groups, and YouTube (Apple, 2007; Delicious, 2007; Digg, 2007; Duke University, 2007; Farkas, 2006, 2007; Google, 2007; Microsoft, 2007; MIT, 2007; Stanford, 2007; University of California-Berkeley, 2007; University of Southern California, 2007; YouTube, 2007).

Philosophical approach and profound comments of each participant.

By Chris A. Heidelberg, III

    The official report of findings for my dissertation has been released today. The study was a eleven month national qualitative study of eight entertainment professionals from New York City, Hollywood, and the San Antonio/Austin, Texas, area. The study was conducted entirely through the Internet and with new media on location throughout the country. It was open-sourced research, and all eight media professionals agreed to reveal their identities and they fully collaborated with me on this study and the electronic web sites that were created as a result of this research with the guidance and support of the participants.The research obtained was utilized in the design of this site.

This study utilized the edutainment technique of digital storytelling and convergence technology to gather data, discover emerging themes, and analyze data. This portion of the chapter provides a succinct summary of each participant’s philosophical approach and their individual responses along with what I considered my favorite and their most profound statement from each of them.

Aaron, the academic, focused on the use of edutainment and convergence in the classroom as a way to incorporate the “fun factor” into learning, in way of stimulating the learner. Aaron suggested museums run by institutions of higher learning could have a major impact on learning. Aaron openly worried about socialization, but also attributed this feeling to his age. As a former Disney employee Aaron was aware of the use of edutainment in maintaining the attention of spectators, viewers and listeners. The military, Aaron explained, has already proven the effectiveness of video games, handhelds, bio-metric and personal technologies and simulation technologies in the classroom, in the field of battle, in space exploration and in research.  Overall, Aaron saw edutainment and convergence utilized in and outside the classroom and cited examples such as the Internet and handhelds as technologies transferable to higher education.

My favorite quote from Aaron was when he explained what communications and technological skill sets modern educators would need in the future:  “All of them! Kids have an amazing grasp on emerging technologies. Educators will need to understand them just to be part of the conversation. Students need to want to go to school. If schools can’t compete with emerging technologies for the attention of their students, the credibility of the education system will be undermined.”

Cesario, the doubter, discussed the use of edutainment and convergence in the classroom as a tool; however, he was a strong supporter of socialization as well. Cesario maintained that edutainment and convergence can be utilized in higher education and transferred through tools like the iPod and the Internet; however, Cesario also was not aware of the military’s uses of these technologies, but once he was made aware of this fact Cesario maintained that the military was using these technologies because they work. Highly critical of the educational establishment Cesario described it as antiquated.  He was also critical of the fact that elite universities and their students utilized edutainment and convergence technology en masse while the educational establishment has not supported mass adoption of the use of edutainment and convergence. Cesario cited that digital literacy would be important for all teachers, and recommended that teachers and professors be trained as motion picture producers and directors who create stars out of the students. Cesario suggested the use of new media such as blogging for digital storytelling purposes.

My favorite quote from Cesario was, “ We must all be up-to-speed in the learning department. If edutainment and convergence is the key then we must all embrace this way of thinking and move with it. No matter what their social status is everyone needs to have more than just a fighting chance.  Our future is at stake, and now we do have various mediums at our disposal. Therefore it is a moral must that we give everyone a wholehearted chance.”

Erin, the socializer, advocated the use of edutainment and convergence. Erin maintained the importance of the physical appearance of the professor, and suggested that the physical appearance of the professor impacts students and the professors. She saw professors as role models preparing students for the professional world where appearance is important to employers and employees attempting to advance. She believed that teachers receive edutainment training on how to use visual techniques and improving their appearance because of their status as role models.

 

Enthusiastic about the use of edutainment techniques because her mother utilized visual edutainment techniques to assist her in learning in high school to overcome dyslexia, Erin suggested that convergence technology such as the Internet and handhelds can assist students with disabilities, minorities, and working students through virtual education. She advocated that edutainment and convergence can be utilized in higher education and can be transferred to higher education in visually based formats.  Erin even suggested that students could educate the educators on how to utilize convergence technologies for learning purposes.  Finally, Erin maintained that the military was ahead of the rest of society on the use of edutainment and convergence, and she was personally aware of this through her work with the military.

My favorite comment from Erin was:“ Oh, wow!  There's no end to the possibilities. The technology is changing all the time…for the better.  You can literally have virtual classrooms with students from around the world, so you have not just educational opportunities, but cultural exchange, too.  A perfect example is the commercial with the boy dancing that is shared around the world through the Internet and crosses all cultures.”

Eric, the advocate, was the most supportive participant of the use of edutainment and convergence in the classroom and outside of the classroom based on the fact that he admitted to using You Tube, MySpace, Facebook, iTunes, Brightcove, videogames, and other video sharing and social networking sites for learning, homework, class work and practical experience.  Eric’s dual role as an experienced producer (twenty years) and as a professor (a decade) added a unique dimension to the study.

He advocated the use of cell phones in the classroom and outside of the classroom for learning, family, and safety purposes. Eric was also a fierce advocate of using technology as a boost to keep the attention of students in the classroom setting and to maintain their attention outside of the classroom by speaking to students in their own world as he referred to it. Moreover, Eric maintained that traditional educators have always used edutainment with the technology of the day, and that convergence has blurred the line between technology, entertainment, communication and educational methods. 

Eric also advanced the notion that academia as a whole will have to embrace edutainment and convergence as part of the learning process for students and professors inside and outside of the classroom setting. Citing support for new media technologies that encouraged user generated content, social networking and video sharing for learning and entertainment purposes, Eric asserted that a new form of community news through digital means has been created.

  Predicting that copyright concerns would create court cases for the foreseeable future, Eric maintained that companies will continue to lobby for laws that favor content owners, and consumers would continue to download content for free.

My favorite quote from Eric was;“ If we’re talking entertainment it is my job as an educator to get this information out (to) you. I’ve got to get this information out to you. I’ve got to get it out to you in a way that is going to satisfy you, that is going to satisfy you for your dollars. So I am an entertainer, I have to be an entertainer.”

Jeff, the enthusiast, explained the use of edutainment and convergence was a learning tool for higher education with a proviso--there were some limitations. He cited the iPod, the Internet, cell phone and smart phones like the iPhone as edutainment and convergence tools that could be transferred to education. However, Jeff asserted that cell phones were too disruptive for use in the classroom, but acceptable for use in study hall and outside the classroom. Aware of the military’s use of edutainment and convergence Jeff maintained that the military utilized the technology because it worked. However, like other participants, Jeff was concerned about the socialization process because of convergence technology. Jeff was also supportive of the use of video games and digital literacy for professors and teachers. Jeff had a moderate view on copyright laws as long as individuals were not becoming enriched financially. Finally, Jeff was also disappointed that one company was driving media protection in the video business.

My favorite quote from Jeff was, “Education will be enhanced by the utilization of edutainment and convergence. Reaching students in a way that they are accustomed will benefit them in their future. Yet, getting the technology into the hands of all students will continue to be a challenge. Will minorities and the poor be left behind further?…A question that we cannot answer today.”

Jesse, the questioner, was more supportive of edutainment than convergence as a whole. Highly suspicious of the influence of commercial interests in higher education, Jesse referred to them as edu-sellers and the Internet as a digital flea market. Jesse maintained that some visual techniques could be utilized and transferred into higher education. Jesse was also aware of the military’s successful use of edutainment and convergence. Like other participants, Jesse expressed concerns that the socialization process needs to be preserved. 

Jesse maintained that companies like Disney use effective edutainment techniques to create branded patrons for life who have been captivated by the edutainment experience. Supporting digital literacy and ongoing training for teachers, Jesse maintained that teachers actually serve as motion picture directors in the class setting and that effective communications skills were critical to the success of professors or instructors at any educational level. Jesse was the most avid supporter of content owners’ rights and supported the industry groups’ efforts to inhibit copyright infringement.

My favorite quote from Jesse was his comment on the education industry being influenced by commercial publishing interests :“ Rock stars! Good Lord! Try edu-sellers. The Internet has become a giant digital flea market of our time. Get a B.A. in two days! No payments for one year! Twenty-two percent interest fees! It’s all about fast and cheap.”

Rebeca, the change agent, was supportive of the use of edutainment and convergence in higher education as a tool that merged with existing educational methods. Rebeca cited the fact that edutainment and convergence could be transferred into higher education and utilized in a variety of manners. Advocating the use of new media tools, Rebeca maintained that having students creating blogs and video news stories would maintain interest and improve observation, listening and writing skills that take place during the video editing process.

In fact, Rebeca suggested that teachers would constantly have to be re-educated to keep up with the changing technologies. Moreover, Rebeca was extremely supportive of the use of iPods and the Internet for learning as a tool in the classroom and outside of it. Finally, Rebeca maintained that new tools like video games and iPhones could also be used as learning tools for students.

My favorite quote from was Rebeca was when she stated her support for edutainment, convergence, and teacher training, “I think any games or podcasts should only be used a supplemental tool to accompany existing teaching methods. In no way do I think one should replace the other. Perhaps an advantage would be simply a way (of) bringing entertainment value to learning may actually work. And a possible disadvantage would be that students become overly dependent on relying on video stimulation in all aspects of their life to bring it into the classroom also means training and certifying teachers in a whole new and radical way.”

Sadia, the culturalist, was more supportive of edutainment techniques than convergence techniques and expressed concerns about the socialization process because of the over-reliance on technology. Sadia maintained that edutainment and convergence can be utilized in higher education and that these techniques and technologies are transferable.

Advocating the use of new media, Sadia specifically recommended the use of You Tube, Blip.tv and Final Pro Cut by Apple as technologies that are transferable. Sadia cited the use of role play, oratory, drama and music as edutainment techniques that can transfer into higher education. Critical of traditional education and the educational testing 

, Sadia cited the need for more competency-based forms of assessment such as oral exams, presentations and project based learning.Sadia maintained that edutainment and convergence could be used to teach language skills and cultural understanding. In fact, seizing on the transformative nature of edutainment, Sadia suggested that edutainment could be a tool to assist students of any background to become more interested in a given subject matter.

Sadia was supportive of concepts like iTunesU, Digital Duke and MIT online as being great tools for sharing knowledge but she had some mixed feeling because some people like to write things down and copyright issues. Finally, Sadia pointed out that the military would not spend billions of dollars on convergence technologies if they did not work.
My favorite quote from Sadia was: “There will be a new major that uses edutainment and convergence, but someone will give it a new name and claim it as an original idea. “

Specific Findings

By Chris A. Heidelberg, III

    The official report of findings for my dissertation has been released today. The study was a eleven month national qualitative study of eight entertainment professionals from New York City, Hollywood, and the San Antonio/Austin, Texas, area. The study was conducted entirely through the Internet and with new media on location throughout the country. It was open-sourced research, and all eight media professionals agreed to reveal their identities and they fully collaborated with me on this study and the electronic web sites that were created as a result of this research with the guidance and support of the participants.The research obtained was utilized in the design of this site, and this site is the official site of this research study.
 
    The participants found that edutainment and convergence can be utilized in higher education through a variety of sensory-based entertainment techniques such as the following: role playing, drama, music, art, dance, song, spoken word, poetry, rap, the Internet, iPods, iPhones, Blackberry’s, Treos, cell phones, blogs, websites, social networking sites, social bookmarking sites, online software; video sharing sites, podcasting, vlogging, and video games.

 

The literature supported this finding by participants (Apple, 2007; Blackboard, 2007; Bonk & Dennen, 2005; Bonk & Wisher, 2000; Farkas, 2006, 2007; Gates, 1995, 1998; Gee, 2003a, 2003b, 2004, 2005; Microsoft, 2007; Prensky, 2001, 2006; Tapscott & Williams, 2006; Vise & Malseed, 2005; YouTube, 2007).  They were prone to use the word, socialization in many of their conversations: the meaning of this word was face-to-face interaction.

The participants also found that the convergence technologies (such as the Internet, iPods, iPhones, iTunesU, Blackberry’s, Treos, cell phones, blogs, Blackboard, websites, social networking sites, social bookmarking sites, video sharing sites, podcasting, and video games) could be transferred to higher education.

 

The research also has supported this finding, and several elite universities such as Duke University, MIT, Stanford, and Cal-Berkeley are now utilizing iTunesU, iPods, iPhones, Blackboard, blogs, websites, podcasting, cell phones, and YouTube to distribute classes and other educational content on-demand via streaming, downloading, surfing the web, or direct viewing (Apple, 2007; Blackboard, 2007; Bonk & Dennen, 2005; Bonk & Wisher, 2000; Duke University, 2007; Farkas, 2006, 2007; Gates, 1995, 1998; Gee, 2003a, 2003b, 2004, 2005; Microsoft, 2007; MIT, 2007; Prensky, 2001, 2006; Stanford, 2007; Tapscott & Williams, 2006; University of California at Berkeley, 2007; Vise & Malseed, 2005; YouTube, 2007).

The participants focused many of their comments on the military, which has spent billions of dollars in research dollars on video gaming and simulation technology to transform military and civilian government agencies into digital entities.  They contended these technologies are effective learning and training tools that have worked on the battlefield, civilian agencies, and government and corporate classrooms.

These findings have also been supported by the literature (Bonk & Dennen, 2005; Bonk & Wisher, 2000; Duke University, 2007; Farkas, 2006, 2007; Gates, 1995, 1998; Gee, 2003a, 2003b, 2004, 2005; Microsoft, 2007; MIT, 2007; Prensky, 2001, 2006; Stanford

 CONCLUSIONS

Edutainment and entertainment often revolve around a story being told as a metaphor for a larger life or educational lesson (Bandler & Grinder, 1975, 1979; Robbins, 1986, 1989, 1997, 2005).  The participants in this study, all employed in the entertainment business as professionals, have told their own stories using words, images, sounds, music, and the art they create individually and collectively. 

Moreover, a brief philosophical summary for each entertainment professional is presented along with concluding and profound comments from each participant. A concise discussion regarding the entertainment professionals will also be presented. Finally, the future implications of the research findings are discussed along with recommendations for future research on this topic and a conclusion.

Ladson-Billings (1999) and Ramsundar (2006) have seen storytelling is a potent approach utilized to challenge the dominant viewpoint or paradigm of a society.  They conclude storytelling enables one to understand, feel, and interpret meaning within a specific context.

One of the participants, Jeff, explained the importance of storytelling in the entertainment and the learning environment, “Entertainment is done through storytelling, whether comedic or dramatic or analytical. Telling a story is thus something which I believe enhances a production for the learning environment.”

By Chris A. Heidelberg III, Publisher & Principal Researcher

The purpose of this electronic publication is to publish my research findings, scholarly articles, and the research findings, scholarly articles, and the implications of edutainment and convergence technology for the following: academia, government, business, privacy, learning and society as a whole.

As I continued to expand to my research based on the contributions of the participants of my study, I began to realize that the Edutainment & Convergence Today, Edutainment Today, and Edutainment and Convergence electronic publications had begun to take on their own individual identities. For example, Edutainment & Convergence Today began as the official scholarly voice of edutainment and convergence, and it featured the original qualitative research interview results. However, Edutainment & Convergence Today has now become a daily collection of news stories on technology, entertainment, education and entertainment with occasional in-depth commentary and research based articles.

Edutainment & Convergence has evolved into the research commentary voice of my research work, and it will begin to feature commentary and peer-reviewed articles from both practitioners and academics in multiple disciplines that discussed edutainment and convergence. It also featured the frequent use of video, picture and music as part of its design based on the research elicited from original participants.

Edutainment Today evolved into the purely visual version of Edutainment and Convergence that utilized pictures and video primarily to tell the story of edutainment and convergence. This publication will endeavor to utilize pictures, video and written summaries of the findings obtained from participants. Its sister publications will mimic Edutainment & Convergence as a commentary piece that provides more detailed findings and also provides examples and suggestions based on the findings. Edutainment and Convergence Today will also be utilized as the organ to release the findings of the study Edutainment and Convergence: How can entertainment techniques be utilized in higher education from the perspective of entertainment professionals. A purely research version of this site will also be created to report the news of other research and technologies that both support and question the findings of this study.
At the end of the day, I was compelled to create these purely research based versions of the site so that readers could quickly locate the findings, PowerPoints, and other content in one area other than the original sites which are now voluminous. Therefore, the creation of a new ExtenderNet for the purposes of publishing the findings seemed appropriate for this research that actually began in 2001 when I began studying convergence in 2001. I may even post some of my old work here. To be sure, these publications will utilize peer reviewed and non-peer reviewed articles. The goal of this research to find out how can entertainment techniques be utilized in higher education from the perspective of entertainment professionals while utilizing convergence technology to collect data and synthesize it. Stay tuned!