May 3 2013: Glad that I'm not the only one thinking this!
There are three powerful tools in limited use today doing some of the things you are describing here:
1. Minecraft EDU (http://minecraftedu.com/) gives instructors the ability to teach about such diverse topics as history to logic in an engaging virtual environment. Teachers are equipped with with the ability to restrict their students' movements (if they need their attention), teleport them about from different points of interest, allow them to explore and to build, etc.
2. SmartSparrow Adaptive Course Software (https://www.smartsparrow.com/). I once heard this touted at "online class 2.0", Smartsparrow's format is one of the most intuitive softwares I have ever experienced. The lessons are delivered mostly by video, in small, one concept at a time clips. Almost every slide is a marvel of visual simulation programming, allowing students to tweak and experiment to their heart's desire. When it came to checking your answers on each slide, the computer was programmed to recognize more than right or wrong, giving advice if you made some of the more common mistakes. One time, I continued to blunder a particular question, so the software referred me back to a previous "experiment" simulation.
3. Virtual Reality technologies, particularly the Oculus Rift (http://www.oculusvr.com/) VR has been used since the 90's for non-entertainment applications, such as treating phobias, chronic pain, PTSD or even helping to distract during painful medical treatment.
Now with recent advances in mobile phone technology, VR is poised to be the next game-changer, with applications stretching even farther than it's predecessor.
If VR were implemented in the educational setting, classes could visit places, visualize concepts and create in ways that were impossible two years ago. Not only that, but using a head-mounted display (HMD) like the Oculus Rift means that the instructor has complete control over their students' focus.
May 3 2013: Language itself is an imprecise method of sharing ideas, so you bring up an interesting point: why pretend like proper spelling is crucial to successful communication? We can understand the words just fine, as demonstrated by our ability to read and answer your original post.
Just a thought here: maybe our emphasis on spelling has less to do with accuracy, and more to do with vanity? Or some other non-pragmatic aspect?
Feb 12 2013: One of the largest impediments that I can foresee is the shortcomings of qualitative analysis, as compared to quantitative analysis of data. Some concepts are poorly expressed in a number-scale or yes-no format, and as a result these concepts will remain limited in their statistical analysis potential until new methods are created. I definitely love the promise though, that one day data may be capable of explaining (most) everything. Guess that's the scientist in me ;)
Feb 12 2013: I would like to point out the works under consideration here are, as mentioned on the last line of the original post, "nonprofit derivative works only", which should be interpreted as no "monies generated".
Nonetheless, to respond to your original question, yes! It is my belief that, despite the questionable quality or vision behind the film you have described, such a work would be so heartily different from it's source or inspiration material that it would constitute another work entirely and not an example of intellectual property theft. Whoever --whatever--the new film had become, it would be entirely different from the original.
If this uncanny movie garners a vast following, then it's creators and the new fans have every right to enjoy themselves. Alternatively, (and the more likely of the two in this scenario), the film will fade into obscurity and the derivative work's creative interpretation of existing characters would go as well.
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A comment on Conversation: Develop a wholly integrated curriculum structured around an engaging and motivating virtual scenario.
There are three powerful tools in limited use today doing some of the things you are describing here:
1. Minecraft EDU (http://minecraftedu.com/) gives instructors the ability to teach about such diverse topics as history to logic in an engaging virtual environment. Teachers are equipped with with the ability to restrict their students' movements (if they need their attention), teleport them about from different points of interest, allow them to explore and to build, etc.
2. SmartSparrow Adaptive Course Software (https://www.smartsparrow.com/). I once heard this touted at "online class 2.0", Smartsparrow's format is one of the most intuitive softwares I have ever experienced. The lessons are delivered mostly by video, in small, one concept at a time clips. Almost every slide is a marvel of visual simulation programming, allowing students to tweak and experiment to their heart's desire. When it came to checking your answers on each slide, the computer was programmed to recognize more than right or wrong, giving advice if you made some of the more common mistakes. One time, I continued to blunder a particular question, so the software referred me back to a previous "experiment" simulation.
3. Virtual Reality technologies, particularly the Oculus Rift (http://www.oculusvr.com/) VR has been used since the 90's for non-entertainment applications, such as treating phobias, chronic pain, PTSD or even helping to distract during painful medical treatment.
Now with recent advances in mobile phone technology, VR is poised to be the next game-changer, with applications stretching even farther than it's predecessor.
If VR were implemented in the educational setting, classes could visit places, visualize concepts and create in ways that were impossible two years ago. Not only that, but using a head-mounted display (HMD) like the Oculus Rift means that the instructor has complete control over their students' focus.
A comment on Conversation: Why do we bother with spelling?
Just a thought here: maybe our emphasis on spelling has less to do with accuracy, and more to do with vanity? Or some other non-pragmatic aspect?
A reply on Conversation: Characters Belong to their Fans, Not their Creators
A reply on Conversation: Characters Belong to their Fans, Not their Creators
A comment on Conversation: Data can explain everything. Or can it?
A reply on Conversation: Characters Belong to their Fans, Not their Creators
Nonetheless, to respond to your original question, yes! It is my belief that, despite the questionable quality or vision behind the film you have described, such a work would be so heartily different from it's source or inspiration material that it would constitute another work entirely and not an example of intellectual property theft. Whoever --whatever--the new film had become, it would be entirely different from the original.
If this uncanny movie garners a vast following, then it's creators and the new fans have every right to enjoy themselves. Alternatively, (and the more likely of the two in this scenario), the film will fade into obscurity and the derivative work's creative interpretation of existing characters would go as well.