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A Story about FQ FUN
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It all started from a group of kids
who were average aged 10.
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They were our Experimental Class.
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2010.01 Experimental Class
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Every Friday evening, we teach them, well, about the financial world.
(Yes, the actual, evolving financial world!)
Phase I Phase 2 Phase 3
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With a weekly comic illustrating the top 5 global headlines of the previous week,
7,000 Bloomberg headlines selected into top 5
Top 5 headlines processed into comic & cards
Phase I Phase 2 Phase 3
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Phase I Phase 2 Phase 3
they observed how these fairy tales themed comics developed week after week,
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and how certain 5 characters had mood swings accordingly.
Phase I Phase 2 Phase 3
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Who? What characters?
Phase I Phase 2 Phase 3
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It’ s the FED 5!
Phase I Phase 2 Phase 3
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Phase I Phase 2 Phase 3
They are Stock, Bonds, Money, Oil and House, who have become the media and framework for the kids to learn about the financial world.
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With FED 5, there are endless ways for kids to play or relate to…
Phase I Phase 2 Phase 3
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In the minds of CLC kids, there existed the miniature of theglobal market, and that was FED 5 would have their ups and downs when weekly news events happened.
Phase I Phase 2 Phase 3
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That was how the experimental class learned.
Well, at least in Phase I.
Phase I Phase 2 Phase 3
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After 3-month-of-learning, they are still passionate about the FED 5, and the comics.
Phase I Phase 2 Phase 3
But they had become much less excited compared to the beginning.
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We were seeking new ideas to again provoke kids’interest and passion.
What would be their drive for wanting to knowmore and learn more?
Phase I Phase 2 Phase 3
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2010.01.15 Experimental Class
2010.01Phase II : Games
2010.01Phase I : Comics
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Stepping into phase II, we came up with the idea of
game cards,
and,
board game!
Phase I Phase II Phase III
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A game card looks like this.
Phase I Phase II Phase III
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One game card illustrates how FED 5 each would react numerically when a financial event occurs.
(Weekly top 5 events from the comic are regularly made into game card format)
Phase I Phase II Phase III
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So, we used the game cards in the board game named WALEX then?
Phase I Phase II Phase III
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Yes! WALEX is a road-map like board game. By rolling dices you come across financial event cards with different colors (risk factor types)
Phase I Phase II Phase III
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Phase I Phase II Phase III
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Just like fund managers, players assess event cards ahead their route and are required to make chip (asset) allocation on the FED 5 to deal with these events they might then encounter.
Phase I Phase II Phase III
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There can also be much variation to the game, such as role-play,
Role-play WALEX:(L) What would regional policy makers do when certain events occur? (R) Playing WALEX, trader team style!
Phase I Phase II Phase III
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or applicability to sell short on FED 5, or buy option and other derivatives, or each corporation in game has varying prices conditioned on the economic environment…etc
And so on.
Phase I Phase II Phase III
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Give Me Five: Battle between fund managers
Phase I Phase II Phase III
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High Frequency Trading Simulation: to test one’ s prompt response to certain events
Phase I Phase II Phase III
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The WALEX game can be so very real portraying the con-current financial world, with a great deal of possible simulating mechanism design added to the game.
Phase I Phase II Phase III
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So, do kids like WALEX and those little game cards?
Phase I Phase II Phase III
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Turned out,
Phase I Phase II Phase III
they love the game!
(Yes!)
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Phase I Phase II Phase III
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Kids love the game
in Russia…
in Japan,
in Taiwan,
in Hong Kong,
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How do they love it anyway?How passionate?
Phase I Phase II Phase III
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1.They have become obsessed WALEX maniac.
Phase I Phase II Phase III
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They cannot put up with one Friday evening without playing WALEX, or any other type of WALEX variation (Give Me 5, High-Frequency-Trading simulation, virtual WALEX etc.).
Phase I Phase II Phase III
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They even came to love Lehman Brothers-collapse-like financial turmoil(!)
(They love the card, not the event itself…)
Phase I Phase II Phase III
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2.They have become fearless.
Phase I Phase II Phase III
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Fearless to…• WALEX challenge from the elder,
(Beaten 3 groups of undergrad from top schools in this case)
Phase I Phase II Phase III
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Fearless to…• WALEX challenge from people speaking different language (Beaten teams from Finance Univ.(RU) undergrad and Moscow
Econ. School )
Phase I Phase II Phase III
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3.They have pretty much passed Macro Economics 101.
Phase I Phase II Phase III
(College level, no kidding)
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Can you imagine a 10-year-old outcry in mere seconds the FED 5’ s impact factor numbers to almost all the top financial
events of 2010-2012?
Phase I Phase II Phase III
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Game competition is a natural thing. They learned from it and they had fun with it.
Phase I Phase II Phase III
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And when it’ s fun, passion lasts.
Phase I Phase II Phase III
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Learning by Playing it is.
Phase I Phase II Phase III
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To kick it up a notch, in the 3rd phase, we decided to broaden kids’ prospective to another level.
Phase I Phase II Phase III
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2010.01.15 Experimental Class
2010.01Phase 1 : Comic
2010.04Phase 2 : Game
2012.01Phase 3 : Story
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Dr. Jeng, founder of CLC, is working on a sci-fi masterwork [2355 AD], which covers topics of a wide range of science fields, historical facts, and projection of the fictional future.
Phase I Phase II Phase III
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CLC finds [2355 AD] a great source not only to incorporate many ideas from the story to add twists into WALEX, but also a road-map for kids to think about the current and project into future.
Inspired by Dr. Jeng’ s “ Plato’ s Wisdom” article (Scientific & Cultural Elements for [2355 AD]), this was how “ Plato’ s Cave” being demonstrated
Phase I Phase II Phase III
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WALEX in essence of [2355 AD] can be the time-machine and gateway for kids to develop their imagination and creativity for the world’ s future we live in together.
Phase I Phase II Phase III
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Something we’ d gladly see, and believe will go on potentially a long way.
Phase I Phase II Phase III
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2010.01 Experimental Class
2010.01Phase 1 : Comic
2010.04Phase 2 : Game
2012.01Phase 3 : Story
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Through the constant exposure to financial scenarios simulated in WALEX, the perspective of kids in CLC has been used to envision at the macro globe.
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This kind of mindset was normally acquired not so easily, let alone having fun in the process.
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Now with WALEX, we hope to make a little difference.
And the little difference may, possibly, bring enormous impact.
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We Open Kids’ Minds