http://www.Whymandesign.com would love to creatively enhance your work for example with the user interactivity of the service and the organisation structure http://www.Traidmark.org

http://www.WEBiversity.org is one example of how open source sofware can be used with that business model.

http://www.Playgroundgames.org are also looking for co producers who can benefit from using an international broadcast network to 1. draw communities together (age/gender/race…) and 2. create an archive of the ways cultures play before they are lost for ever.

Ed http://www.twitter.com/whymandesign

Along The Trail: What does the player encounter along the way?
http://web.wm.edu/amst/370/2005F/sp1/along_the_...

Also: a more recent discussion of the game was a guest talk that some of the original Oregon Trail developers did at the Nerdery this month:
http://blog.nerdery.com/2009/10/blazing-the-ore...

I'd be interested in what you think of the game, if you play through it again. It can be found at http://www.virtualapple.org/oregontraildisk.html

I appreciate your concern about Oregon Trail being used as an accurate
depiction of history (rather than as a simulation of particular
concepts of travel and trade). Two points to consider:

1. As far as I know, neither these games as such nor the list are
intended for *direct* distribution in a curricular sense. Instead, the
primary idea is to consider their designs as relevant *models* for new
original learning designs on constrained platforms. This makes no
particular claims about the merits of their content or form, or their
fitness to a particular educational purpose. On the one hand, a new
simulation about resource management and travel might be implemented
along similar lines in a fictional world with no historical claims
(e.g. Space Trail). On the other hand, a new game might use similar
modeling methods of resources and travel as Oregan Trail, but instead
focus on depicting an alternate dangerous traversal in history marked
by limited resources (e.g. the Trail of Tears, the Bataan Death March,
etc.)

2. I personally don't think that cultural objectivity is possible (or
desirable). There are contexts in which Donkey Kong could (and should)
offend, or in which the idea of a “bookworm” might be culturally
illegible and thus detract or distract from learning. Rather than than
one-size-fits-all learning games, my personal opinion is that the
mechanics and appearance, form and content of learning games should be
appropriate to the learning community — AND to the learning goals,
whether they be historical, logical, or other. That's why I believe it
is important to encourage broad access to as many new designs and
platforms as possible, and consider as many models from the past as
possible in fostering the design diversity of the future. I take your
point however that there is no reason to be needlessly offensive or
off-putting.

I would hope that we could keep our educational games as objective as possible, or at least fix serious flaws in presentation during the translation process.