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The Game School: Developing Theories and Practices Around Gaming LiteraciesAlice RobisonMassachusetts Institute of Technology &The Game Schoolalicerobison.org
flickr.com/photos/iand
1Monday, June 9, 2008
Goals & Methods: 2nd-Generation Literacy Scholars
Follow theory-builders of 1st generation.
Are gathering evidence, collecting data using sociological and anthropological methods.
Take as their goal to “provide information about the epistemology, practices and interpretation of literacy practices over time” (Tyner).
xkcd.com/208
2Monday, June 9, 2008
Positions: 2nd-gen. Literacy Scholars
Contrary to recent NEA reports, literacy is not connected to large-scale social or cognitive consequences (Graff).
Written cultures are not superior to oral ones (Scribner & Cole).
What “counts” as literacy is a range of complex practices situated in particular contexts and cultures (The New London Group).
http://icanhascheezburger.com/2007/01/26/invisible-sandwich/
3Monday, June 9, 2008
What Does it Mean if...
• Videogaming is the new golf?
• You’re not making connections in virtual spaces, or you have no reference for it?
• You don’t know how to visualize data, problem-solve with others, simulate processes, think with systems?
• You don’t know how to present yourself online?
• You can’t maintain relationships both on and offline?
• Can’t use the tools, parse the messages, synthesize the information?
4Monday, June 9, 2008
The Game School
image © interactiondesign.com.au
5Monday, June 9, 2008
The Game School
image © interactiondesign.com.au
Developed by the Institute of Play (instituteofplay.org), NYC, led by Katie Salen (gamersmob.com).
5Monday, June 9, 2008
The Game School
image © interactiondesign.com.au
Developed by the Institute of Play (instituteofplay.org), NYC, led by Katie Salen (gamersmob.com).
Partnership project with New Visions for Public Schools (NYC) and the MacArthur Foundation’s Digital Learning Initiative (digitallearning.macfound.org).
5Monday, June 9, 2008
The Game School
image © interactiondesign.com.au
Developed by the Institute of Play (instituteofplay.org), NYC, led by Katie Salen (gamersmob.com).
Partnership project with New Visions for Public Schools (NYC) and the MacArthur Foundation’s Digital Learning Initiative (digitallearning.macfound.org).
Set to open in Fall 2009 with 6th grade, adding grades each year.
5Monday, June 9, 2008
The Game School
image © interactiondesign.com.au
Developed by the Institute of Play (instituteofplay.org), NYC, led by Katie Salen (gamersmob.com).
Partnership project with New Visions for Public Schools (NYC) and the MacArthur Foundation’s Digital Learning Initiative (digitallearning.macfound.org).
Set to open in Fall 2009 with 6th grade, adding grades each year.
The school’s design process “aims to harness strategic thinking around gaming and game design as an innovative curricular and learning paradigm, and actively seeks to change the way institutions of learning are conceived of and built” (Planning Document).
5Monday, June 9, 2008
The Game School
image © interactiondesign.com.au
Developed by the Institute of Play (instituteofplay.org), NYC, led by Katie Salen (gamersmob.com).
Partnership project with New Visions for Public Schools (NYC) and the MacArthur Foundation’s Digital Learning Initiative (digitallearning.macfound.org).
Set to open in Fall 2009 with 6th grade, adding grades each year.
The school’s design process “aims to harness strategic thinking around gaming and game design as an innovative curricular and learning paradigm, and actively seeks to change the way institutions of learning are conceived of and built” (Planning Document).
Will emphasize immersion in basic literacy practices in addition to “ways of knowing and doing,” such as the ability to think, read, and interact critically, to solve complex problems in mathematics and science, and to express oneself persuasively through language and media as authors, agents, and consumers” (Planning Document).
5Monday, June 9, 2008
What Do Gamers Learn?
They must seek expertise and ask for help, to share expertise and tutor others (forums, boards, guilds).
That collaboration is crucial with both problem-solving and execution. Indeed, collaborative play is a designed objective.
They must thrive at fast decision-making and know how to prioritize in order to work collectively toward a common goal.
6Monday, June 9, 2008
What Do Gamers Learn?They learn to see the world as a designed space, as a series of systems.
Can synthesize both macro- and micro-data in order for quick analysis.
Are good at multitasking and continuous partial attention.
Phase by Harmonix Studios, Cambridge, Massachusetts
7Monday, June 9, 2008
What Do Gamers Learn?
Real-time, immediate assessment and visual feedback.
They work toward an end-goal, a quantifiable outcome.
They are willing to experiment and keep trying, to fix things, take risks, failure is part of the objective.
flickr.com/photos/conexaogamer
8Monday, June 9, 2008
What Do Gamers Learn?
See themselves as heroes on a quest, identify with protagonists.
Experimental identities, strategies, solutions (guitar player, drummer).
Low-risk testing of living in an immersive space, role-playing (a bee in a bee’s world)
flickr.com/photos/foreverdigital
9Monday, June 9, 2008
Games-Based ThinkingGamers see themselves as heroes on quests, solving a series of ever-increasing puzzles and problems.
They work toward an end-goal, a quantifiable outcome.
They are willing to experiment and keep trying, to fix things, take risks. Failure is part of the objective.
They learn to see the world as a designed space, as a series of systems.
They are willing to seek expertise and ask for help, to share expertise and tutor others, just because it’s fun.
They learn that collaboration is crucial with both problem-solving and execution.
Gamers thrive at fast decision-making and know how to prioritize.
They often practice multitasking and continuous partial attention.
10Monday, June 9, 2008
Game School Core Practices
Taking on Identities
Using Game Design and Systems Thinking
Practicing in Context
Playing and Reflecting
Theorizing and Testing
Responding to a Need to Know
Interacting with Others
Experimenting and Imagining Possibilities
Giving and Receiving Feedback
Inventing Solutions
© Institute of Play; Do Not Cite
11Monday, June 9, 2008
Ways of Knowing, Learning
Systems-based thinking
Interdisciplinary thinking
User-Centered design
Specialist language
Meta-level reflection
Network literacies
Productive/tool literacies
Need to know
Need to share and reflect
Occasion to share
Context for ongoing feedback and evaluation
Channels for distribution across internal and external communities
© Institute of Play; Do Not Cite
12Monday, June 9, 2008
Institute of Play
http://www.viddler.com/explore/instituteofplay/videos/2/
13Monday, June 9, 2008
Potential Uses of Gaming
© Institute of Play; Do Not Cite
14Monday, June 9, 2008
Potential Uses of Gaming• Authoring systems--using games to
produce an artifact (e.g., game designs, mods, videos, visual texts, avatars, body of code, written texts, etc.)
© Institute of Play; Do Not Cite
14Monday, June 9, 2008
Potential Uses of Gaming• Authoring systems--using games to
produce an artifact (e.g., game designs, mods, videos, visual texts, avatars, body of code, written texts, etc.)
• Content systems--COTS games used to supplement understanding (e.g. Civilization for history, Everquest for economics)
© Institute of Play; Do Not Cite
14Monday, June 9, 2008
Potential Uses of Gaming• Authoring systems--using games to
produce an artifact (e.g., game designs, mods, videos, visual texts, avatars, body of code, written texts, etc.)
• Content systems--COTS games used to supplement understanding (e.g. Civilization for history, Everquest for economics)
• Simulations for manipulation--testing theories about how systems work, how principles of design are implemented--as well as for measuring internal assessment measures (data)
© Institute of Play; Do Not Cite
14Monday, June 9, 2008
Potential Uses of Gaming• Authoring systems--using games to
produce an artifact (e.g., game designs, mods, videos, visual texts, avatars, body of code, written texts, etc.)
• Content systems--COTS games used to supplement understanding (e.g. Civilization for history, Everquest for economics)
• Simulations for manipulation--testing theories about how systems work, how principles of design are implemented--as well as for measuring internal assessment measures (data)
• Experiential context or “trigger systems” for understanding concepts (e.g., play Mafia to experience ethical dilemma)
© Institute of Play; Do Not Cite
14Monday, June 9, 2008
Potential Uses of Gaming• Authoring systems--using games to
produce an artifact (e.g., game designs, mods, videos, visual texts, avatars, body of code, written texts, etc.)
• Content systems--COTS games used to supplement understanding (e.g. Civilization for history, Everquest for economics)
• Simulations for manipulation--testing theories about how systems work, how principles of design are implemented--as well as for measuring internal assessment measures (data)
• Experiential context or “trigger systems” for understanding concepts (e.g., play Mafia to experience ethical dilemma)
• Gateways to technologies needed to help understand and/or master another medium (learning Photoshop for Sims, then Second Life)
© Institute of Play; Do Not Cite
14Monday, June 9, 2008
Potential Uses of Gaming• Authoring systems--using games to
produce an artifact (e.g., game designs, mods, videos, visual texts, avatars, body of code, written texts, etc.)
• Content systems--COTS games used to supplement understanding (e.g. Civilization for history, Everquest for economics)
• Simulations for manipulation--testing theories about how systems work, how principles of design are implemented--as well as for measuring internal assessment measures (data)
• Experiential context or “trigger systems” for understanding concepts (e.g., play Mafia to experience ethical dilemma)
• Gateways to technologies needed to help understand and/or master another medium (learning Photoshop for Sims, then Second Life)
• Illustration--reflective systems used as contexts for meta-cognitive tasks. COTS and board games help reflect on decision-making
© Institute of Play; Do Not Cite
14Monday, June 9, 2008
Potential Uses of Gaming• Authoring systems--using games to
produce an artifact (e.g., game designs, mods, videos, visual texts, avatars, body of code, written texts, etc.)
• Content systems--COTS games used to supplement understanding (e.g. Civilization for history, Everquest for economics)
• Simulations for manipulation--testing theories about how systems work, how principles of design are implemented--as well as for measuring internal assessment measures (data)
• Experiential context or “trigger systems” for understanding concepts (e.g., play Mafia to experience ethical dilemma)
• Gateways to technologies needed to help understand and/or master another medium (learning Photoshop for Sims, then Second Life)
• Illustration--reflective systems used as contexts for meta-cognitive tasks. COTS and board games help reflect on decision-making
• Exemplars of points-of-view--identity play, RPGs, etc.
© Institute of Play; Do Not Cite
14Monday, June 9, 2008
Potential Uses of Gaming• Authoring systems--using games to
produce an artifact (e.g., game designs, mods, videos, visual texts, avatars, body of code, written texts, etc.)
• Content systems--COTS games used to supplement understanding (e.g. Civilization for history, Everquest for economics)
• Simulations for manipulation--testing theories about how systems work, how principles of design are implemented--as well as for measuring internal assessment measures (data)
• Experiential context or “trigger systems” for understanding concepts (e.g., play Mafia to experience ethical dilemma)
• Gateways to technologies needed to help understand and/or master another medium (learning Photoshop for Sims, then Second Life)
• Illustration--reflective systems used as contexts for meta-cognitive tasks. COTS and board games help reflect on decision-making
• Exemplars of points-of-view--identity play, RPGs, etc.
• Code worlds--code systems such as writing as primary mechanic of game play (text adventures, text-based mobile games). Writing is mode of action, thinking, and expression.
© Institute of Play; Do Not Cite
14Monday, June 9, 2008
ReferencesGee, J.P. (2003). What video games have to teach us about learning and literacy. NY: Palgrave MacMillan.
Graff, H. (1995). The labyrinths of literacy: Reflections on literacy past and present. Pittsburgh: Pittsburgh UP.
Jenkins, H., Purushotma, R., Clinton, K., Weigel, M., & Robison, A. (2006). Confronting the challenges of participatory culture: Media education for the 21st century. Retrieved from http://digitallearning.macfound.org/site/c.enJLKQNlFiG/b.2029291/k.97E5/Occasional_Papers.htm
Lankshear, C. & Knobel, M. (2006). New literacies: Everyday practices and classroom learning (2nd ed.). London: Open UP.
The New London Group (1996). A Pedagogy of multiliteracies: Designing social futures. Harvard Educational Review 66(1), 60-92.
Salen, K., Torres, R., Wolozin, L., Rufo-Tepper, R. (2008). The Game School planning document: Draft 1.0. Personal copy.
Scribner, S. & Cole, M. (1981). The psychology of literacy. Cambridge, MA: Harvard UP.
Tyner, K. (1998). Literacy in a digital world. Mahwah, NJ: LEA, Inc.
Unitd States. National Endowment for the Arts. (2007, November). To Read or not to read: A Question of national consequence. Retrieved 1 December 2007 from the NEA website: http://www.nea.gov/pub/pubLit.php
15Monday, June 9, 2008
The Game School: Developing Theories and Practices Around Gaming LiteraciesAlice RobisonMassachusetts Institute of Technology &The Game Schoolalicerobison.org
instituteofplay.org
flickr.com/photos/iand
16Monday, June 9, 2008