Learning in semiotic domains set15final
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Learning in semiotic domains set15final



Gee's Semiotic domian

Gee's Semiotic domian



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    Learning in semiotic domains set15final Learning in semiotic domains set15final Presentation Transcript

    • Learning in Semiotic Domains:A Social and Situated Account
      James Paul Gee
    • Three Core Notions
    • Semiotic domain
    • A design grammar
      A set of principle or patterns in terms of which materials in the domain are combined to communicate complex meanings.
    • A design grammar
      content in a semiotic domain
      Internal design grammar
      Social practice and identity in regard to the affinity group associated with a semiotic domain
      External design grammar
    • Affinity group
      A group of people associated with a given semiotic domain.
      These people share a set of practices, a set of common goals and endeavors, a set of values and norms.
      An affinity group produces and reproduces the domain and its design grammar.
    • Four Ways to View Identity
      1. Nature-Identity
      2. Institution-Identity
      3. Discourse-Identity
      4. Affinity-Identity
    • Message & Appropriately
    • Situated meaning
      To situate the meaning of word, symbol, image, or artifact within embodied experiences of action, interaction, or dialogue in or about the domain.
    • Language within semiotic domain
      Style/ Social languages/ Registers
      Each social language has its own distinctive vocabulary and its own distinctive syntactic, pragmatic, and discourse resources for situating complex meanings in the domain.
    • Language within semiotic domain
    • Precursor
      Cultural models, or Discourse models (Gee, 2005)
      “Models” are partially stored in people’s head and books, materials available to members of affinity group associated with a semiotic domain.
    • Precursor
      EX) Video game : Gun shooting game
      First person shooting game :
      Third person shooting game
      Arcade game
      Role play game
      Simulation game
    • Video game for language learning
    • Situated Learning Matrix
      SWAT 4
      Content-(tools & technologies)-Identity
      Learners can master the content by using these tools and technologies in active problem-solving context.
    • Precursor and Schooling
      Precursor domain facilitates becoming a member of the affinity group. This networking is deeply consequential for schooling.
      * Schooling
      Gifted children : immersed in a wide variety of precursor domains?
      Behind children: not fruitful networked to school-based semiotic domains?
    • Resource precursor trajectory (RPT)
      An advantaged learner (well-precursed learner): a learner whose actual history has seriously and fruitfully engaged with a good deal of the RPT for the domain.
      A disadvantaged learner (poorly-precursed learner): not seriously and fruitfully engaged
      A person may eventually master a semiotic domain without having mastered any or most of its precursor domains, but acquisition is likely to be slower and more troubled in these cases.
    • Entry Price
      Higher for disadvantaged learners than it is for advantaged learner.
      That is because the mastery requires a great deal of extended practice. (The price exists because each semiotic domain requires one to take on and grow into the sort of socially-situated identity tied to the affinity group associated with the domain.)
    • Core sense of self & Socially-situated identity
    • Question
      1. What is your semiotics and semiotic domain?
      2. What can socially-situated identity do in the classroom?
      3. What do you think is entry price?