Lee-ACA emerging tech show

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Lee-ACA emerging tech show

  1. 1. Emerging technologies for teaching and learning: touring the 2010 horizon
  2. 2. <ul><li>One problem: How does academia tend to apprehend emerging technologies? </li></ul>
  3. 3. One theoretical question <ul><li>What about technological determinism? </li></ul><ul><li>“ In information ecologies, the spotlight is not on technology, but on human activities that are served by technology.” </li></ul><ul><li>-Nardi and O’Day, 1998, 1999 </li></ul>
  4. 4. Alternatively: <ul><li>“ Out of the dialectical exchange between the media-technological ‘base’ and the discursive ‘superstructure’ arise conflicts and tensions that sooner or late result in transformations at the level of media…” </li></ul><ul><li>-Friedrich Kittler, 1999 </li></ul>
  5. 5. How do information technologies change? <ul><li>Janet Murray’s two-step argument </li></ul><ul><ul><li>Theater->film </li></ul></ul><ul><ul><li>Printed page->Web </li></ul></ul><ul><li>( Hamlet on the Holodeck: The Future of Narrative in Cyberspace . Cambridge: MIT, 1997.) </li></ul>
  6. 6. <ul><li>The perception of user degradation: </li></ul><ul><li>“ [T]his discovery of yours will create forgetfulness in the learners' souls, because they will not use their memories; they will trust to the external written characters and not remember of themselves. …” </li></ul>How do information technologies change?
  7. 7. <ul><li>“… The specific which you have discovered is an aid not to memory, but to reminiscence, and you give your disciples not truth, but only the semblance of truth…” </li></ul>
  8. 8. <ul><li>“… they will be hearers of many things and will have learned nothing; they will appear to be omniscient and will generally know nothing; they will be tiresome company, having the show of wisdom without the reality.” </li></ul><ul><li>-Plato, Phaedrus (370 or so BCE) </li></ul><ul><li>Jowett translation </li></ul>
  9. 9. <ul><li>We see information overload: </li></ul><ul><li>“ We have reason to fear that the multitude of books which grows every day in a prodigious fashion will make the following centuries fall into a state as barbarous as that of the centuries that followed the fall of the Roman Empire…” </li></ul>How do information technologies change?
  10. 10. <ul><li>“… Unless we try to prevent this danger by separating those books which we must throw out or leave in oblivion from those which one should save and within the latter between what is useful and what is not.” </li></ul><ul><li>-Adrien Baillet, Jugemens des sçavans sur les principaux ouvrages des auteurs (Paris, 1685 ) </li></ul>
  11. 11. <ul><li>Change the format: the humble marginal annotation </li></ul><ul><li>Glossators (Franciscus Accursius, Denis Godefroi) </li></ul><ul><li>Then the Geneva Bible </li></ul>How do information technologies change?
  12. 12. New becomes old Samuel Taylor Coleridge, Rime of the Ancient Mariner - second edition, 1817 (Virginia e-text)
  13. 13. Generate new content types <ul><li>Another response to overload </li></ul><ul><li>Cyclopedia (Ephraim Chambers, 1728) </li></ul><ul><li>Encyclopedie (1751-1772) </li></ul>
  14. 14. Re-see the past <ul><li>Dr. Johnson the blogger: </li></ul><ul><li>“ Of other parts of life, memory can give some account; at some hours I have been gay, and at others serious; I have sometimes mingled in conversation, and sometimes meditated in solitude; one day has been spent in consulting the ancient sages, and another in writing Adventurer s.” </li></ul><ul><ul><li>Adventurer #137 (February 26, 1754) </li></ul></ul>
  15. 15. <ul><li>Web 2.0 in 2009 </li></ul><ul><li>-growing in scale </li></ul><ul><li>-growing practices </li></ul>(after Schmelling, http://www.mcsweeneys.net/2008/7/30schmelling.html )
  16. 17. <ul><li>comScore MediaMetrix (August 2008) </li></ul><ul><li>Blogs: 77.7 million unique visitors in the US… </li></ul><ul><li>Total internet audience 188.9 million </li></ul><ul><li>eMarketer (May 2008) </li></ul><ul><li>o 94.1 million US blog readers in 2007 (50% of Internet users) </li></ul><ul><li>o 22.6 million US bloggers in 2007 (12%) </li></ul>David Sifry, September 2008; Juan Cole on the Colbert Report ( http://technorati.com/blogging/state-of-the-blogosphere/ ) <ul><li>Universal McCann (March 2008) </li></ul><ul><li>184 million worldwide have started a blog | 26.4 US </li></ul><ul><li>346 million read blogs | 60.3 US </li></ul><ul><li>77% of active Internet users read blogs </li></ul>
  17. 18. David Sifry, September 2008; ScienceBlogs ( http://technorati.com/blogging/state-of-the-blogosphere/ )
  18. 19. <ul><li>Social images are large </li></ul><ul><li>3 billion+ photos in Flickr </li></ul><ul><li>4,230,432 - 32,170,657 shareable </li></ul>(first stat, Flickr blog, November 2008 http://blog.flickr.net/en/2008/11/03/3-billion/ ; Second stat, Flickr CC search page, March 2009, http://www.flickr.com/creativecommons/ )
  19. 20. <ul><li>LinkedIn: 30 million users claimed </li></ul>http://www.techcrunch.com/2009/02/14/as-the-economy-sours-linkedins-popularity-grows/
  20. 21. (eMarketer, March 2009; Scott Sigler, 2008)
  21. 22. “ There are currently 2,807,974 articles in the English Wikipedia.” ( http://en.wikipedia.org/wiki/Wikipedia:Size_of_Wikipedia , March 2009)
  22. 23. YouTube nearly youbiquitous <ul><li>Senate and House channels, January 2009 </li></ul><ul><li>http://www.physorg.com/news151139956.html </li></ul>
  23. 24. Facebook growth <ul><li>400 million users (February 2010, http://www.facebook.com/press/info.php?statistics ) </li></ul>
  24. 25. <ul><li>Realtime search </li></ul><ul><li>Emerging market </li></ul><ul><li>Not always useful </li></ul><ul><li>No clear leader </li></ul>
  25. 26. <ul><li>Practices mainstreams: data mashups, Web 2.0 as platform </li></ul><ul><li>Open APIs </li></ul><ul><li>Access to data </li></ul><ul><li>“ Mashup” </li></ul>(AccessCeramics project, Lewis and Clark College ) <ul><li>Programming staff </li></ul><ul><li>Perceived recognition </li></ul>
  26. 27. <ul><li>24 hours of Twitter’s #SLNSOLSUMMIT </li></ul>Folksonomies mainstreamed Practice: tag clouds
  27. 28. Classic forms developing <ul><li>Diigo </li></ul>
  28. 29. Practices: years of edublogging <ul><li>Selected, documented practices: </li></ul><ul><li>Publish syllabus </li></ul><ul><li>Publish student papers </li></ul><ul><li>Discussion </li></ul><ul><li>Journaling </li></ul><ul><li>Project blogs </li></ul><ul><li>Public scholarship </li></ul><ul><li>Creative writing </li></ul><ul><li>Distributed seminars </li></ul><ul><li>Campus organizations </li></ul><ul><li>Prospective students </li></ul><ul><li>Library collections </li></ul><ul><li>Alumni relations </li></ul><ul><li>Project management </li></ul><ul><li>Liveblogging </li></ul>
  29. 30. <ul><li>External hosting reexamined </li></ul>
  30. 31. The specter of Wikipedia <ul><li>Wikipedia remains </li></ul><ul><li>growth and pedagogies </li></ul>
  31. 32. Web 2.0 content distribution models: Rutgers; University of Mary Washington; http://www.journalofamericanhistory.org/podcast/
  32. 33. Beyond the classroom <ul><li>accessCeramics, Lewis and Clark College </li></ul><ul><li>1000 images, February 2009 ( http://accessceramics.blogspot.com/2009/02/today-is-big-milestone-as-weve-reached.html ) </li></ul>
  33. 34. PLE vs LMS <ul><li>Self-created </li></ul><ul><li>Consumer products </li></ul><ul><li>Personalization </li></ul><ul><li>Small pieces, loosely joined </li></ul><ul><li>Variable levels of presence </li></ul>Beyond the students: Professional development Reputation growth
  34. 35. New forms <ul><li>River of news wars: Twitter vs Facebook vs Buzz </li></ul>
  35. 36. New… things <ul><li>Google Wave, SAP </li></ul>
  36. 37. Emergent future: one revolution <ul><li>Mobile devices </li></ul><ul><li>Phone, WiFi, Bluetooth </li></ul><ul><li>Portability </li></ul><ul><li>Or ubicomp: </li></ul><ul><li>Mark Weiser, 1988ff </li></ul><ul><li>Ex: &quot;The Computer for the Twenty-First Century&quot; (1991) </li></ul><ul><li>“ The most profound technologies are those that disappear. They weave themselves into the fabric of everyday life until they are indistinguishable from it.” </li></ul>
  37. 38. What it means, top-level <ul><li>“ A device ecology” </li></ul><ul><li>-Petra Wentzel, &quot;Wireless All the Way: Users’ Feedback on Education through Online PDAs&quot; (presentation at the EDUCAUSE annual conferenceAnaheim, Calif., November 7, 2003). </li></ul>
  38. 39. What do we already use and know? <ul><li>Laptops </li></ul><ul><li>Mp3 players </li></ul><ul><li>Clickers </li></ul><ul><li>Netbooks </li></ul><ul><li>Machines with IP addresses </li></ul><ul><li>Cameras (through Flip) </li></ul><ul><li>Tablet PCs </li></ul><ul><li>Palm Pilot </li></ul><ul><li>Pocket PC </li></ul>
  39. 40. Ecosystem model <ul><li>Types of wireless </li></ul><ul><li>Multiple, connected devices </li></ul><ul><li>Web services </li></ul><ul><li>Example: iPhone </li></ul><ul><li>Example: Kindle </li></ul>Utah State University http://blogs.nitle.org/let/2009/10/09/anatomy-on-the-iphone/
  40. 41. Evolving practices and issues <ul><li>Digital layer over spaces </li></ul><ul><li>Expanded media consumption and capture </li></ul><ul><li>Uneven uptake </li></ul><ul><li>Social connectors </li></ul><ul><li>Multitasking </li></ul><ul><li>Small groups </li></ul><ul><li>Attention index </li></ul><ul><li>On/off </li></ul>
  41. 42. Evolving pedagogies <ul><li>In class </li></ul><ul><li>Quick polling and associated activities </li></ul><ul><li>Live search </li></ul><ul><li>Backchannel </li></ul><ul><li>Out of class: </li></ul><ul><li>Content delivery </li></ul><ul><li>Information and media capture </li></ul><ul><li>Backchannel </li></ul>
  42. 43. Live search and content access <ul><li>“ Students who have superb search skills have introduced useful material or questions into discussion. In a few cases, I’ve had students find pertinent archival video in response to the drift of the conversation which I’ve then put up on the classroom projector.” </li></ul><ul><li>-professor Tim Burke, Swarthmore College </li></ul><ul><li>http://weblogs.swarthmore.edu/burke/2009/05/06/the-laptop-in-the-classroom/ </li></ul>
  43. 44. <ul><li>Increased amount and variety of discussion </li></ul><ul><li>(for better and for worse) </li></ul><ul><li>Chat, Twitter </li></ul>Backchannel (dotguy_az)
  44. 45. Smartphones <ul><li>Uses out of class: </li></ul><ul><li>Content delivery </li></ul><ul><li>Social interaction </li></ul><ul><li>Content capture </li></ul>
  45. 46. <ul><li>“ The mobile phone is the primary connection tool for most people in the world. In 2020, while &quot;one laptop per child&quot; and other initiatives to bring networked digital communications to everyone are successful on many levels, the mobile phone—now with significant computing power—is the primary Internet connection and the only one for a majority of the people across the world, providing information in a portable, well-connected form at a relatively low price.” </li></ul>
  46. 47. Can we apply clicker pedagogies to smartphones? <ul><li>In class: assessment vs constructivist approaches </li></ul><ul><li>Pedagogical themes </li></ul><ul><li>Anonymity yet universality </li></ul><ul><li>Aimed at large size class, often </li></ul>
  47. 48. Can we apply clicker pedagogies to smartphones? <ul><li>Clickers for questions </li></ul><ul><li>Binary or multiple </li></ul><ul><li>Student-generated </li></ul><ul><li>Using results </li></ul><ul><li>Hide, reveal, or share? </li></ul><ul><li>Snap poll </li></ul><ul><li>Discussion generating </li></ul>
  48. 49. Apps for .edu <ul><li>iPhone in the lead </li></ul><ul><li>Campus life apps </li></ul><ul><li>Development kits and forks </li></ul>
  49. 50. Smartpens <ul><li>Text scanning (OCR) </li></ul><ul><li>Audio recording </li></ul><ul><li>Web service </li></ul>Michael Wesch http://mediatedcultures.net/ksudigg/?p=206
  50. 51. Uses in class <ul><li>Discussion recordings </li></ul><ul><li>Annotation </li></ul><ul><li>Grading (UQ) </li></ul><ul><li>“ Pencasting” </li></ul>Professor Shawn Evans,. Washington and Lee University October 2009; http://www.livescribe.com/
  51. 52. ebook readers
  52. 53. Advantages <ul><li>Cost savings per book </li></ul><ul><li>Weight savings </li></ul><ul><li>Subscription updates </li></ul><ul><li>Dictionary </li></ul><ul><li>Public domain by cable </li></ul>
  53. 54. Ebook reader constraints <ul><li>Limitations of device interfaces </li></ul><ul><li>Device cost </li></ul><ul><li>Ebook limitations: DRM, availability, quality </li></ul><ul><li>Annotation issues </li></ul>
  54. 55. Netbooks continue
  55. 56. Tablets 2.0
  56. 57. Likely uses <ul><li>From Tablet 1.0: </li></ul><ul><li>drawing (art) </li></ul><ul><li>drawing (math) </li></ul><ul><li>non-Latin characters foreign languages </li></ul><ul><li>Since 1.0: </li></ul><ul><li>Multimedia consumption </li></ul><ul><li>Appeal of touchscreen </li></ul>
  57. 58. Emerging stuff for 2010 <ul><li>AR moves into a boom? </li></ul>
  58. 59. <ul><li>Rotterdam Market Hall; </li></ul><ul><li>Mondrian; </li></ul><ul><li>Abbey Road; </li></ul><ul><li>http://layar.com/layar-30-launched-5-cases-to-show-the-power-of-the-platform/ </li></ul>
  59. 60. Emerging stuff for 2010 <ul><li>Beyond the mouse </li></ul>http://blogs.nitle.org/archive/2008/07/22/move_over_mouse_gartner/ &quot;For all its faults, the keyboard will remain the primary text input device. Nothing is easily going to replace it,&quot; he said. &quot;But the idea of a keyboard with a mouse as a control interface is breaking down.&quot;
  60. 61. Gaming <ul><li>Long history of gaming </li></ul><ul><li>Predigital </li></ul><ul><ul><li>Chess, go, Senet, mancala, backgammon, dice, cards </li></ul></ul><ul><ul><li>Kriegspiel </li></ul></ul><ul><ul><li>Cold War games </li></ul></ul><ul><li>Digital </li></ul><ul><li>Spacewar </li></ul><ul><li>Zork to IF boom (1980s) </li></ul><ul><li>1990s rebirth </li></ul>
  61. 62. Gaming in 2008 <ul><li>Physical platforms </li></ul><ul><li>Console </li></ul><ul><li>Cell phone </li></ul><ul><li>PSP </li></ul><ul><li>Extended forms (DDR) </li></ul><ul><li>New forms: Wii </li></ul><ul><li>PC </li></ul><ul><li>CD, DVD </li></ul><ul><li>Browser </li></ul><ul><li>Downloadable </li></ul><ul><li>… And these can be combined </li></ul>
  62. 63. <ul><li>Size: huge </li></ul><ul><ul><li>(WoW: 10 million subscribers, January 2008) </li></ul></ul><ul><li>Player range: genders, classes, nations </li></ul><ul><li>Interface, device driver </li></ul>Eve Online, from site
  63. 64. Gaming as part of mainstream culture <ul><li>Median age of gamers shoots past 30 </li></ul><ul><li>Industry size comparable to music </li></ul><ul><li>Impacts on hardware, software, interfaces, other industries </li></ul><ul><li>Large and growing diversity of platforms, topics, genres, niches, players </li></ul>
  64. 65. Gaming as part of mainstream culture <ul><li>Anecdata: Number of Facebook FarmVille players: 27,539,610 ( http://statistics.allfacebook.com/applications/leaderboard/ , as of December 2009) </li></ul>(Casual games are more mainstream than most heavy-duty games)
  65. 66. <ul><li>Growing content diversity </li></ul><ul><li>Current events (Kumawar) </li></ul><ul><li>Political argument (September 12th, FoodForce) </li></ul><ul><li>Religious gaming (Left Behind: Eternal Forces, 2006) </li></ul><ul><li>Literary gaming (Kafkamesto, 2006) </li></ul>(BBC Climate Challenge; Ayiti: both 2007-present)
  66. 67. Genres <ul><li>First-person shooter </li></ul><ul><li>Puzzle </li></ul><ul><li>Platform jumper </li></ul><ul><li>Strategy </li></ul><ul><li>“ Adventure” </li></ul><ul><li>Sports </li></ul><ul><li>Minigame (Koster fractals) </li></ul><ul><li>New forms </li></ul><ul><li>Katamari </li></ul><ul><li>Portal </li></ul><ul><li>Augmented reality games </li></ul>
  67. 68. Diversity of game genres American teenagers, Pew Internet, 2008
  68. 69. Economics of games <ul><li>Who creates games? </li></ul><ul><li>Businesses </li></ul><ul><li>Governments </li></ul><ul><li>Nonprofits </li></ul><ul><li>Amateurs </li></ul><ul><li>Scales </li></ul><ul><li>Large games </li></ul><ul><ul><li>$millions </li></ul></ul><ul><ul><li>EA, Microsoft </li></ul></ul><ul><li>Modding </li></ul><ul><ul><li>Back to Doom, hacking, View Source </li></ul></ul><ul><ul><li>Neverwinter Nights </li></ul></ul><ul><li>Casual games </li></ul><ul><li>Other economics </li></ul><ul><li>Gambling </li></ul><ul><li>Gold farming </li></ul><ul><li>Currency trading </li></ul>
  69. 70. Offshoot: machinima <ul><li>Tools </li></ul><ul><ul><li>Counterstrike, Halo </li></ul></ul><ul><ul><li>Second Life </li></ul></ul><ul><ul><li>The Movies </li></ul></ul><ul><li>Art movement </li></ul><ul><ul><li>Machinima Academy of Arts and Sciences ( http://www.machinima.org/ ) </li></ul></ul>(Koulamata, “The French Democracy”, 2006)
  70. 71. Virtual worlds <ul><li>“’ Cyberspace. A consensual hallucination experienced daily by billions of legitimate operators, in every nation, by children being taught mathematical concepts. A graphic representation of data abstracted from the banks of every computer in the human system…” </li></ul>Antecedents, early digital: science fiction 1984: William Gibson, Neuromancer 1992: Neal Stephenson, Snow Crash - Neuromancer
  71. 72. <ul><li>Antecedents, digital: the MUD, Adventure (1970s-present) </li></ul>(LambdaMOO, 1990-present)
  72. 73. <ul><li>Antecedents, predigital: Theater of Memory </li></ul>(from Philippe Codognet, http://webia.lip6.fr/~codognet/ )
  73. 74. <ul><li>Avatar spaces </li></ul><ul><li>-Activeworlds </li></ul><ul><li>-Atmospheres </li></ul><ul><li>-There </li></ul>(Activeworlds, 1995-present; image via www.virtualworldlets.net )
  74. 75. <ul><li>-Habbo Hotel </li></ul><ul><li>-Cyworld </li></ul>(Club Penguin, 2005-present) 2d-3d worlds -Runescape -VMK
  75. 76. Google Earth -Keyhole DB -2d: KML -3d: Sketchup -reach -Geotagging photos: videos Mirror worlds
  76. 77. Augmented Reality <ul><li>“ Human Pacman,” Adrian David Cheok, circa 2005 </li></ul>-mobile devices game players general use tools -science fiction explores (Vernor Vinge, Rainbows End )
  77. 78. Interactive Fiction <ul><li>Speaking of text adventures: </li></ul><ul><li>1980s boom: Infocom </li></ul><ul><li>Ongoing art form </li></ul><ul><li>Nick Montfort, Twisty Little Passages </li></ul>(“Dead Cities”, from Lovecraft Commonplace Book project 2007 http://www.illuminatedlantern.com/if/games/lovecraft/ )
  78. 79. Interactive Fiction <ul><li>Speaking of text adventures: </li></ul><ul><li>Inform 7, free IF editor </li></ul>(Richard Liston, Ursinus College, classroom example 2008)
  79. 80. Narrative <ul><li>Where is storytelling in a game? </li></ul><ul><li>Sequence of activities </li></ul><ul><li>Cut-scene or cinematic </li></ul><ul><li>Writerly player </li></ul><ul><li>Encyclopedia world (Murray, Manovich) </li></ul><ul><li>Ludology vs. narratology </li></ul><ul><li>Linearity? </li></ul><ul><li>Game on rails </li></ul><ul><li>Branching outcomes </li></ul><ul><li>Multilinear </li></ul><ul><li>Open-ended </li></ul>
  80. 81. Alternate reality games <ul><li>Permeability of game boundary (space and time) </li></ul><ul><li>Focus on distributed, collaborative cognition </li></ul><ul><li>Increased ephemerality </li></ul>(Perplex City, 2003-2006)
  81. 82. <ul><li>Political ARGs (ex: World Without Oil , May 2007) </li></ul>()
  82. 83. Gaming and education <ul><li>“ Video games… situate meaning in a multimodal space through embodied experiences to solve problems and reflect on the intricacies of the design of imagined worlds and the design of both real and imagined social relationships and identities in the modern world.” </li></ul>
  83. 84. 21-century boom <ul><li>James Paul Gee (author of preceding quote) </li></ul><ul><li>Marc Presnsky </li></ul><ul><li>Henry Jenkins </li></ul><ul><li>John Seely Brown </li></ul><ul><li>Mia Consalvo </li></ul><ul><li>Constance Steinkuehler </li></ul><ul><li>Kurt Squire </li></ul>
  84. 85. James Paul Gee’s argument <ul><li>Semiotic domains; transference </li></ul><ul><li>Embodied action and feedback </li></ul><ul><li>Projective identity </li></ul><ul><li>Edging the regime of competence (Vygotsky) </li></ul><ul><li>Probe-reprobe cycle </li></ul><ul><li>Social learning (roles; consumption-production) </li></ul>
  85. 86. Gee on Rise of Nations <ul><li>More implicit pedagogies: </li></ul><ul><li>“ Fish tank” tutorial </li></ul><ul><li>Strategic self-assessment </li></ul>
  86. 87. Multimedia literacies <ul><li>Gee: multimodal principle </li></ul><ul><li>Selfe et al : multimodal literacy </li></ul><ul><li>Bogost: procedural rhetoric </li></ul>Dean for American game (2004) Archived at http://www.deanforamericagame.com/play.html
  87. 88. Multimedia literacies <ul><li>“… within games, there are in fact multitudes of literacy practices – games are full of text, she asserted, to say nothing of the entirely text-based fandom communities online that take place in forums, blogs and social networks.” </li></ul><ul><li>Constance Steinkuehler, </li></ul><ul><li>FuturePlay 2007, Toronto </li></ul><ul><li>Quoted in http://www.gamasutra.com/php-bin/news_index.php?story=16264 </li></ul>
  88. 89. Pedagogical functions <ul><li>Summary by Jason Mittell, Middlebury College: </li></ul><ul><li>Skills </li></ul><ul><li>Simulations </li></ul><ul><li>Politics (criticism, activism) </li></ul><ul><li>Media studies (psych, cultural studies, media) </li></ul><ul><ul><li>NITLE brownbag, January 2008 </li></ul></ul>
  89. 90. Which educational theory? <ul><li>Ian Bogost: behaviorist versus constructivist </li></ul>Image from Scot Osterweil, presentation to Learning from Video Games: Designing Digital Curriculums (NERCOMP SIG , 2007) <ul><li>Issues summoned up: </li></ul><ul><ul><li>Media effect (violence) </li></ul></ul><ul><ul><li>Transfer across domains, platforms </li></ul></ul><ul><ul><li>Subjectivity and assessment </li></ul></ul><ul><ul><li>selection </li></ul></ul>
  90. 91. Which educational theory? <ul><li>Issues summoned up: </li></ul><ul><ul><li>Media effect (violence) </li></ul></ul><ul><ul><li>Transfer across domains, platforms </li></ul></ul><ul><ul><li>Subjectivity and assessment </li></ul></ul><ul><ul><li>selection </li></ul></ul><ul><li>Responses: </li></ul><ul><ul><li>Better media </li></ul></ul><ul><ul><li>Instructor facilitation, by various media </li></ul></ul><ul><ul><li>More research needed </li></ul></ul><ul><ul><li>Research and collaboration </li></ul></ul>
  91. 92. Game studies as academic field <ul><li>Joost Raessens and Jeffrey Goldstein, eds, Handbook of Computer Game Studies (MIT, 2005) </li></ul><ul><li>Frans Mayra, An Introduction to Game Studies (Sage, 2008) </li></ul><ul><li>Pat Harrigan and Noah Wardrip-Fruin, eds. Third Person: Authoring and Exploring Vast Narratives (MIT, 2009) </li></ul>
  92. 93. <ul><li>Maturing professional venues </li></ul>
  93. 94. Gaming and liberal education <ul><li>What are the intersections? </li></ul><ul><li>Shared: classic academic concerns </li></ul><ul><li>Pedagogical uses </li></ul><ul><li>Support </li></ul><ul><li>Tenure/promotion </li></ul><ul><li>Fears </li></ul><ul><ul><li>Image: Bryn Mawr College, </li></ul></ul><ul><ul><li>Michael Toler </li></ul></ul>
  94. 95. Gaming and liberal education <ul><li>And what is liberal education, again? </li></ul><ul><li>Learning for learning's sake </li></ul><ul><li>Pedagogy (active learning, faculty/student collab. etc) </li></ul><ul><li>Democratic, engaged citizenship/leadership </li></ul><ul><li>Specific institutional type </li></ul><ul><li>-Jo Ellen Parker, 2008 </li></ul>Scripps College library
  95. 96. II. A taxonomy of practices <ul><li>Liberal arts uses </li></ul><ul><li>Gettysburg, Hope, Depauw </li></ul>
  96. 97. II. A taxonomy of current practices <ul><li>Faculty research </li></ul><ul><li>Faculty/staff game creation </li></ul><ul><li>Classes and learning </li></ul><ul><ul><li>Professional games delivering learning content </li></ul></ul><ul><ul><li>“ “ “ objects of study </li></ul></ul><ul><ul><li>Students creating game content </li></ul></ul><ul><ul><li>“ “ games </li></ul></ul>
  97. 98. 1. Faculty research <ul><li>Harry Brown, Depauw University </li></ul><ul><li>(M.E. Sharpe, 2008) </li></ul><ul><li>Part I: Poetics </li></ul><ul><ul><li>Chapter 1: Videogames and Storytelling </li></ul></ul><ul><ul><li>Chapter 2: Videogame Aesthetics </li></ul></ul><ul><ul><li>Chapter 3: Videogames and Film </li></ul></ul><ul><li>Part II: Rhetoric </li></ul><ul><ul><li>Chapter 4: Politics, Persuasion, and Propaganda in Videogames </li></ul></ul><ul><ul><li>Chapter 5: The Ethics of Videogames </li></ul></ul><ul><ul><li>Chapter 6: Religion and Myth in Videogames </li></ul></ul><ul><li>Part III: Pedagogy </li></ul><ul><ul><li>Chapter 7: Videogames, History, and Education </li></ul></ul><ul><ul><li>Chapter 8: Identity and Community in Virtual Worlds </li></ul></ul><ul><ul><li>Chapter 9: Modding, Education, and Art </li></ul></ul>
  98. 99. 2. Faculty/staff game creation <ul><li>Valley Sim, Christian Spielvogel (Hope College): MMOG </li></ul><ul><li>American Civil War simulation </li></ul><ul><li>based on primary documents already in digital archive (Valley of the Shadow) </li></ul><ul><li>MMOG: Players experience and debate the war’s epochal events as avatars based on the lives of residents from two wartime communities </li></ul>
  99. 100. 2. Faculty/staff game creation <ul><li>Trinity University library: ARG </li></ul>
  100. 101. 2. Faculty/staff game creation <ul><li>Dickinson College, class on empires: game modding </li></ul>
  101. 102. 3A: Games as learning content <ul><li>Shalom Staub, Assistant Provost for Academic Affairs, Dickinson College: Conflict Resolution course </li></ul>Peacemaker: “ integrate and apply the concepts and strategies that you will encounter elsewhere in the course.”
  102. 103. 3A: Games as learning content <ul><li>Todd Bryant, Dickinson College: teaching German with World of Warcraft </li></ul>http://www.academiccommons.org/commons/essay/bryant-MMORPGs-for-SLA “ If the game provides authentic language content and requires communication in order to progress through the game—and our students are willing to spend hours of their time immersed in this environment—we can greatly increase not only their overall exposure to the language but their motivation to learn as well.”
  103. 104. 3B: Games as objects of study <ul><li>Aaron Delwiche, Trinity University: COMM 3344, interactive multimedia (Spring 2006) </li></ul>
  104. 105. 3C: Students creating game content <ul><li>Chris Fee, Gettysburg: Interactive Fiction (2007-) </li></ul>http://let.blog.nitle.org/2008/05/09/teaching_with_games_medieval_culture_and/
  105. 106. 3D: Students creating games <ul><li>Venatio Creo, Ursinus College </li></ul>
  106. 107. III. The role of NITLE <ul><li>Nonprofit, working to advance technology in liberal education </li></ul>
  107. 108. NITLE programs <ul><li>Professional development (workshops, videoconferencing) </li></ul><ul><li>NITLE Network </li></ul><ul><li>Several venues (NITLE-IT, Summit) </li></ul><ul><li>Research </li></ul><ul><li>Exploration of field </li></ul><ul><li>Publications </li></ul><ul><li>Blogging </li></ul><ul><li>Network facilitation </li></ul><ul><li>Game co-creation </li></ul><ul><ul><li>ARG (ELI 2009) </li></ul></ul><ul><ul><li>Web game (futures market) </li></ul></ul>
  108. 109. The gaming initiative <ul><li>Web 2.0 networking </li></ul><ul><li>Conference (Dickinson, 2007) </li></ul><ul><li>Workshop (Bryn Mawr, 2008) </li></ul>
  109. 110. The gaming initiative <ul><li>And: </li></ul><ul><li>MIV sessions (starting 2008) </li></ul><ul><li>Presentations (CNI, Educause, NITLE Summit, NMC 2008-9) </li></ul><ul><li>Publications ( Alvarado, Alexander, Bryant) </li></ul><ul><li>“ Overcoming the Fear of Gaming: A Strategy for Incorporating Games into Teaching and Learning.” EDUCAUSE Quarterly Magazine , Volume 31, Number 3. 2008. </li></ul>
  110. 111. The gaming network <ul><li>Faculty involved from: </li></ul><ul><li>Albion College </li></ul><ul><li>Austin College </li></ul><ul><li>Depauw University </li></ul><ul><li>Dickinson College </li></ul><ul><li>Gettysburg College </li></ul><ul><li>Hope College </li></ul><ul><li>Middlebury College </li></ul><ul><li>Swarthmore College </li></ul><ul><li>Trinity University (Texas) </li></ul><ul><li>Ursinus College </li></ul><ul><li>Vassar College </li></ul>
  111. 112. The gaming network <ul><li>Disciplines include: </li></ul><ul><li>Anthropology </li></ul><ul><li>Communication </li></ul><ul><li>English </li></ul><ul><li>History </li></ul><ul><li>International relations </li></ul><ul><li>Languages </li></ul><ul><li>Media studies </li></ul><ul><li>NB: strong emphasis on humanities and non-quantitative social sciences, so far </li></ul>
  112. 113. We launch one game <ul><li>NITLE prediction markets ( http://markets.nitle.org/ ) </li></ul>
  113. 114. More social media strategies <ul><li>Diigo group ( http://groups.diigo.com/group/gaming-and-the-liberal-arts ) </li></ul>

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