ECGBL 2011 - What Happens off the Field? Proposing a rhetorical approach of the affinity spaces surroundings games
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Slides and audio recording of the presentation for the fifth European Conference on Game Based Learning (October 19-20 2011). Paper: "What Happens off the Field? Proposing a Rhetorical Approach of the Affinity Spaces Surrounding Games". Presenter: Joachim Vlieghe Co-authors: Jeroen Bourgonjon, Kris Rutten, Ronald Soetaert. Comments and questions can be send to: joachim.vlieghe@ugent.be
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ECGBL 2011 - What Happens off the Field? Proposing a rhetorical approach of the affinity spaces surroundings games
- 1. What Happens Off the Field? Proposing a Rhetorical Approach of the Affinity Spaces Surrounding Games Vlieghe Joachim, Bourgonjon Jeroen, Rutten Kris, Soetaert Ronald
- 2. INTRODUCTION Observation about studies on games and learning… IN games SURROUNDING games MORE LESS
- 3. INTRODUCTION Observation about studies on games and learning… IN games SURROUNDING games “Studies of gamer communities suggest the importance of not just focusing on games, but looking at gamer discourse to understand emerging digital literacies. (…) Like video games themselves, gaming communities are interactive in nature, frequently functioning as spaces for participating in social practices with a life beyond the boundaries of the game itself.” Kurt Squire (2008) Video-Game Literacy: A Literacy of Expertise, pp. 653 and 644 MORE LESS
- 4. INTRODUCTION Observation about studies on games and learning… IN games SURROUNDING games “Studies of gamer communities suggest the importance of not just focusing on games, but looking at gamer discourse to understand emerging digital literacies. (…) Like video games themselves, gaming communities are interactive in nature, frequently functioning as spaces for participating in social practices with a life beyond the boundaries of the game itself.” Kurt Squire (2008) Video-Game Literacy: A Literacy of Expertise, pp. 653 and 644 MORE LESS
- 5. THEORY Central concepts… communities of practice (Lave & Wenger) affinity spaces (Gee)
- 6. THEORY Communities as living curricula Social learning in… communities of practice (Lave & Wenger) … getting acquainted with symbols and practices of a particular community.
- 7. THEORY Criticism communities The presumption of membership… excludes certain people and practices.
- 8. THEORY Suggestion Shift the focus of research from… communities to spaces
- 9. THEORY Observation “In affinity spaces people „bond‟ first and foremost to an endeavor or interest and secondarily if at all, to each other.” James Paul Gee (2007) Affinity Spaces: From Age of Mythology to Today’s Schools, p. 98. affinity spaces (Gee)
- 10. THEORY Historical interdisciplinairy relations Community membership is based on imagined ties. affinity spaces (Gee) imagined communities (Anderson)
- 11. THEORY Historical interdisciplinairy relations affinity spaces (Gee) imagined communities (Anderson) Symbolic representation: abstraction of differences among members.
- 12. THEORY Historical interdisciplinairy relations Non-hierarchical bonding over an endeavour is a temporary state. affinity spaces (Gee) imagined communities (Anderson) Temporary Autonomous Zone (Bey)
- 13. THEORY Historical interdisciplinairy relations “(…) one [has] to work in the knowledge that whatever one [says is] going to be systematically received in radically heterogeneous ways that we [are] neither able nor entitled to prescribe.” Mary-Louise Pratt (1991) Arts of the Contact Zone, p.39 affinity spaces (Gee) imagined communities (Anderson) Temporary Autonomous Zone (Bey) Contact Zone (Pratt)
- 14. THEORY Historical interdisciplinairy relations affinity spaces (Gee) imagined communities (Anderson) Temporary Autonomous Zone (Bey) Educational spaces should Contact Zone (Pratt) honor difference and conflict.
- 15. THEORY Insights Community, not as a necessity but a potential resource for learning. affinity spaces (Gee) imagined communities (Anderson) Temporary Autonomous Zone (Bey) Contact Zone (Pratt)
- 16. THEORY Insights Community, not as a necessity but a potential resource for learning. Community formation, as a process of identification through symbols and practices (filtering away differences). affinity spaces (Gee) imagined communities (Anderson) Temporary Autonomous Zone (Bey) Contact Zone (Pratt)
- 17. THEORY Insights Community, not as a necessity but a potential resource for learning. Community formation, as a process of identification through symbols and practices (filtering away differences). Uninstitutionalized space, as an environment where unsegregated collaboration is possible for a limited period of time. affinity spaces (Gee) imagined communities (Anderson) Temporary Autonomous Zone (Bey) Contact Zone (Pratt)
- 18. THEORY Insights Community, not as a necessity but a potential resource for learning. Community formation, as a process of identification through symbols and practices (filtering away differences). Uninstitutionalized space, as an environment where unsegregated collaboration is possible for a limited period of time. Space for conflict, as a scene where multiple perspectives are allowed and honored. affinity spaces (Gee) imagined communities (Anderson) Temporary Autonomous Zone (Bey) Contact Zone (Pratt)
- 19. METHODOLOGY Defining the object of study How are communities formed in affinity spaces?
- 20. METHODOLOGY Defining the object of study How are communities formed in affinity spaces? Learning to identify and to participate.
- 21. METHODOLOGY Defining the object of study Affinity spaces as… ongoing argumentative conversations in which people engage temporarily by identifying with others.
- 22. METHODOLOGY Rhetorical approach An observation from the field of New Rhetoric… “Man is the symbol-using (symbol-making, symbol-misusing) animal.” Kenneth Burke (1966) Language as symbolic action, p.16
- 23. METHODOLOGY Rhetorical approach An observation from the field of New Rhetoric… “Man is the symbol-using (symbol-making, symbol-misusing) animal.” Kenneth Burke (1966) Language as symbolic action, p.16
- 24. METHODOLOGY How to study affinity spaces? Suggestions from New Rhetoric… Analysis human symbol use
- 25. METHODOLOGY How to study affinity spaces? Suggestions from New Rhetoric… Analysis human symbol use. Circumference shifting, broadening and enlarging the scope.
- 26. METHODOLOGY How to study affinity spaces? Suggestions from New Rhetoric… Analysis “(…) the playing field extends beyond the game itself to the social context human symbol use. and the rhetorical perspectives (intentional or otherwise) of its creators.” Circumference Colleen Macklin (2010) in Henry Jenkins, Ethics and Game Design: A Conversation (Part Two) shifting, broadening and enlarging the scope.
- 27. METHODOLOGY How to study affinity spaces? Suggestions from New Rhetoric… Analysis human symbol use. Circumference shifting, broadening and enlarging the scope. • Artifacts (or practices) • Public discussion surrounding them
- 28. METHODOLOGY How to study affinity spaces? Suggestions from New Rhetoric… Analysis human symbol use. Circumference shifting, broadening and enlarging the scope. • Artifacts (or practices) • Public discussion surrounding them Screens or perpectives. Selection and deflection of reality.
- 29. METHODOLOGY How to study affinity spaces? Suggestions from New Rhetoric… Analysis human symbol use. “(…) directs the attention to one field rather Circumference than another.” shifting, broadening and enlarging the scope. Kenneth Burke (1966) Language as symbolic action, p.50 • Artifacts (or practices) • Public discussion surrounding them Screens or perpectives. Selection and deflection of reality.
- 30. METHODOLOGY How to study affinity spaces? Suggestion from New Rhetoric… Analysis human symbol use. Circumference shifting, broadening and enlarging the scope. • Artifacts (or practices) • Public discussion surrounding them Screens or perpectives. Selection and deflection of reality. Identification and division with others.
- 31. METHODOLOGY Collecting data… Focus on spaces where gamers share experiences.
- 32. METHODOLOGY Collecting data… Focus on spaces where gamers share experiences. For instance: online forums, chat rooms, …
- 33. METHODOLOGY Collecting data… Focus on spaces where gamers share experiences. For instance: online forums, chat rooms, … Analyzing data… Focus on language, argumentation and conflict.
- 34. METHODOLOGY Collecting data… Focus on spaces where gamers share experiences. For instance: online forums, chat rooms, … Analyzing data… Focus on language, argumentation and conflict. For instance: • Clustering words and symbols (signaling different perspectives). o General clusters o Theme-specific clusters
- 35. METHODOLOGY Collecting data… Focus on spaces where gamers share experiences. For instance: online forums, chat rooms, … Analyzing data… Focus on language, argumentation and conflict. For instance: • Clustering words and symbols (signaling different perspectives). o General clusters o Theme-specific clusters • Focusing on argumentation and conflict (signaling dominant clusters). o Extension of previous arguments (identification) o Challenges of previous arguments (oppositions – division)
- 36. VALUE Value for education A rhetorical approach in game studies… anthropology of learning in a digital culture.
- 37. VALUE Value for education A rhetorical approach in game studies… anthropology of learning in a digital culture. Emerging forms of learning and literacy.
- 38. VALUE Value for education A rhetorical approach in game studies… anthropology of learning in a digital culture. Emerging forms of learning and literacy.
- 39. VALUE Value for education literacy … as a social construction.
- 40. VALUE Value for education Establishing a community of practice through… literacy … institutionalisation of identification.
- 41. VALUE Value for education Meta perspective for educators… on how learners established a shared notion of what is valuable (for) learning.