Bullock Book Expo

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Bullock Book Expo

  1. 1. What Video Games Have To Teach Us AboutLearning and Literacy By James Paul Gee
  2. 2. SummaryThe author of this book goes intodetail about how video games are great tools to teach learning & literacy.
  3. 3. He also “coins” the termSEMIOTIC DOMAINS…..“Collective consciousness shared by people with similar interests, attributes, or skill sets including: images, words, sounds/gestures.”
  4. 4. Response This books gives me a “new” perspective about Video Games!oI used to play video games up until High School
  5. 5. My husbandstill plays video games
  6. 6. oI used to feel like video games were just for “youngsters” (maybe someone up to the early 20’s)oNow……..I’m a little on the fence 
  7. 7. • The author describes in detail 36 principles of learning that are built into playing video games.
  8. 8. The 36 Learning Principles Active, critical learning  Intertextual Design  Multimodal Semiotic  “material intelligence” Semiotic domains  Intuitive knowledge Metalevel thinking about  Subset  Dispersed semiotic domains  Incremental  Affinity “psychosocial moratorium”  Concentrated Sample group Committed learning  Insider  Bottom-up basic skills Identity  Explicit information on-  Self knowledge Multiple demand & just-in-time Achievement routes  Discovery Practice  Text  Transfer  Amplificati Ongoing learning of input on  Cultural models about the “regime of competence” world Probing  Cultural models about Situated meaning learning  Cultural models about
  9. 9. Semiotic DomainsActive, critical learningprincipleDesign principleSemiotic principleSemiotic domains principleMeta-level thinking aboutsemiotic domainsThose who play video games They may develop newmay learn to experience the resources for new learning &world in a new way and gain problem solving and learnthe potential to join how to think as they are(collaborate) with a new engaged.group.
  10. 10. Learning & Identity“psychosocial moratorium”principleCommitted learning principleIdentity principleSelf knowledge principleAmplification of InputprincipleAchievement principleVideo games provide the Video games also provide theopportunity for players to players rewards for theirtake risks with low effort. This in turn may beconsequences. very motivating for the player (learner).
  11. 11. Learning & IdentityPracticeOngoing learning“regime ofcompetence”Students learn when they Video games involvehave a chance to practice learners in an engagingand interact with what way and also providesthey are “learning.” many practice sessions.
  12. 12. Situated Meaning & Learning Probing principle Multiple routes principle Situated meaning principle Text principleVideo games provide A student could read aexperiences for learners to passage about weatheringdraw on. These experiences & erosion, but if they areallow the learner to have a unfamiliar with thesegreater understanding of terms, then there can be athe content. The learner can disconnect & hinder newdraw from these learning. Video games helpexperiences when learning to fill in some of those gaps.new content.
  13. 13. Situated Meaning & Learning Intertextual Multimodal “material intelligence” Intuitive knowledgeLearners can use the Those who play video Video games promotelanguage of a “genre” games benefit from and encourage intuitive(fantasy, etc) of a game “material intelligence” knowledge and not justand apply it to new because they do not book knowledge. Manysituations. Multiple have to remember all of schools and teachers failmodalities are used in the knowledge because to realize the importancevideo games to help objects within the game of this type ofcommunicate different can store some of this knowledge.meanings which are knowledge which theyhelpful to survival in that can tap into at a latergame. time.
  14. 14. Subset principle Telling & Doing Incremental principle Concentrated Sample principle Bottom-up basic skills principle Explicit information on- demand & just-in-time principle Discovery principle Transfer principleVideo games pull from Video games provide theprior knowledge. They opportunity for theprovide pertinent learner to experiment andinformation on a need to take chances which allowsknow basis as well as on- the learner to make newdemand. discoveries on their own.
  15. 15. Cultural ModelsCultural models about theworld principleCultural models aboutlearning principleCultural models about semioticdomains principleVideo games allow learners to Video gamers prefer “hard” overreflect on cultural models of the “easy.” Video games would be aworld and what these means to way to engage students andthem. Words and actions have even may excite them aboutdifferent meanings based on learning. Imagine studentsones’ cultural. Video games give asking for “harder” questions,learners the opportunity to assignments, or projects! reflect on these and appreciateother perspectives.
  16. 16. The Social Mind Distributed principle Dispersed principle Affinity group principle Insider principleVideo games provide opportunities to learn new materialindividually or collaboratively. Learning is very social andvideo games allow individuals to play with each other in acompetitive and engaging environment.
  17. 17. What is the link to society, culture, and technology? Video Games & Learningo Learning and Literacy mean different things to different groups of people.o Video games are a type of technology that today’s learner would find engaging and fun!o Video games are popular in our society and used by many(young & old).Video Games are part of our society and are valued by somecultures within our society. They are also a type of popular technology in our society.
  18. 18. The 36 Learning Principles Active, critical learning  Intertextual Design  Multimodal Semiotic  “material intelligence” Semiotic domains  Intuitive knowledge Metalevel thinking about  Subset  Dispersed semiotic domains  Incremental  Affinity “psychosocial moratorium”  Concentrated Sample group Committed learning  Insider  Bottom-up basic skills Identity  Explicit information on-  Self knowledge Multiple demand & just-in-time Achievement routes  Discovery Practice  Text  Transfer  Amplificati Ongoing learning of input on  Cultural models about the “regime of competence” world Probing  Cultural models about Situated meaning learning  Cultural models about
  19. 19. What Video Games HaveTo Teach Us About Learning and Literacy By James Paul Gee

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