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Affinity spaces


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A summary of Gee and Hayes (2012) article on Affinity spaces, games and learning

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Affinity spaces

  1. 1. Affinity Spaces R. Redekopp’s summary of Gee and Hayes (2012)
  2. 2. games, Games & Games+ • • • games are games big G Games - includes the game and the metagame aspect, or the interaction beyond the game Games+ are games that facilitate the gamer as designer as well (modding and fostering design communities)
  3. 3. Game (metagame) Design Social engagement Principles for good learning “That is, most positive social engagement in and around games involves, in part, players acting and thinking like designers.” (p. 131)
  4. 4. Affinity Spaces ‘Spaces’ because the structure of belonging is very loose x lurkers and experts alike can belong for varying periods of time.
  5. 5. Features of Affinity Spaces 1. “A common endeavor for which at least many people in the space have a passion...” (p. 134) 2. “Affinity spaces are not segregated by age” (p. 135) 3. “Newbies, masters, and everyone else share a common space.” (p. 136)
  6. 6. Features of Affinity Spaces 4. “Everyone can, if they wish, produce and not just consume.” (p. 137) 5. “Content is transformed by interaction” (p. 137) 6. “The development of both specialist and broad, general knowledge is encouraged, and specialist knowledge is pooled.” (p. 138)
  7. 7. Features of Affinity Spaces 7. “Both individual knowledge and distributed knowledge are encouraged.” (p. 139) 8. “The use of dispersed knowledge is facilitated.” (p. 140) 9. “Tacit knowledge is used and honored; explicit knowledge is encouraged.” (p. 141) x knowledge can be good even if you can’t fully explain it.
  8. 8. Features of Affinity Spaces 10. “There are many different forms and routes to participation.” (p. 142) 11. “There are many different routes to status.” (p. 142) 12. “Leadership is porous, and leaders are resources.” (p. 143)
  9. 9. Features of Affinity Spaces 13. “Roles are reciprocal.” (p. 143) 14. “A view of learning that is individually proactive but does not exclude help is encouraged.” (p. 143) 15. “People get encouragement from an audience and feedback from peers, although everyone plays both roles at different times.” (p. 144)
  10. 10. Features of Regular Classroom Spaces Almost none of the above!! This is where the role of the teacher is critical to create and foster these affinity spaces around the games being played. HOW?
  11. 11. Source Gee, J. P., & Hayes, E. (2012). Nurturing Affinity Spaces and Game-Based Learning. In C. Steinkuhler, K. Squire & S Barab (Eds.), Games, Learning, and Society: Learning and Meaning in the Digital Age (129-153). Cambridge: Cambridge University Press.