----- Meeting Notes (07/03/2012 11:07) ----- Blending the virtual with the traditional often - eg an 'in world' journal converts to a powerpoint presentation (in world but fundamentally not transgressive in terms of QAA / learning outcomes / assessment) - new wine in old bottles. Importance of novelty to engagement - scaleable / depth over time?
----- Meeting Notes (07/03/2012 11:07) ----- Starting point - literature review, emerging field of virtual world pedagogy + in particular existing work in the field of Media / Cultural Studies / Education.
----- Meeting Notes (07/03/2012 11:07) ----- Our project focussed on the last point.
----- Meeting Notes (07/03/2012 11:07) ----- Identity cubes as formative activity - high premium on identity theory + notions of virtual 'selves' related to Foucaultian / Butlerian ideas - so, again, the content and the activities are more 'in synch' always-already perhaps than would be the case for module on Film Noir? Add comment - literally lost my shirt and haven't found the time in preparing for this seminar to get fully dressed. Anecdotes about protocols etc.
----- Meeting Notes (07/03/2012 11:07) ----- PLay vid - example of the 'old wine in new bottles'?
----- Meeting Notes (07/03/2012 11:07) ----- Mark Childs' input and anecdote about Walsall / Prague. Crucial point here is that these are the questions we should ask with our students about ALL of our teaching and learning, so this is an 'After the Media' example - all the technology does is allow us to more clearly see the critical power / knowledge questions that were already there in the 'offline' world of Education 1.0 or whatever. In this case we can see how Activty Theory and Communities of Practice might be easier to 'unpack' with students in a virtual world because the learning environment is so explicity constructed before their eyes - but then we can go back to talk about lectures, seminars, books and essays through the same kind of critical lens? So postmodern in this important political sense - DECONSTRUCTING teaching and learning.
----- Meeting Notes (07/03/2012 11:07) ----- So, yes, they experiment with identity in ways that are more difficult to replicate on campus, perhaps. Talk about videogaming and virtual worlds within aesthetic and formal visibilities / practices – Ranciere, Adorno revisited – playful resistance and pastiche is built into the consumption – frivolity and metalanguage?
Importance of form as well as aesthetics. Ludology as well as narratology. FORMS of being literate – more or less ‘differently.’
----- Meeting Notes (07/03/2012 11:07) ----- These are the important questions about access and equality but it isn't to do with technical training (validation panel focus) or just access to fast broadband, it's to do with understanding the translation between language games. Our key unexpected finding was that the crossover from traditional academic studentship into virtual world enquiry is easier than from gaming into virtual world enquiry. They know too much. This allows us to rework Bowles and Gintis' work on the correspondence principle + Bernstein on modalities - autonomous, vocational, lifeworld / systemworld etc. The digital natives are academic migrants, don't forget!
----- Meeting Notes (07/03/2012 11:07) ----- Our tentative recommendations - the conditions of possibility.
Hea liverpool may 2012
Technology, Learning, Design
Reasonable ExpectationsModule level:VLE area – interactive, ‘hub’, open source linksElectronic reading resources as the normAudio, video content and uploadingProgrammingWEEKLY updating by tutorForum discussion – range of dynamics (tutor chaired, open,student chaired, combinations)Blended learning – avoid novelty / tokenismAccess issues – physicalAccess issues – CONDITIONS OF POSSIBILITY / academic ‘capital’Linkage (to email / networks) – consultation / strategic / variedVirtual world learning – do stuff you can’t do otherwise.
Pedagogy = making• Creative practice is concerned with making and so is education. Such a duality of making sees lecturers at once teaching making and fashioning an effective learning environment for their students.• Thus we might conceive of ‘learning makers’ as well as a ‘creative makers’ and from this conception we see ‘the work’ through this double-lens, or this mirroring.• The moves a lecturer / practitioner makes in a studio - minute by minute - as they design teaching constitute the process of pedagogy.• This applies to designing learning with technology but the pedagogy of e-learning is often neglected.
Emerging field of virtual educational research skewed towards opportunities and constraints at the level of the institution. Assumes ‘student needs’ for new ways of learning? Dominant discursive themes - student collaboration and reflection; social constructivist pedagogy; institutional and design barriers for teachers; learning through / in play; open, daring and ‘risky’pedagogy; the interplay of learning and education (or edutainment); experiential pedagogies and ‘learning by becoming’. Lack of student voice?
Media Futur 10 minute assessed conference presentation ‘in world’.Gaming research journal (online).Most online worlds I have ever been in don’t really play to bea ‘second life’ but instead other a completely differentuniverse which isn’t similar to our own. I feel Second life hastoo many similarities to our real world.Student 4, Cohort 09-10 (Source: Assessed Journal)
Identity• What we do• Who we are• Tools we have• Roles• Community• Rules• Presence Childs, 2010 (‘mash-up’ – his words - of Activity Theory and Communities of Practice Model)
Forms of CapitalVirtual worlds such as SecondLife may not carry attendantperceptions of thesystemworld (such as withVirtual Learning Environments).But there may be as muchinequality in access to thesespaces as there will be tobooks.
Forms of CapitalFor those within this group lacking cultural capital in theorthodox mode, the ’trangressive’ benefits of the experiencefell below expectations, and this was particularly apparent forthose that can be considered as gamers.These students found it difficult to get past the idea thatSecond Life was an inferior version of their ‘passioncommunities’ (gaming).This provided a layer of prejudice that had to be surmountedbefore any potential benefit could be achieved.
Conditions of possibilityReflexive critical literacy rests on the compulsion for students totake risks, , to negotiate identities and to deconstruct the ‘idea’ ofthe virtual world at the same time as learning within it. Just as we would ask students to question the traditionalcurriculum (what is knowledge, what ‘counts’ as legitimate, how ispower exercised in education?) so we must afford them time andspace for such genuine enquiry in the digital world.EPISTEMOLOGICAL AND ONTOLOGICAL QUESTIONS.
flattenedPedagogies of surrender, inexpertise, curation.