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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This is a version without animations, because slideshare does not support animated slideshows. You can watch the animated version at https://www.facebook.com/video.php?v=10152561599311553&l=1377231695527703253
You will also find another link down there, which will take you to a downloadable version of the animated slideshow.
Enjoy!
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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
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
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.
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)
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)
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.
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.