Mindstorm Ltd creates multi-user, interactive surfaces that attract and engage guests for the leisure industry. Their surfaces turn ordinary surfaces like tables, bars, and walls into touch displays for ads, menus, games and social media. This provides competitive advantages like increased sales, customer engagement and brand promotion for clients like bars, casinos and hotels. Mindstorm's technology is hidden inside surfaces and enables multiple touch points and uses.
This document provides acknowledgements for the author's dissertation. It thanks various colleagues, supervisors, research groups, and funders who supported the author's work. Specifically, it thanks the author's supervisor Sisse Siggaard Jensen for mentorship and for accompanying the author on research trips. It also thanks colleagues in the Sense-making Strategies and User-driven Innovation in Virtual Worlds research project for their ideas and feedback. The author expresses gratitude to family as well, including parents for their support and wife for extensive involvement in writing and editing the dissertation.
Project Einstein South Africa IntroductionMark Belinsky
We are 13 kids living in Pretoria, South Africa. We live at 2 different shelters - the girls at Tswane Home of Hope - the boys at Child Soul Care.
We all live together, which makes us very close. The shelters are a safe place. We eat, sleep, go to school, go to church and play together.
Photography is very new to us but we’re happy to share our stories with you!
The document discusses using videogames in libraries as learning tools. It notes that gamers come from all age groups and that games can promote learning by encouraging experimentation, collaboration, problem-solving skills, and seeing the world as a designed system. The document argues that libraries should embrace gaming literacies and adopt principles from good games, such as opportunities for failure and design thinking, to promote learning.
The document discusses how gamers are more diverse than stereotypical teenage boys, including 90 million gamers up to age 35 and 77 million baby boomer gamers. It also discusses how games are being used in non-traditional places like libraries and how gamers are skilled at seeing themselves as heroes on quests, experimenting without fear of failure, and willing to keep trying to solve problems.
Project Einstein South Africa - Going to SchoolMark Belinsky
We are 13 kids living in Pretoria, South Africa. We live at 2 different shelters - the girls at Tswane Home of Hope - the boys at Child Soul Care.
We all live together, which makes us very close. The shelters are a safe place. We eat, sleep, go to school, go to church and play together.
Photography is very new to us but we’re happy to share our stories with you!
Mindstorm Ltd creates multi-user, interactive surfaces that attract and engage guests for the leisure industry. Their surfaces turn ordinary surfaces like tables, bars, and walls into touch displays for ads, menus, games and social media. This provides competitive advantages like increased sales, customer engagement and brand promotion for clients like bars, casinos and hotels. Mindstorm's technology is hidden inside surfaces and enables multiple touch points and uses.
This document provides acknowledgements for the author's dissertation. It thanks various colleagues, supervisors, research groups, and funders who supported the author's work. Specifically, it thanks the author's supervisor Sisse Siggaard Jensen for mentorship and for accompanying the author on research trips. It also thanks colleagues in the Sense-making Strategies and User-driven Innovation in Virtual Worlds research project for their ideas and feedback. The author expresses gratitude to family as well, including parents for their support and wife for extensive involvement in writing and editing the dissertation.
Project Einstein South Africa IntroductionMark Belinsky
We are 13 kids living in Pretoria, South Africa. We live at 2 different shelters - the girls at Tswane Home of Hope - the boys at Child Soul Care.
We all live together, which makes us very close. The shelters are a safe place. We eat, sleep, go to school, go to church and play together.
Photography is very new to us but we’re happy to share our stories with you!
The document discusses using videogames in libraries as learning tools. It notes that gamers come from all age groups and that games can promote learning by encouraging experimentation, collaboration, problem-solving skills, and seeing the world as a designed system. The document argues that libraries should embrace gaming literacies and adopt principles from good games, such as opportunities for failure and design thinking, to promote learning.
The document discusses how gamers are more diverse than stereotypical teenage boys, including 90 million gamers up to age 35 and 77 million baby boomer gamers. It also discusses how games are being used in non-traditional places like libraries and how gamers are skilled at seeing themselves as heroes on quests, experimenting without fear of failure, and willing to keep trying to solve problems.
Project Einstein South Africa - Going to SchoolMark Belinsky
We are 13 kids living in Pretoria, South Africa. We live at 2 different shelters - the girls at Tswane Home of Hope - the boys at Child Soul Care.
We all live together, which makes us very close. The shelters are a safe place. We eat, sleep, go to school, go to church and play together.
Photography is very new to us but we’re happy to share our stories with you!
The document outlines the agenda for a two-day symposium on creative making in libraries and museums, including discussions on critical making, how making impacts cultural institutions, and examples of making activities like 3D printing, robotics, and using materials like LEGOs.
The Library as a Possibility Space: Cultivating 21 st Century Literacy and L...bmyers
The document discusses how public libraries can promote 21st century literacy skills through free digital media design software and activities like game design, digital storytelling, and animation workshops. It provides examples of the Game Maker Academy program at various libraries, which uses tools like Scratch and Game Maker to teach important skills. Sample student projects are shown. The document argues that these activities help students learn important math, programming, and multimedia concepts while fostering collaboration and community.
The document proposes conceptualizing new technologies as aids for memory management (mnemonomics). It discusses how technology has historically supplemented human memory from orality to literacy to today's digital networks. Social bookmarking and networking sites like del.icio.us and Twitter are presented as emerging forms of collaborative memory and collective intelligence where individuals publicly share bookmarks, tags and skills. The document provides practical tips for using these tools to manage information overload through organizing bookmarks, tags, bundles and following other users.
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This document discusses how technologies can foster creativity. It defines creativity as creating something novel and valuable by transcending traditional ideas and rules. Creativity is important for dealing with today's complex world. Social and participatory media can promote creativity by enabling new forms of discourse, collaboration, and knowledge sharing. Technologies allow promoting creativity through open practices, aggregation and scale, and creative learning, teaching, research, and use of open educational resources.
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Discovery and the Age of Insight: Walmart EIM Open House 2013Joe Lamantia
Discovery is the most important business capability in the emerging Age of Insight - it's the missing ingredient that makes Big Data a source of value for businesses and people.
The Language of Discovery is an essential tool for providing discovery capability, whether at the scale of designing a single discovery application, determining the value proposition of a new product or service, or managing a strategic portfolio of technology and business initiatives.
This presentation outlines the Age of Insight, and suggests deep structural and historic precedents visible in the Age of Reason, especially in the central parallels between Natural Philosophy and the emerging discipline of Data Science. We then review the language of discovery, and consider widely visible examples of products and services that demonstrate the language.
We review our own usage of the framework as an analytical and generative toolkit for providing discovery capability, and share best practices for employing this perspective across a variety of levels of need.
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1. Virtual heritage utilizes virtual reality and mixed reality to represent cultural artifacts and spaces. However, interaction design studies and consideration of end-users are often lacking.
2. Cultural presence refers to a visitor's sense of being in a foreign time or place when experiencing virtual environments related to different cultures. However, virtual places can be highly static and lack meaningful interactions.
3. Evaluating virtual heritage projects poses challenges regarding preservation of content over time and platforms, as well as training staff and users. Museums and cultural institutions are still developing strategies for utilizing augmented, virtual and mixed reality technologies.
The document discusses developing multiliteracies in secondary classrooms. It summarizes perspectives from experts on 21st century skills needed in the workplace, including collaboration, digital literacy, and critical thinking skills. The presentation recommends teachers support these skills by thoughtfully integrating technologies, project-based learning, and encouraging students to develop their own ideas and share their work. It provides examples of digital tools and ends by emphasizing the importance of developing students' abilities to tackle complex problems and envision solutions.
The document discusses the opportunities for teaching and learning presented by new technologies and networked environments, including access to multimedia, tools for collaboration and connection, and the ability to share and create new forms of content. It also cautions that while new technologies open up possibilities, their implementation requires care to avoid unintended negative consequences and ensure educational value. The document advocates for open, connected, social learning experiences that empower student-driven exploration and creativity.
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Slides from the first session of the course "The Recurated Museum" by Sytze Van Herck & Christopher Morse at the University of Luxembourg (Summer Semester, 2020).
This is an introduction workshop to Designing Interactions / Experiences module I’m teaching at Köln International School of Design of the Cologne University of Applied Sciences, which I’m honored to give by invitation of Professor Philipp Heidkamp.
Evolution of Pattern Languages: Designing Human Actions, Dialogue, & Films (P...Takashi Iba
Three generations of pattern languages have emerged since the 1970s:
1) The first generation focused on architecture and was proposed by Christopher Alexander in the 1970s.
2) The second generation focused on software design and emerged in the late 1980s as "design patterns".
3) The third generation since the late 1990s focuses on patterns of human action and collaboration.
Takashi Iba and his lab have developed pattern languages for creative presentations, collaboration, and learning based on this third generation approach. The document outlines the evolution and applications of pattern languages.
This document discusses how technologies can foster creativity. It defines creativity as creating something novel and valuable, and notes that creativity is an essential skill for dealing with today's complex world. It outlines aspects of creativity like the creative process and product, creative people, and environments that enable creativity. Technologies can promote creativity by enabling new forms of discourse, collaboration, and knowledge sharing. Social media in particular supports open, distributed, and collaborative practices that can enhance creative learning, teaching, and research. The document raises questions about defining creativity and how to best support and harness it using technologies.
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This presentation describes the theory of Multiliteracies as presented by the New London Group in their seminal article published in 1996 in the Harvard Educational Review.
The document discusses new educational paradigms including constructivism, connectivism, and lifelong learning. It outlines key modern competencies like communication, digital skills, learning to learn, and cultural awareness. Constructivism and social constructionism are discussed as theoretical bases for learning as an active process. The document also mentions using technology and methods like mind mapping, cooperative learning, and research projects. Guidelines are provided for creating effective mind maps with branches radiating from a central topic in multiple colors and styles.
The document discusses several topics related to the internet and digital culture, including a brief history of the internet from its early scientific uses to the modern web; debates around whether skills required to use the internet are fundamentally new; concepts of remediation and convergence across media; DIY culture and participatory culture; issues of exploitation and power relations online; and the emerging field of gaming studies.
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Read Taking AI to the Next Level in Manufacturing to gain insights on AI adoption in the manufacturing industry, such as:
1. How quickly AI is being implemented in manufacturing.
2. Which barriers stand in the way of AI adoption.
3. How data quality and governance form the backbone of AI.
4. Organizational processes and structures that may inhibit effective AI adoption.
6. Ideas and approaches to help build your organization's AI strategy.
Ivanti’s Patch Tuesday breakdown goes beyond patching your applications and brings you the intelligence and guidance needed to prioritize where to focus your attention first. Catch early analysis on our Ivanti blog, then join industry expert Chris Goettl for the Patch Tuesday Webinar Event. There we’ll do a deep dive into each of the bulletins and give guidance on the risks associated with the newly-identified vulnerabilities.
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Arizona State English Department Research Presentation
1. The Design is the Game:
Writing Games, Teaching Writing
Alice J. Robison, Massachusetts Institute of Technology
http://alicerobison.org
Sunday, March 16, 2008 1
3. Why Design?
Design can be used to think about:
Sunday, March 16, 2008 2
4. Why Design?
Design can be used to think about:
Rhetorical moves, decisions, audiences;
Sunday, March 16, 2008 2
5. Why Design?
Design can be used to think about:
Rhetorical moves, decisions, audiences;
Purposeful constructions of meaning;
Sunday, March 16, 2008 2
6. Why Design?
Design can be used to think about:
Rhetorical moves, decisions, audiences;
Purposeful constructions of meaning;
Multi-modal compositions with specific contexts, “art with a
purpose”;
Sunday, March 16, 2008 2
7. Why Design?
Design can be used to think about:
Rhetorical moves, decisions, audiences;
Purposeful constructions of meaning;
Multi-modal compositions with specific contexts, “art with a
purpose”;
Literacy practices that move beyond alphabetical literacy and
inscribed texts; and
Sunday, March 16, 2008 2
8. Why Design?
Design can be used to think about:
Rhetorical moves, decisions, audiences;
Purposeful constructions of meaning;
Multi-modal compositions with specific contexts, “art with a
purpose”;
Literacy practices that move beyond alphabetical literacy and
inscribed texts; and
Meaning in a variety of technologies, tools, interchanges,
instantiations; attention to time, space, movement.
Sunday, March 16, 2008 2
9. Why Design?
Design can be used to think about:
Rhetorical moves, decisions, audiences;
Purposeful constructions of meaning;
Multi-modal compositions with specific contexts, “art with a
purpose”;
Literacy practices that move beyond alphabetical literacy and
inscribed texts; and
Meaning in a variety of technologies, tools, interchanges,
instantiations; attention to time, space, movement.
Sunday, March 16, 2008 2
22. Design is Not an Add-On
Technical stuff: we can now use cool stuff to do the
same kinds of things we have previously known; a
“physical-industrial” mindset-- individualized, enclosed,
product-centered, hierarchical
Ethos stuff: co-existence of physical space and
cyberspace; a “cyberspatial, post-industrial” mindset--
collective, distributed, decentered, process-focused,
change-based
Lankshear & Knobel, 2006
Sunday, March 16, 2008 4
23. Design is Not Just Form, Either
The internet isn’t
something you dump
something on. It’s not a
dump truck. It’s...it’s a
series of tubes.”
John Hodgman’s Reply
Ted Stevens Remix
Senator Ted Stevens (R-Alaska)
Sunday, March 16, 2008 5
25. Designs are Literacy Practices
Literacy is therefore not just about consumption
(reading, decoding) and production (writing, creating)
but also about participation within a context as a result
of available means, tools, histories, experiences,
communities, affinities.
Sunday, March 16, 2008 6
26. Designs are Literacy Practices
Literacy is therefore not just about consumption
(reading, decoding) and production (writing, creating)
but also about participation within a context as a result
of available means, tools, histories, experiences,
communities, affinities.
Literacy is not just about critique but also about design:
doesn’t simply reflect back but also “shapes the future
through deliberate representational resources in the
designer’s interest” (Kress 2000)
Sunday, March 16, 2008 6
28. The “New” Literacy Studies
A model of literacy as a social rather than autonomous, never happens in the
same way, dependent on situations and context.
“Multiliteracies” vary over time, space, history, experience, tools, access,
affiliations, affinities.
Emphasis on “literacy on the ground:” anthropological methods, social
interactions, cultural discourses. Attention to the local.
Literacy is “bound up” with social, cultural, and institutional conventions.
Major researchers: “New London Group,” Gunther Kress, Colin Lankshear,
Michele Knobel, Glynda Hull, Brian Street, Bill Cope, Mary Kalantzis, James
Gee, Deborah Brandt, Cynthia Selfe, Gail Hawisher, Webb, Goggin, etc.
Sunday, March 16, 2008 7
30. New Media Literacies
Play: the capacity to experiment as a form of problem-solving
Performance: the ability to adopt alternative identities for improvisation and discovery
Simulation: the ability to interpret and construct dynamic models of real-world processes
Appropriation: the ability to meaningfully sample and remix media content
Multitasking: the ability to scan one’s environment and shift focus as-needed to salient details
Distributed Cognition: the ability to interact meaningfully with tools that expand mental capacities
Collective Intelligence: the ability to pool knowledge with others toward a common goal
Judgment: the ability to evaluate the reliability and credibility of different information sources
Transmedia Navigation: the ability to follow the flow of stories and information across multiple
modalities
Networking: the ability to search for, synthesize, and disseminate information
Negotiation: the ability to travel across diverse communities, discerning and inspecting multiple
perspectives
Sunday, March 16, 2008 8
32. Videogames Enact the
New Media Literacies
Communities of practice (Lave & Wenger)
Semiotic domains and affinity spaces (Gee, 2003)
Identity play, experiential learning that leads to motivation
Active, critical learning; meta-cognition and reflection
Zones of proximal development (Vygotsky)
“Constellations” of literacy practices (Steinkuehler)
Designed experiences (Robison, Squire)
Sunday, March 16, 2008 9
34. Researching Videogame Design
Given that games, as interactive texts, not only
represent cutting-edge theories of learning and
cognition but also inspire sophisticated literacy
practices, to what degree can we attribute that to their
design?
Sunday, March 16, 2008 10
35. Researching Videogame Design
Given that games, as interactive texts, not only
represent cutting-edge theories of learning and
cognition but also inspire sophisticated literacy
practices, to what degree can we attribute that to their
design?
What are the literacy practices of videogame designers
and developers? What is the context of creation? What
are the cultural models and Discourses of videogame
designers and developers?
Sunday, March 16, 2008 10
36. Methods
Qualitative ethnography, participant observation, artifact analysis, discursive
analysis, thematic analysis; rooted in traditions of the New Literacy Studies
(Barton, et. al 2000; Street 1998; Gee, et. al 1996)
Dissertation consisted of:
3 year study, 200+ hours of fieldwork;
more than two dozen independent and commercial designers interviewed
and observed on-site;
500 pages of data, artifacts, designer-written publications; and
transcriptions of semi-structured interviews, on-site study of Gamelab
(NYC) during the making of “Diner Dash.”
Sunday, March 16, 2008 11
37. Who makes games?
85% male, 11.5% female
83% white, 2% black, 2.5% hispanic or
latino, 7.5% Asian
92% heterosexual
Average age = 31
Average years in industry = 5.4
College degrees = 80%
More than 60% of studios claim that
“recruiting diverse applicants is
challenging”
International Game
Developers’ Assoc.,
Sunday, March 16, 2008 12
39. Chris on Creating Stories
“You could just look at a
game as a time-killing
exercise. But that doesn’t feel
nearly as worthwhile as
creating a game that
generates stories between
players.... It’s creating those
unique and very memorable
experiences that are much
better than “yeah it took me
60 hours to get my character
to that level”
Sunday, March 16, 2008 13
40. Chris on Creating Stories
“You could just look at a
Rhetorical awareness
game as a time-killing
exercise. But that doesn’t feel
nearly as worthwhile as
creating a game that
generates stories between
players.... It’s creating those
unique and very memorable
experiences that are much
better than “yeah it took me
60 hours to get my character
to that level”
Sunday, March 16, 2008 13
41. Chris on Creating Stories
“You could just look at a
Rhetorical awareness
game as a time-killing
exercise. But that doesn’t feel Social conversations are
nearly as worthwhile as persuasive goals
creating a game that
generates stories between
players.... It’s creating those
unique and very memorable
experiences that are much
better than “yeah it took me
60 hours to get my character
to that level”
Sunday, March 16, 2008 13
42. Chris on Creating Stories
“You could just look at a
Rhetorical awareness
game as a time-killing
exercise. But that doesn’t feel Social conversations are
nearly as worthwhile as persuasive goals
creating a game that
generates stories between Text of game is a catalyst for
players.... It’s creating those player-experience, social
unique and very memorable identity, meaningful play
experiences that are much
better than “yeah it took me
60 hours to get my character
to that level”
Sunday, March 16, 2008 13
43. Chris on Creating Stories
“You could just look at a
Rhetorical awareness
game as a time-killing
exercise. But that doesn’t feel Social conversations are
nearly as worthwhile as persuasive goals
creating a game that
generates stories between Text of game is a catalyst for
players.... It’s creating those player-experience, social
unique and very memorable identity, meaningful play
experiences that are much
better than “yeah it took me Adoption of identity of player
60 hours to get my character
to that level”
Sunday, March 16, 2008 13
44. Chris on Creating Stories
“You could just look at a
Rhetorical awareness
game as a time-killing
exercise. But that doesn’t feel Social conversations are
nearly as worthwhile as persuasive goals
creating a game that
generates stories between Text of game is a catalyst for
players.... It’s creating those player-experience, social
unique and very memorable identity, meaningful play
experiences that are much
better than “yeah it took me Adoption of identity of player
60 hours to get my character
to that level”
Sunday, March 16, 2008 13
45. Chris on the Writing Process
Sunday, March 16, 2008 14
46. Chris on the Writing Process
“I start with what I want one person
to say to another when they chat
about my game. I’m looking for the
“you have to play this game
because ‘X’... Then I work
backwards and build the features
which support those statements.
Typically I bookend my design work
with one global statement about the
game (its overall user goal) and
various statements about
experiences I want players to have
and enjoy.”
Sunday, March 16, 2008 14
47. Chris on the Writing Process
“I start with what I want one person Rhetorical awareness
to say to another when they chat
about my game. I’m looking for the
“you have to play this game
because ‘X’... Then I work
backwards and build the features
which support those statements.
Typically I bookend my design work
with one global statement about the
game (its overall user goal) and
various statements about
experiences I want players to have
and enjoy.”
Sunday, March 16, 2008 14
48. Chris on the Writing Process
“I start with what I want one person Rhetorical awareness
to say to another when they chat
about my game. I’m looking for the Social conversations are
“you have to play this game writing goals
because ‘X’... Then I work
backwards and build the features
which support those statements.
Typically I bookend my design work
with one global statement about the
game (its overall user goal) and
various statements about
experiences I want players to have
and enjoy.”
Sunday, March 16, 2008 14
49. Chris on the Writing Process
“I start with what I want one person Rhetorical awareness
to say to another when they chat
about my game. I’m looking for the Social conversations are
“you have to play this game writing goals
because ‘X’... Then I work
backwards and build the features
Adoption of identity of player
which support those statements.
Typically I bookend my design work
with one global statement about the
game (its overall user goal) and
various statements about
experiences I want players to have
and enjoy.”
Sunday, March 16, 2008 14
50. Chris on the Writing Process
“I start with what I want one person Rhetorical awareness
to say to another when they chat
about my game. I’m looking for the Social conversations are
“you have to play this game writing goals
because ‘X’... Then I work
backwards and build the features
Adoption of identity of player
which support those statements.
Typically I bookend my design work
with one global statement about the
Principles of design used to
game (its overall user goal) and reverse-engineer experience
various statements about
experiences I want players to have
and enjoy.”
Sunday, March 16, 2008 14
51. Chris on the Writing Process
“I start with what I want one person Rhetorical awareness
to say to another when they chat
about my game. I’m looking for the Social conversations are
“you have to play this game writing goals
because ‘X’... Then I work
backwards and build the features
Adoption of identity of player
which support those statements.
Typically I bookend my design work
with one global statement about the
Principles of design used to
game (its overall user goal) and reverse-engineer experience
various statements about
experiences I want players to have Literacy practices of players
and enjoy.” used to frame design work
Sunday, March 16, 2008 14
52. Merci on PMOG
“I feel like you actually feel like the Digital literacy ethos-- web is
web is a place, not like it’s a series decentered but also a present
of separate places. But that you are space
in this one sphere of activity with all
of these people at the same time. Meaningful co-presence
And this is just surfing of course, not
like being on an AIM or whatever-- This is a new way of being, a new
then you’re just obviously with model of conversation that’s not just
people online. But this is allowing about text
other players to influence what your Literacies, meanings, practices are
experience is like, and influencing all reciprocal and reflexive
the surfing experiences of other
players as well.” All players are designers of
meaningful experiences
Sunday, March 16, 2008 15
54. My research shows that
game designers...
Are writers for a context. Writing is design here because it involves art for a
purpose.
Sunday, March 16, 2008 16
55. My research shows that
game designers...
Are writers for a context. Writing is design here because it involves art for a
purpose.
Communicate semiotically: signs, symbols, genres, puzzles, problems,
practices, identities, win-states, code languages.
Sunday, March 16, 2008 16
56. My research shows that
game designers...
Are writers for a context. Writing is design here because it involves art for a
purpose.
Communicate semiotically: signs, symbols, genres, puzzles, problems,
practices, identities, win-states, code languages.
Teach players how to play the game and succeed with finishing, winning,
understanding, learning.
Sunday, March 16, 2008 16
57. My research shows that
game designers...
Are writers for a context. Writing is design here because it involves art for a
purpose.
Communicate semiotically: signs, symbols, genres, puzzles, problems,
practices, identities, win-states, code languages.
Teach players how to play the game and succeed with finishing, winning,
understanding, learning.
Expect players to engage in meta-critical analysis of how the game is designed.
Sunday, March 16, 2008 16
58. My research shows that
game designers...
Are writers for a context. Writing is design here because it involves art for a
purpose.
Communicate semiotically: signs, symbols, genres, puzzles, problems,
practices, identities, win-states, code languages.
Teach players how to play the game and succeed with finishing, winning,
understanding, learning.
Expect players to engage in meta-critical analysis of how the game is designed.
Write collaboratively, share authorship, incorporate both professional and
personal discourses.
Sunday, March 16, 2008 16
59. My research shows that
game designers...
Are writers for a context. Writing is design here because it involves art for a
purpose.
Communicate semiotically: signs, symbols, genres, puzzles, problems,
practices, identities, win-states, code languages.
Teach players how to play the game and succeed with finishing, winning,
understanding, learning.
Expect players to engage in meta-critical analysis of how the game is designed.
Write collaboratively, share authorship, incorporate both professional and
personal discourses.
Purposely create games that are meant to be interpreted and learned socially.
Sunday, March 16, 2008 16
60. Questions for Teachers
Working with New Media
How can you think about the problem or project of designing and developing
curriculum as a set of design constraints?
Instead of thinking of writing as skill, can we think of it in terms of experience or
sets of practices within particular contexts?
How therefore do we craft opportunities for meaning making practices with new
media? What does that afford a student that other forms of composing,
reading, and interpreting texts do not?
If we think about writing as literacy--that is, tied closely to reading--what does
that mean for working with new media?
Sunday, March 16, 2008 17
62. Principles for Designing
Writing Courses
Conceive of writing as a set of meaning-making practices and experiences that
happen both in and outside the classroom, in formal and informal ways, as culturally
and socially situated in learners’ contexts.
Sunday, March 16, 2008 18
63. Principles for Designing
Writing Courses
Conceive of writing as a set of meaning-making practices and experiences that
happen both in and outside the classroom, in formal and informal ways, as culturally
and socially situated in learners’ contexts.
Allow for social collaboration and meta-reflection on that collaborative experience.
Employ opportunities for collective intelligence, distributed cognition.
Sunday, March 16, 2008 18
64. Principles for Designing
Writing Courses
Conceive of writing as a set of meaning-making practices and experiences that
happen both in and outside the classroom, in formal and informal ways, as culturally
and socially situated in learners’ contexts.
Allow for social collaboration and meta-reflection on that collaborative experience.
Employ opportunities for collective intelligence, distributed cognition.
Understand users of new media as not just consumers and producers but also as
participants within particular contexts, media-uses, and media cultures.
Sunday, March 16, 2008 18
65. Principles for Designing
Writing Courses
Conceive of writing as a set of meaning-making practices and experiences that
happen both in and outside the classroom, in formal and informal ways, as culturally
and socially situated in learners’ contexts.
Allow for social collaboration and meta-reflection on that collaborative experience.
Employ opportunities for collective intelligence, distributed cognition.
Understand users of new media as not just consumers and producers but also as
participants within particular contexts, media-uses, and media cultures.
Constructivist models of learning: emphasis on the socio-cultural; problem-based and
project-based learning; making power differentials known; community-driven expertise.
Sunday, March 16, 2008 18
66. Literacies are Social Practices
To view literacy as a neutral cognitive event not only fails to
understand how what being learned is a particular way of
doing something--a way that indexes particular values,
ideological projects, historical events, and beliefs--but, too,
how learning is mediated by social variables, in which case,
due to this particularity, one’s primary Discourse might inform
a ‘way of being’ in the world that is fundamentally at odds with
the literacy form one is expected to learn.”
Clinton, 2003
Sunday, March 16, 2008 19
68. Final Comment
Understanding how media are composed, designed, produced, and
consumed by communities of users is the first step in determining models for
designing and assessing writing-and-new-media curricula. We have to
understand the underlying principles of those practices. We can only know
that by working from the inside-out.
Sunday, March 16, 2008 20
69. Final Comment
Understanding how media are composed, designed, produced, and
consumed by communities of users is the first step in determining models for
designing and assessing writing-and-new-media curricula. We have to
understand the underlying principles of those practices. We can only know
that by working from the inside-out.
We have to see these composing activities as opportunities for making
meaning in-context, according to the values of its participants.
Sunday, March 16, 2008 20
70. Final Comment
Understanding how media are composed, designed, produced, and
consumed by communities of users is the first step in determining models for
designing and assessing writing-and-new-media curricula. We have to
understand the underlying principles of those practices. We can only know
that by working from the inside-out.
We have to see these composing activities as opportunities for making
meaning in-context, according to the values of its participants.
As with all planned writing activities, if goals are well-articulated and well-
researched, if they are considered carefully and critically, and if tasks are
linked closely to their purpose, it becomes less complex to gauge the degree
to which the products are valuable at the end of the composing process.
Sunday, March 16, 2008 20
72. Assessment Principles
If new media and writing are treated as literacy experiences based
on participation and not simply production, models for assessment
become more accessible.
What counts as “good” in these spaces is determined by its
communities. Users of new media organize by their expertise and
affinities, not necessarily by production skills.
New media, as socially-connected and collaborative spaces, lend
themselves well to more organic assessment models.
Sunday, March 16, 2008 21