Greetings INTE 5320 Games and Learning,
For the past three months you’ve acted as participant observers in various games and learning affinity spaces – including BreakoutEDU, the Unity community, the Kerbal Space Program, BoardGameGeek, Graphite, Denver’s Strategy Board Games Group, Code Combat, Teachers Pay Teachers, and ActiveWorlds. As you know, the purpose of your engagement with(in) these affinity spaces has been three-fold:
- To observe the ways in which knowledge is produced, shared, and contested in interest-driven participatory cultures;
- To contribute to a learning community invested in games, game play, and learning from and about games; and
- To reflect upon the ways in which your participation in an informal learning community shapes your understanding of games and learning, with potential implications for learning in formal settings (i.e. schools, workplaces).
By this coming Sunday, April 24th you’ll share with our learning community a screencast – approximately 10 minutes in length – via your blog that summarizes your affinity space participation and learning experiences. As you also know, our Cycle 7 texts are your collective affinity space projects. Accordingly, I’ll comment briefly upon the type of feedback and commentary that will help to structure our forthcoming discussion. And I do so because everyone’s affinity space blog posts will soon become discussion forums. And because our collective blog commentary (like your previous comments here, here, and here) and Hypothesis annotation (when possible) will comprise our shared learning activity.
For every member of our learning community – and whether via blog commentary or Hypothesis annotation (or both!) – please respond to at least one question from each of the following question sets aligned to the criteria of our affinity space project.
A. Observing the affinity space:
- What observations about game/ing communities and cultures are shared?
- What does it mean to be an insider? How do you know? And how would you describe this space to an outsider?
- What are the cultural norms – the means of interaction and discussion – that are prominent in this space? And why?
B. Contributing to the affinity space:
- How did your peer first begin contributing to the affinity space?
- How did other members of the affinity space respond?
- How did the nature of your peer’s contributions change over time? And why?
- What insight about games (and games and learning) did your peer learn through her/his contributions?
C. Reflecting upon affinity space participation:
- What does your peer perceive to be the strengths of this affinity space?
- What does your peer perceive to be the limitations of this space?
- How did your peer learn about games and learning?
- How was learning social, collaborative, and/or contested?
- How would you describe your peer’s experience learning in another setting (i.e. not Canvas, not a “classroom”) as complementary to our other course activities?
D. Connecting affinity space participation to literature and theory:
- What 3 features from Gee and Hayes (2008) describe your peer’s experience, and why?
- What other aspects of learning theory helped your peer to understand this affinity space?
- What other examples of games and learning literature were useful points of reference, and why?
A final note about our facilitators during Cycle 7: Tedy and Nik will be modeling various commentary and annotation responses through the cycle, and – as others have with our previous readings – they will help assist with responses, pose follow up questions, guide resource sharing, and establish connections across various projects so as to move our shared conversations forward.
I’m looking forward to a substantive cycle of sharing, engagement, and discussion about our affinity space adventures.