Since this past Friday, INTE 5320 Games and Learning graduate learners have begun to share projects about their three months of participant observation in games-related affinity spaces. For readers less familiar with the concept of affinity spaces, a brief primer. At the beginning of our semester, we read Jim and Elisabeth (Hayes) Gee conceptualize affinity spaces (click through to read our Hypothesis annotations!); they describe affinity spaces in the following ways:
- “The concept of affinity space stresses that the organization of the space (the site and what it links to, including real world spaces and events in some cases) is as important as the organization of the people. Indeed, the interaction between the two is crucial as well.”
- “Most fan sites are completely open; anyone can find them and access their content. Some sites require visitors to become “members” which, typically, merely involves creating a username and profile. Accordingly, one of easiest and best ways to answer the question of “who belongs” is simply to say that whoever enters the space (the fan site) is in the group and belongs.”
- “There are many different types of affinity spaces (and other kinds of communities) on the Internet and out in the real world. Some are inclusive, supportive, and nurturing, while others are not. Affinity spaces and other sorts of communities can give people a sense of belonging, but they can also give people a sense of “us” (the insiders) against “them” (the outsiders). People can be cooperative within these spaces and communities, but they can also compete fiercely for status. They can communicate politely and in a friendly fashion or they can engage in hostile and insulting interaction.”
Learners in #ILT5320 have joined, participated in, and now analyzed the following games and gaming affinity spaces: BreakoutEDU, the Unity community, the Kerbal Space Program, BoardGameGeek, Graphite,Denver’s Strategy Board Games Group, Code Combat, Teachers Pay Teachers, and ActiveWorlds.
It’s been fun watching learners share their projects via Twitter – a mix of excitement, shout outs to games and learning scholars, and relief:
— Lisa (Butler) Dise (@Peachey_Pie) April 22, 2016
— Kirk Lunsford (@KirkLunsford) April 25, 2016
— Robert Piper (@sylvanrobert1) April 25, 2016
And now, on to feedback as a form of discussion that began yesterday – Monday, April 25th – and spans the next two weeks, through Sunday, May 8th. First, please read my previous post about feedback and commentary guidelines for our affinity space projects (these guidelines are explicitly written for INTE 5320 learners, though the general background is helpful for anyone who wants to jump in and comment). Second, we’re anticipating that commentary will reach beyond our immediate course participants, including: other graduate learners and colleagues affiliated with CU Denver’s Information and Learning Technologies program (like #ILT5340 and #INTE5670Spr2016), Maha Bali and her students (who are also seeking feedback on their own game design projects), game-based learning scholars and designers whom we’ve read and interacted with throughout the semester, and certainly regular readers of this blog interested in the open and playful aspects of our collective learning. And third, our thanks – in advance – for the public feedback and networked commentary that will propel our course forward through the next two weeks and on toward its conclusion.
And so, without further ado:
Thank you for jumping in and advancing our conversations about games and learning!