Tuesday, April 29, 2014

Week 14: demonstrations & experiments

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6 weeks MOOC +1 + SpringB + 8 wks class = 16.
WEEK FOURTEEN: 29 & 30 APR: demonstrations & experiments 

RETURN HERE FOR WEEK FIFTEEN SCHEDULES @ UMD! Click HERE for Davidson's MetaMOOC around which this course began. Community members are welcome and appreciated for either or both meeting times!


A one-time unique experimental course for undergraduates, graduate students, faculty, and all! Customizable for level, credit, schedule, forms of presence! Contact Katie King (katking@umd.edu) for details! 


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•T 4-6:30 (WDS 2101C)
The Tuesday group this week will share documentation of Friday's project and decide what to put up on the website. The Wednesday group has invited them to play their new game, Grow a Class, and asks for helping in prototyping it. Some discussion of modding Learning Analysis too. 



•W 1-3:30 (WDS 2101C + around the offices)
PLAY TESTING: 
This week  the Wednesday group continues its prototyping work on Grow a Class, decides what to put up on the website, and considers the next steps. Modding the Learning Analysis is part of this process too. 


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liminocentric

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http://portal.groupkos.com/index.php?title=File:Torus_knot_12-5_1280x1024.png  



http://en.wiktionary.org/wiki/Citations:liminocentric#English



Our Future Societies: Recursion: https://plus.google.com/u/0/+JohnKellden/posts/YTKe7NwgmZU   

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Monday, April 21, 2014

Week 13: games & bodies

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6 weeks MOOC +1 + SpringB + 8 wks class.
WEEK THIRTEEN: 22 & 23 APR: games, bodies 

RETURN HERE FOR WEEK FOURTEEN SCHEDULES @ UMD! Click HERE for Davidson's MetaMOOC around which this course began. Community members are welcome and appreciated for either or both meeting times!


A one-time unique experimental course for undergraduates, graduate students, faculty, and all! Customizable for level, credit, schedule, forms of presence! Contact Katie King (katking@umd.edu) for details! 


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•T 4-6:30 (WDS 2101C)
The Tuesday group this week plans to continue its exploration of games, learning, play. What are the ranges of various interests in games in higher education? We explore the debates through sites the Tuesday group brings in for collective examination and comparison, and look at the school Quest to Learn again with an eye to the issues raised. 

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Specifically, in terms of the idea that gaming creates addiction, distraction, anti-social behavior, and aggression, go to Boyd's work for what she says about this, as well as a bit of internet searching. Also, consider Q2L for buzzwords we've been looking at and how they fit into gaming learning model/s. We also are completing the "5 Things" preparation for Learning Analysis. (We will mod the Games class LA for our own use.)

We are getting close to when we're planning the final project, so we're doing work on that, too. 

•W 1-3:30 (WDS 2101C + around the offices)
This week  the Wednesday group goes on to the next area from their series of topics, readings, and project orientation for the rest of the term: this week focuses on Performance and Embodied Learning.


Week Thirteen – Week of April 21, 2014: Performance/Embodied Learning

All read:
·       Ito 2013: introduction to Hanging Out, Messing Around, Geeking Out: https://mitpress.mit.edu/sites/default/files/titles/free_download/9780262013369%20_Hanging_Out.pdf
chapter to read from "Theatre of The Oppressed" is Chapter 4 Poetics of The Oppressed

Also:
·       Despret 2004: The Body We Care for: Figures of Anthropo-zoo-genesis:
·       Felman 2001: Never a Dull Moment: Teaching and the Art of Performance; selection: https://drive.google.com/file/d/0BzmKs1Fz7m9uME9Bd2U0d3BKWlE/edit?usp=sharing 
·       Boal 2003: Games for Actors and Non-actors


Games class Learning Analysis for our modding and use HERE
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Tuesday, April 15, 2014

Week Twelve: games and their possibilities and concerns

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6 weeks MOOC +1 + SpringB + 8 wks class.
WEEK TWELVE: 15 & 16 APR: gaming? 

RETURN HERE FOR WEEK THIRTEEN SCHEDULES @ UMD! Click HERE for Davidson's MetaMOOC around which this course began. Community members are welcome and appreciated for either or both meeting times!


A one-time unique experimental course for undergraduates, graduate students, faculty, and all! Customizable for level, credit, schedule, forms of presence! Contact Katie King (katking@umd.edu) for details! 


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•T 4-6:30 (WDS 2101C)
•W 1-3:30 (WDS 2101C + around the offices)

This week both groups will be working on the topic area identified by the Wednesday group in their series of topics, readings, and project orientation for the rest of the term: this week focuses on Digital Media and Games for Learning.


Link to Katie's class last term on Games & Virtual Worlds HERE



Week Twelve – Week of April 14, 2014: Digital Media/Gamification; MOOC Pedagogy
All read:
·       selections from boyd 2014: It’s Complicated: http://www.danah.org/books/ItsComplicated.pdf  
·       “Grow a Game”: http://www.tiltfactor.org/growagame/
Also:
·       McGonigal 2011: Reality is Broken &/or TED talks: http://www.ted.com/talks/jane_mcgonigal_the_game_that_can_give_you_10_extra_years_of_life
·       Not Your Mama’s Gamer: http://www.samanthablackmon.net/notyourmamasgamer/
·       online materials from FemEdTech DOCC: http://femtechnet.newschool.edu/

THIS WEEK ON NOT YOUR MAMA'S GAMER!!



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What does Vered's feminist analysis from the nineties (embedded below) have to say about feminist learning, play, games, and virtual worlds today? What is different now? Which of these questions have been taken up? How are we thinking of these same issues today? What does Vered tell us about what we call making and coding today? How do your own histories of play, games, computers, feminisms, everyday life, technologies and media participate in such questions? 
 

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From FemEdTech: video on infrastructures: video schedules and links here: http://femtechnet.newschool.edu/video-dialogues-topics-schedule/ 


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When is a MOOC not a creature of evil? Can it be? What about the Harry Potter MOOC, created by fans?
http://www.hogwartsishere.com


Commentators? http://www.slate.com/blogs/browbeat/2014/04/14/hogwarts_is_here_is_like_a_mooc_for_harry_potter_fans_and_you_can_enroll.html



Harry Potter Fans Made a MOOC for Hogwarts, and You Can Enroll Now







Enroll for free, but beware: These make-believe Hogwarts professors grade hard.
© 2005 Warner Bros. Ent. Harry Potter Publishing Rights J.K.R.

As a 10-year-old reading Harry Potter and the Sorcerer’s Stone, I had but one wish: that I, too, would soon receive an owl from Hogwarts, a letter of acceptance that could rescue me from my boring life as a Muggle. It wasn’t just Harry’s magical adventures that appealed to me. It was his schoolwork: Learning to turn beetles into buttons with Professor McGonagall and befriending hippogriffs with Hagridsounded like a definite step up from arithmetic and American history. (I even threw a Hogwarts-themed party in which my friends and I completed fictional assignments while my mom did her best impersonation of Professor Trelawney.)

Now a group of intrepid Harry Potter fans have made my childhood wish come true, creating a website called Hogwarts Is Here, where you can take free, online classes in the same subjects studied by Harry, Ron, and Hermione.

The website works as a sort of cross between a MOOC (massive open online course) and an RPG (a role-playing game, like Dungeons & Dragons). You start by creating an account and choosing a house. (No sorting hat here, unfortunately.) I went with Ravenclaw, which seemed fitting for an optional intellectual endeavor. I wasn’t alone in that decision: Ravenclaw is the second most popular house (after Gryffindor, of course) and has the most house points (which you gain by completing assignments).

Once you enroll at the virtual Hogwarts, you can join a dorm, buy books from Flourish and Blotts, and even write for The Daily Owl. Though you might be drawn in by these social trappings, the curriculum itself is surprisingly rigorous. As a first year student, you are expected to complete seven courses: Charms, Potions, Defense Against the Dark Arts, Astronomy, Herbology, History of Magic, and Transfiguration. Every course consists of nine lessons, each of which involves a written introduction, some supplemental reading, and a number of assignments.

The exact nature of the assignments varies, but most of them are essays, and the volunteer instructors seem to take grading very seriously. One assignment for Transfiguration asked for 300 words exploring possible loopholes in one of the exceptions to Gamp’s Law—an expansion on a comment Hermione makes inHarry Potter and the Deathly Hallows about the five things that cannot be created with magic. My essay, which discussed how you might circumvent the law against creating money by transforming less valuable items into more valuable ones, received a C, thus proving wrong the kids who teased me for being such a Hermione.

I will admit, my essay was closer to 200 words than 300, and there may have been a couple of typos. But I read all the material I could find on Gamp’s Law, which involved poking around in a few of the site’s books without any real guidance from the syllabus, and attempted to craft a reasonable argument that touched on all the required issues. Given my apparent failure, you will likely need a lot of creativity and an encyclopedic knowledge of the wizarding world if you hope to pass your NEWTs.

You’ll also have to be patient: Since the website is just starting out, most of the courses and textbooks aren’t yet complete. But it’s growing with impressive speed; since I signed up a week ago, they’ve increased the number of lessons available for each course, uploaded the textbook A History of Magic, and added the ability to review assignments and appeal grade decisions. I’m not sure what will become of this odd hybrid—“This website is NOT endorsed, supported or associated, directly or indirectly, with Warner Bros,” the site announces on its homepage. But here’s hoping it’s allowed to come into its own before it’s shut down by the Ministry of Magic.
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Saturday, April 5, 2014

Week 11: adaptive learning & digital media / games for learning

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6 weeks MOOC +1 + SpringB + 8 wks class.
WEEK ELEVEN: 8 & 9 APR: how to do it while learning about it

RETURN HERE FOR WEEK TWELVE SCHEDULES @ UMD! Click HERE for Davidson's MetaMOOC around which this course began. Community members are welcome and appreciated for either or both meeting times!


A one-time unique experimental course for undergraduates, graduate students, faculty, and all! Customizable for level, credit, schedule, forms of presence! Contact Katie King (katking@umd.edu) for details! 


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•T 4-6:30 (WDS 2101C): adaptive learning  [link on Trends in Higher Education Guide, including adaptive learning and gamification from Rasmussen College]

we will investigate "adaptive" and "personalized" elements, as well as do a Latour-style Actor-Network analysis of the debates, tracking:

>places & events
>organizations
>stakeholders with interests
>individuals
>>views of the world & controlling values
>>>translation & composition 

See Week 4 for Katie's example of such an analysis.



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•W 1-3:30 (WDS 2101C + around the offices)

the Wednesday group has planned out a series of topics, readings, and project orientation for the rest of the term: this week focuses on Digital Media and Games for Learning.


Link to Katie's class last term on Games & Virtual Worlds HERE



Week Eleven – Week of April 7, 2014: Digital Media/Gamification; MOOC Pedagogy
All read:
·       selections from boyd 2014: It’s Complicated: http://www.danah.org/books/ItsComplicated.pdf  
·       “Grow a Game”: http://www.tiltfactor.org/growagame/
Also:
·       McGonigal 2011: Reality is Broken &/or TED talks: http://www.ted.com/talks/jane_mcgonigal_the_game_that_can_give_you_10_extra_years_of_life
·       Not Your Mama’s Gamer: http://www.samanthablackmon.net/notyourmamasgamer/
·       online materials from FemEdTech DOCC: http://femtechnet.newschool.edu/

THIS WEEK ON NOT YOUR MAMA'S GAMER!! From Alex Layne: http://www.samanthablackmon.net/notyourmamasgamer/?p=4892 

I hope that Procedural Ethics serves this function to redefine what is and is not important when it comes to studying video games. While most popular methods of game scholarship starts and the procedures (ie. the video game) and moves forward, tracing player reaction (Sicart) and cultural implications (Bogost), Procedural Ethics argues that ethical research practices must also start at the procedure and move backward. Video games did not program themselves. They are the result of an enormous industry filled with ideologies, opinions, policies, norms, and so on. Can we really make an argument about how one of the most sexist games in recent memory, Duke Nukem Forever (Gearbox Software 2012), has impacted society without also talking about the fact that roughly 5.8% of Gearbox’s workforce is female? I certainly don’t think so. And while critiquing, engaging with, and discussing the representation of women in games is crucial, it should not be done while ignoring the actual women in the industry.

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Incredibly valuable resource now available at UMD: lynda.com. Info HERE. For your referral I've put a link into this site's link list (right hand side above) too. 



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An online journal to keep your hand in for issues that have come up in our class! Here's a bit tagging Jane McGonigal: http://www.firstpersonscholar.com/tag/jane-mcgonigal/ 



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Higher Ed News this week: 
http://www.thestate.com/2014/04/04/3368501/usc-upstate-facing-more-cuts-over.html  

USC Upstate facing more cuts over gay-themed programming

COLUMBIA, SC — The University of South Carolina Upstate could have its budget cut again for another gay-themed program on the Spartanburg campus.

The school is hosting a symposium on gay topics that at one point included a lecture titled, “How to be a lesbian in 10 days or less.” The event comes a month after the House of Representatives cut $17,142 from USC Upstate’s budget for assigning freshmen to read an essay book on coming out gay in the South.

At least three state senators said Friday they are upset about USC Upstate’s gay-themed programming. They vow to not only keep the House’s cut but also slash more from the school’s budget next year.

“If they’ve got extra money sitting around to promote perversion, obviously they’ve got more money than they really need,” said S.C. Sen. Kevin Bryant, an Anderson Republican who sits on the Senate budget-writing committee.

The symposium was planned a year ago – long before lawmakers took aim at the 5,400-student school, said Clif Flynn, associate vice chancellor academic affairs for the university.

The conference cost about $11,500, said Reid Toth, the school’s department chairwoman of sociology, criminal justice, and women’s studies. About $5,000 was paid by the school and $6,500 was covered by private grants, she said.

The House funding cut, approved last month, was based on the cost of the reading program that assigned “Out Loud: The Best of Rainbow Radio” in the fall. The House also trimmed $52,000 from the College of Charleston for assigning freshmen another gay-themed book “Fun Home.”

Senators are weighing the state’s $24 billion budget now.

“I think it’s time that these institutions be held accountable,” Sen. Lee Bright, R-Spartanburg, said.

Bright, who is running for the U.S. senate, said many people in Spartanburg are upset about the activities on the USC Upstate campus.

“Higher education is becoming more about indoctrination and less about education,” he said.

Bryant and Bright were among 21 Senate and House members who voted against USC board members running unopposed during trustees elections this week because the Columbia flagship campus oversees Upstate.

Sen. State Mike Fair, who also sits on the Senate’s finance committee, said he voted against the trustees “to protest questionable campus activities at USC Upstate and the main campus.”

The Greenville Republican said he felt uncomfortable raising the issue because he loves the university, his alma mater where he was a starting quarterback and a trustee.

“It’s an absolute insult to the moms and dads who are paying for their children’s education at USC Upstate,” Fair said.

USC Upstate’s Bodies of Knowledge Symposium, slated for next Thursday and Friday, focuses on lesbian, gay, bisexual, transgender and other sexual orientation issues and has stirred a typically conservative section of the state.

The college – which hosts a national conference on child abuse and an undergraduate research symposium highlighting students’ work – did not intend to stir controversy with the symposium, school officials said.

The theme is “an optional opportunity (for students) to explore some of these topics which they probably would not get to in a class or in another type of organized workshop,” Toth said.

Much of the outcry was over the planned performance by Leigh Hendrix of “How to be a lesbian in 10 days or less,” a comical story about coming out as gay.

But some people took it as an instructive performance, instead of a comedy, USC Upstate spokeswoman Tammy Whaley said.

The event was cut after community and political uproar.

Sen. John Courson, chairman of the higher education senate finance subcommittee, said his panel has not discussed cutting funds to schools because of gay-themed programs. The Richland Republican said he had a problem with censorship on campuses.

“I don’t think we should as a legislature micromanage exactly what is being taught and discussed in college,” he said.

If legislators start picking on one group, they could move onto others, said Ryan Wilson, director of S.C. Equality, which advocates for gay, lesbian, bisexual and transgender South Carolinians.

“These legislators say they are concerned about taxpayer dollars,” Wilson said. “What about my taxpayer dollars?”

Reach Cope at (803-771-8657.)
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