Willamette digital humanities seminar 2009, part 2
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Emergent cyberculture
Contexts for the digital humanities
Wireless and mobile devices
Pedagogies of
ubiquitous computing
What it means, top-level
“A device ecology”
-Petra Wentzel, "Wireless All the Way: Users’ Feedback on Education
through Online PDAs" (presentation at the EDUCAUSE annual
conferenceAnaheim, Calif., November 7, 2003).
2. What it means, top-levelInformation and media use:• content capture• content access (downloaded or
copied)news or information• social connection (different
speeds, synch and asynch)
Another way of looking at it
All of Web 2.0, just more so• Social media• Microcontent• Accelerando!
new interfaces• tiny but beloved keyboard• stylus• touchscreen• mouse might wane
(http://let.blog.nitle.org/2008/07/21/the_mouse_soon_to_decline_gartner/)
netbooks
• Replace the laptop?
ebook readers
• The Kindle and others
phones• iPhone’s
triumph• Media• Networke
d• Apps• Touch • Other
platforms?
Phones plus
tablets
• Tablet and tablets
GPS-enabled devices
• Gaming: geocaching
• Devices vs functions
• Ultimately: AR
Clickers
• Er, Personal Response Units
• The unsung campus success
implementing clickers
• Classroom pilot• Faculty/admin
meeting demo
• Owning units: students or institution?
• Combine with ppt
implementing clickers
Pedagogical themes• Interaction• Polling• Anonymity yet universality• Aimed at large size class, often
implementing clickers
Using results• Hide, reveal, or
share?• Snap poll• Discussion
generating
Clickers for questions
• Binary or multiple• Student-generated• Assessment vs
constructivist
implementing clickers
Other devices• Smartphone apps• Web polls accessible through
multiple devices
“Pens”
• OCR• Audio
• One classroom use:http://mediatedcultures.net/ksudigg/?
p=206
mobile game players
• PSP• Others?
• Mobile, but not wireless• -cables• -USB drives• -flash cards• -batteries and outlets (for now!)
4. Campus strategies
• Nearly a decade of practice to access
• Diverse locations of support• Multiple engagements with device
ecology
5. Pedagogies
Emergent pedagogies
• Information on demand
• Time usage changes
• Class/world barrier reduction
• Personal intimacy with units
• Spatial mapping • Mobile,
multimedia, social research
Learning spaces
In the classroom • one leading pilot
space for wireless
• mode: lecture/lab
Campus• other sites: library,
residence hall• new learning
spaces• chunks of campus
Realtime search and news
Volokh Conspiracy, April 2007
Realtime search and news
“Students who have superb search skills have introduced useful material or questions into discussion. In a few cases, I’ve had students find pertinent archival video in response to the drift of the conversation which I’ve then put up on the classroom projector.”
-professor Tim Burke, Swarthmore Collegehttp://weblogs.swarthmore.edu/burke/
2009/05/06/the-laptop-in-the-classroom/
• Backchannel
• Smartmobs• CPA• Laminated
social layer• Privacy?
Social practices unfolding
(dotguy_az)
Some practices– Assignment to class: quick finding of
facts (Randy Stakeman, Emerging Technology workshop, 2009, Colby College)
– Assignment: more extensive Web research (search, assess, discuss, present)
– Scribes: one per small group, more than 1 per class
III. Pedagogies
Multitasking
• threats: distraction, wandering index/stimulus
• generational issue• practice: shells down, machines
open
Multitasking
professor Tim Burke, Swarthmore College:“I am sure there are students in my classes
who have multitasked during a lecture or discussion. I’ll be honest with you. I’ve done the same on my laptop when I’ve been in the audience during conferences or lectures, usually email. I’ve done that in response to being bored, but I’ve also done it as a kind of thoughtful doodling while feeling quite engaged and interested in what the speaker is saying and taking copious notes…”
Multitasking
“…So it doesn’t worry or offend me that a student might be doing the same. If it’s because they’re bored, that’s an issue with my presentation. (Though I’m not going to take responsibility for getting universal engagement: you can’t get blood from a stone, and some students are stones.) If the audience is still being thoughtful, taking good notes, and retaining information while multitasking, why should I care?”
http://weblogs.swarthmore.edu/burke/2009/05/06/the-laptop-in-the-classroom/
III. Pedagogies
Campus life• Informal learning• Social organization• Emergency alerts (voluntary)• That privacy issue
IV. Examples
Mobile study journaling
John Schott, Carleton College, 2006
“The mobile phone is the primary connection tool for most people in the world. In 2020, while "one laptop per child" and other initiatives to bring networked digital communications to everyone are successful on many levels, the mobile phone—now with significant computing power—is the primary Internet connection and the only one for a majority of the people across the world, providing information in a portable, well-connected form at a relatively low price.”
NITLEhttp://nitle.org
Liberal Education Todayhttp://let.blog.nitle.org
Gaming
Long history of gaming
• Predigital– Chess, go,
Senet, mancala, backgammon, dice, cards
– Kriegspiel– Cold War games
Digital• Spacewar• Zork to IF
boom (1980s)• 1990s rebirth
Gaming in 2008
Physical platforms• Console• Cell phone• PSP• Extended forms
(DDR)• New forms: Wii
PC• CD, DVD• Browser• Downloadable
…And these can be combined
• Size: huge – (WoW: 10
million subscribers, January 2008)
• Player range: genders, classes, nations
• Interface, device driver
Eve Online, from site
Growing content diversity
• Current events (Kumawar)
• Political argument (September 12th, FoodForce)
• Religious gaming (Left Behind: Eternal Forces, 2006)
• Literary gaming (Kafkamesto, 2006)
(BBC Climate Challenge; Ayiti:
both 2007-present)
Genres
• First-person shooter
• Puzzle • Platform jumper• Strategy• “Adventure”• Sports • Minigame (Koster
fractals)
New forms• Katamari• Portal• Augmented reality
games
Economics of games
Who creates games?• Businesses• Governments• Nonprofits• Amateurs
Scales• Large games
– $millions– EA, Microsoft
• Modding– Back to Doom,
hacking, View Source
– Neverwinter Nights
• Casual games
Other economics• Gambling• Gold farming• Currency trading
Offshoot:machinima
• Tools– Counterstrike, Halo– Second Life– The Movies
• Art movement– Machinima Academy of Arts and
Sciences (http://www.machinima.org/)
(Koulamata, “The French Democracy”, 2006)
Virtual worlds
Antecedents, early digital: science fiction
1984: William Gibson, Neuromancer1992: Neal Stephenson, Snow Crash“’Cyberspace. A consensual hallucination experienced daily by billions of legitimate operators, in every nation, by children being taught mathematical concepts. A graphic representation of data abstracted from the banks of every computer in the human system…”
-Neuromancer
Antecedents, digital: the MUD, Adventure (1970s-present)
(LambdaMOO, 1990-present)
Antecedents, predigital: Theater of Memory
(from Philippe Codognet, http://webia.lip6.fr/~codognet/)
Avatar spaces-Activeworlds-Atmospheres-There
(Activeworlds, 1995-present; image via www.virtualworldlets.net)
-Habbo Hotel-Cyworld (Club Penguin, 2005-present)
2d-3d worlds
-Runescape-VMK
Google Earth
-Keyhole DB-2d: KML-3d: Sketchup-reach-Geotagging
photos: videos
Mirror worlds
Augmented Reality
“Human Pacman,” Adrian David Cheok, circa 2005
-mobile devicesgame playersgeneral use tools
-science fiction explores (Vernor Vinge, Rainbows End)
Interactive FictionSpeaking of text
adventures:• 1980s boom:
Infocom• Ongoing art form• Nick Montfort,
Twisty Little Passages
(“Dead Cities”, from Lovecraft Commonplace Book project 2007http://www.illuminatedlantern.com/if/games/lovecraft/)
Interactive Fiction
Speaking of text adventures:
• Inform 7, free IF editor
(Richard Liston, Ursinus College, classroom example 2008)
Narrative
Where is storytelling in a game?
• Sequence of activities• Cut-scene or
cinematic• Writerly player• Encyclopedia world
(Murray, Manovich)• Ludology vs.
narratology
Linearity?• Game on rails• Branching
outcomes• Multilinear• Open-ended
Alternate reality games• Permeability of
game boundary (space and time)
• Focus on distributed, collaborative cognition
• Increased ephemerality
(Perplex City, 2003-2006)
Political ARGs (ex: World Without Oil, May 2007)()
Gaming and education
“Video games… situate meaning in a multimodal space through embodied experiences to solve problems and reflect on the intricacies of the design of imagined worlds and the design of both real and imagined social relationships and identities in the modern world.”
21-century boom
• James Paul Gee (author of preceding quote)
• Marc Presnsky• Henry Jenkins
• John Seely Brown
• Mia Consalvo• Constance
Steinkuehler• Kurt Squire
James Paul Gee’s argument• Semiotic domains; transference• Embodied action and feedback• Projective identity• Edging the regime of competence
(Vygotsky)• Probe-reprobe cycle• Social learning (roles; consumption-
production)
Gee on Rise of Nations
More implicit pedagogies:• “Fish tank” tutorial• Strategic self-assessment
Multimedia literacies
• Gee: multimodal principle• Selfe et al: multimodal literacy• Bogost: procedural rhetoric
Dean for American game (2004)
Archived at http://www.deanforamericagame.com/play.html
Multimedia literacies
“…within games, there are in fact multitudes of literacy practices – games are full of text, she asserted, to say nothing of the entirely text-based fandom communities online that take place in forums, blogs and social networks.”
Constance Steinkuehler,FuturePlay 2007, Toronto
Quoted in http://www.gamasutra.com/php-bin/news_index.php?story=16264
Pedagogical functions
Summary by Jason Mittell, Middlebury College:
• Skills • Simulations• Politics (criticism, activism)• Media studies (psych, cultural
studies, media)– NITLE brownbag, January 2008
Which educational theory?• Ian Bogost: behaviorist versus constructivist
Image from Scot Osterweil, presentation to Learning from Video Games: Designing Digital Curriculums (NERCOMP SIG , 2007)
Issues summoned up:– Media effect
(violence)– Transfer across
domains, platforms– Subjectivity and
assessment– selection
Which educational theory?
Issues summoned up:– Media effect
(violence)– Transfer across
domains, platforms– Subjectivity and
assessment– selection
Responses:– Better media– Instructor
facilitation, by various media
– More research needed
– Research and collaboration
So how is gaming used now?Classroom and courses• Curriculum content• Delivery mechanism• Creating games
Peacemaker, Impact Games
Revolution (via Jason Mittell)
So how is gaming used now?One assignment: compare with
documentary records• Gap between game and reality• Spin or ideology
[img credits]
Game studies
• Serious Games• Conferences• Scholarly articles and books (MIT
Press)• Games Learning Society conference,
http://www.glsconference.org/2008/index.html
Scholarship
•Harry J.Brown, Videogames and education (2008).•Pat Harrigan and Noah Wardrip-Fruin, eds. Third Person: Authoring and Exploring Vast Narratives (2009).
Game studies
How is gaming used now?
Libraries• Collections• Game night• Creating
games
Defense of Hidgeon, Games Archive: University of Michigan
Classroom uses
Pedagogy: virtual worlds
Ancient Spaces project, University of British Columbia
Machu Picchu, Arts Metaverse,Open Croquet
Pedagogy: virtual worlds
Second Life, Bryan Zelmanov
Pedagogy: social software
“Emotional bandwidth” (Linden Labs)
• Social presence• Self-expression
Game studies
• Serious Games• Conferences• Scholarly articles and books (MIT
Press)• Games Learning Society conference,
http://www.glsconference.org/2008/index.html
Game studies
Liberal arts instances
• Aaron Delwiche, Trinity (image)
• Christian Spielvogel, Hope
• Harry Brown, Depauw
Liberal Education Today bloghttp://let.blogs.nitle.org
Prediction Markets gamehttp://markets.nitle.org/
NITLE
http://nitle.org
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