Video Excerpt James Paul Gee Pre-Reading Blog In Class
Discussion Steven Johnson Reading James Paul Gee Action Research
Project REALITY LEARNING
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James Paul Gee VIDEO EXCERPT
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PRE-READING BLOG
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a false premise: that the intelligence of these games lies in
their content, in the themes and characters they represent. (p. 57)
Excerpts CONTENT
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You have to shed your expectations about older cultural forms
to make sense of the new. (p. 39) Excerpts CULTURAL FORMS
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We need to think, talk, and listen. When we tell students that
popular culture has no place in classroom discussions, we are
signaling to them that what they learn in school has little to do
with the things that matter to them at home. (p. 229) Excerpts
POPULAR CULTURE
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I think there is another way to assess the social virtue of pop
culture, one that looks at media as a kind of cognitive workout,
not as a series of life lessons. (p. 14) Excerpts COGNITIVE
WORKOUT
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Youre supposed to figure out what youre supposed to do. You
have to probe the depths of the games logic to make sense of it,
and like most probing expeditions, you get results by trial and
error, by stumbling across things, by following hunches. (pp.
42-43) Excerpts TRIAL AND ERROR
19.Intertextual 20.Multimodal 21.Material Intelligence
22.Intuitive Knowledge 23.Subset 24.Incremental 25.Concentrated
Sample 26.Bottom-up Basic Skills 27.Explicit Information On- Demand
and Just-In-Time 28.Discovery 29.Transfer 30.Cultural Models about
the World 31.Cultural Models about Learning 32.Cultural Models
about Semiotic Domains 33.Distributed 34.Dispersed 35.Affinity
Group 36.Insider 36 PRINCIPLES
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Option 1 - Interview a gamer Option 2 - Play a game
Demographics Questions Findings Discussion Qualitative
ResearchPaper Requirements REALITY LEARNING
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Melissa Farrish
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Logan, age 14 Middle school student An avid gamer since the age
of 3 Spends 6 to 14 hours per day playing games SUBJECT
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Credits reading skills to gaming Recently scored at the college
level on the Star test for reading comprehension Reading and
understanding text is a central part of many games According to Gee
(2007), video games have a great deal to teach us about how reading
works when people actually understand what they are reading (p.
96). READING
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Plays with friends and e-Friends Social experience Distribution
of knowledge and skills SOCIAL ASPECT
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ADVENTURE Ability to be adventurous Takes risks, explores, and
tries new things Makes his own decisions
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A desire to see how the story will end Motivated to
successfully master the highest level Personal satisfaction Ability
to create CHALLENGE
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IN THE CLASSROOM Spark interest and enthusiasm Move from "skill
and drill" to forms of assessment integrated into the learning
Ability to teach at each childs level Create a network of learning
following the dispersed (#34) and affinity group (#35)
principles.
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Ingrida Barker
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Middle School English Language Arts Teacher Teacher WV Virtual
School Spanish I Facilitator Principal of Curriculum and
Instruction at River View High School Doctoral Student at ABOUT
ME
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Not a Gamer! Benefits of Playing and Creating Games Globaloria
and Dr. Idit Caperton Globaloria Networked world PRE-READING
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Jason, Male, late 20s, Southern West Virginia IT Specialist
Changed His Name Cisco Systems Networking Academy Graduate Systems
Development Courses Passionate Gamer for 20 Years SUBJECT
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Ongoing, committed learning to retrieve the treasure internal
and external grammars Clear identification of setting and quest to
follow internal and external grammars of the game content andsocial
practices/ views affinity groups Navigation of content and social
practices/ views established by affinity groups. Learning from
mistakes - psychosocial moratorium and risk taking (p. 222)
OBSERVATIONS
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Games help players understand and produce meanings in a
particular semiotic domain and think about the domains at a meta
level as a complex system of interrelated parts. (p. 25) Critical,
active learning in the virtual world of games forces gamers to make
novel decisions to adapt to increasing levels of challenge and
collaborate with others to build knowledge and skills. Passive to
ActiveLearning from Games IMPLICATIONS
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Require Practice Provide Feedback Encourage Trial and Error
Facilitate Perseverance to Mastery Scaffold Learning Apply Concepts
to New Situations TEACHERS CAN
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Lee Ann Hvidak Porter
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My Initial Thoughts and Attitudes Special Intelligence
Communicator Sergeant in USMC Age 25 No Post High School Degree
Married to Alyx Plays FPS (First Person Shooters) THE
INTERVIEW
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e-Friends Meeting People Cliques Young Crowd / Old Crowd SOCIAL
ASPECTS
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Active and Passive Learning Strategies Choices Determine
Outcomes Different Styles CONNECTIONS
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Incorporate Interactive Activities More Meaningful Challenges
Avoid Teaching Concepts in Isolation Choices Ultimate Goalto
Educate! CLASSROOMS
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A Different Kind of Learning Occurs Learning Occurs in
Different Places A Different Kind of Assessment Get a First Hand
Experience How Do You Spend Your Time? PERCEPTIONS
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Gee, J. P. (2012). How complex gaming environments can help
young people solve problems and innovate in a world that is
constantly changing. Retrieved from http://vimeo.com/15732568
http://vimeo.com/15732568 Gee, J. P. (2007). What video games have
to teach us about learning and literacy. New York: Palgrave
Macmillan. Johnson, S. (2006). Everything bad is good for you: How
todays popular culture is actually making us smarter. New York:
Riverhead Books. Microsoft. (2013). Microsoft Clip Art.
REFERENCES