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Certain educational researchers have claimed that videogames can energize learning in both traditional and non-traditional contexts, cultivate skills more useful to a changing economy, and present information in ways more appealing to students. The notion of “serious games” dates back as early as the 1950s, but so far has failed to make a significant lasting impact on what goes on in education. One component missing then—and is still scarce even now—is empirical evidence showing how videogames promote learning, and what hinders or enhances it.

The Work of Play is an attempt to describe such learning on the micro-level, capturing the moment-by-moment interactions between players and showing how meanings are shaped over time. It builds on anthropological methods, including ethnography and conversation analysis, to re-construct how situated learning occurs and how players’ perception of the game evolves as their experiences with the game change.


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Our everyday lives are increasingly being lived through electronic media, which are changing our interactions and our communications in ways that we are only beginning to understand. In Discourse 2.0: Language and New Media, editors Deborah Tannen and Anna Marie Trester team up with top scholars in the field to shed light on the ways language is being used in, and shaped by, these new media contexts.

Topics explored include: how Web 2.0 can be conceptualized and theorized; the role of English on the worldwide web; how use of social media such as Facebook and texting shape communication with family and friends; electronic discourse and assessment in educational and other settings; multimodality and the "participatory spectacle" in Web 2.0; asynchronicity and turn-taking; ways that we engage with technology including reading on-screen and on paper; and how all of these processes interplay with meaning-making.

Students, professionals, and individuals will discover that Discourse 2.0 offers a rich source of insight into these new forms of discourse that are pervasive in our lives.


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A New Literacies Reader is an introduction to social and cultural studies of new literacies from the perspectives of educators, education researchers and learners. It focuses on how participating in social practices of new literacies can be seen and understood in terms of people becoming insiders to ways of «doing» and «being» that are today considered desirable or worthwhile, and how this can usefully inform how we think about formal schooling and learning. 

The diverse topics addressed range from multimodal pedagogies, remix, performance poetry, and digital storytelling to issues associated with wireless environments, assessment, identity, and teachers’ ways of taking up new technologies. Chapters explore how young people participate and collaborate within the spaces of popular cultural interests and the various approaches to researching gaming. The book speaks to teachers and teacher educators, education administrators, curriculum developers, education policy makers, professional development specialists, postgraduate research students, and other literacy and new media researchers. A New Literacies Reader is an essential volume for undergraduates, grad students, and faculty interested in refining their knowledge of the vast new horizons created by the world of new literacies.



Flyers for Learning with Video Games

More flyers! This time for my Learning with Video Games course at Adelphi University for Fall 2014.


Locked in a Room

On June 25th, a group of students (Katy, Miheliwan and Christiana), faculty (Matt and Aaron) and a friend (Nicholas) were locked in a room for one hour as part of the “Escape the Room” experience. Once we went in, the door was locked and a computer started to count down from one hour. During this time, we had to solve a series of puzzles in order to unlock additional clues that would eventually lead us to a key that would open the locked door. If we can escape the room in this time, we “win.” (There is no prize, just bragging right, since only 15% of the participants is said to make it out in time). The experience – entitled simply “The Room” – allows for a maximum of six people to participate, and is set in a kind of Victorian setting. The puzzles didn’t need worldly knowledge (although they can help to some extent). In order not to ruin the fun for future attendees, we won’t go into the details of the puzzles, or how we solved them. But we will talk about what the experience allowed us to think about after the fact. Oh, by the way, we made it out in time!

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Technology, Culture, and Education

Had some fun making flyers for my Technology, Culture, and Education course. These are the topics we'll be covering!


Recommended: The Circle

The Circle appears to be the perfect corporation. Its aim is laudable. It seeks to use advanced technologies to put an end to crime, corruption, violence, misinformation, and other forms of human and natural calamities. If you work at The Circle, you are a valued employee. They provide you with an array of social events - parties, performances, concerts, and games with top-of-the-line health care, nutrition, housing, and they let you test products that are not yet released to the market. The Circle cares about you, your ideas, and your participation in the community. What will you give to work at such a place?

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CFP: International Journal of Game-Based Learning

The mission of the International Journal of Game-Based Learning (IJGBL) is to promote knowledge pertinent to the design of Game-Based Learning environments, and to provide relevant theoretical frameworks and the latest empirical research findings in the field of Game-Based Learning. The main goals of IJGBL are to identify, explain, and improve the interaction between learning outcomes and motivation in video games, and to promote best practices for the integration of video games in instructional settings. The journal is multidisciplinary and addresses cognitive, psychological and emotional aspects of Game-Based Learning. It discusses innovative and cost-effective Game-Based Learning solutions. It also provides students, researchers, instructors, and policymakers with valuable information in Game-Based Learning, and increases their understanding of the process of designing, developing and deploying successful educational games. IJGBL also identifies future directions in this new educational medium.

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