E1n1verse

These are some notes I made while at a meeting of Open University people interested in gaming, research, and learning on October 21, 2010.  It was organized by Jo Iacovides (The Institute for Educational Technology) and Marian Petre (Computing).  I received an invitation to attend early last month.

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Credit: Michelle A. Hoyle Attribution-NonCommercial-ShareAlike 2.0 License

Image: A recent guild meeting where Irana (left) was initiated into The One. As always, there was dancing, but things got a little “hot.”

Colleagues from the Institute of Educational Technology (IET) and Maths, Computing and Technology at The Open University (OU) are inviting other OU staff interested in gaming research to a meeting next week in Milton Keynes. Here’s part of the blurb from the DigiLab post describing the event:

On Thursday, 21st October, Jo Iacovides (IET) and Marian Petre (Computing) are hosting an informal discussion on gaming research, with the aim of getting people from the OU who are interested in the area to meet up. Whether it’s using games for learning, considering game design, using gaming as a medium for understanding strategy or interaction, or anything else game-related, it would be great to hear from you.

As I’m interested in motivation, learning, and communities of practice formation within World of Warcraft, this is right up my alley. I know Jo Iacovides, one of the organizers, is also interested in some similar topics, as we’ve corresponded previously, but I’m eager to make some other connections.  I doubt it will get as “heated” as some of my guild meetings, but it should be interesting.

PS: If anyone knows of cheap ways to get from Milton Keynes Central to The Open University, please let me know! I currently use the Raffles taxi service and it’s about £5.00 each way; the taxi fare is almost as much as my rail fare from London. Thanks.

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Image: Elsheindra and the 24 other members of Team EverREDy successfully heal Valithria Dreamwalker in Icecrown Citadel. Here, the challenge isn’t to slay the dragon, but to heal her. While whether she lives or dies isn’t a matter of perspective, how you react to finding someone else has done your thesis work can be a challenge to rise to or a disaster. It’s all in how you look at it.

Tony Hirst (@psychemedia) built a Google custom search engine that scraped the profiles of Twitter users employing the #altc2010 hashtag for website addresses.  For a laugh, I typed in “World of Warcraft”, not expecting much to show up other than myself.  Well, I was there, but so was mention of a poster and a talk entitled “Cultural Capital and Community Development in the Pursuit of Dragon Slaying (Massively Multiplayer Guild Culture as a Model for e-L:earning)” at the 2007 Alt-C conference by David White.  That pointed me to an Alt-C talk and a GLS one in 2007.  So, not long before I started my Ph.D., David was already out there talking about this.  Ouch!  The “ouch” part is that I met him earlier this year at a gaming-related discussion panel.  He was chairing my table, but  we were discussing  digital residents and visitors.  David follows me on Twitter too!  World of Warcraft has never come up.

The abstract mentions guilds, World of Warcraft, social capital, and communities of practice.  His description is eerily similar to my current focus.  Unfortunately, I couldn’t find a matching paper for the talk.  There’s just the GLS 2007 26-minute talk embedded in the blog pos from Tall Blog.  I’d best add this to my list of things to investigate soon.  It sounds very, very relevant.  Perhaps he has something I can build on or I will obtain some ideas on how to differentiate my work.  I am also interested in seeing his ethnographic approach and what he discovered.  This is a challenge, not a disaster.  There is always something different you can do.  You just need to find it.

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While watching the ALT-C 2010 Twitter stream, I saw a posting from the iVERG group inviting people interested in gaming and virtual worlds to check them out.   I visited their home page to discover it’s a consortium of academics investigating virtual worlds for use in learning and teaching:

iVERG is a group of collaborating academics and professionals from universities worldwide. Research on virtual environments for use in learning and teaching is diverse and complex and draws upon specialisms in education, computing, sociology, psychology and anthropology.

It has an important contribution to make to the effective uses of these environments which are being increasingly taken up by a wide range of educational institutions worldwide. Although they have an intrinsic appeal founded upon their origins within gaming and social networking, immersive virtual environments need research informed practice to ensure their effective educational use.
From: http://www.iverg.com/iVERG/Index.html

They’re looking for people to join them, including students conducting research in associated areas.  The two-page application form asks for a 200-word biography.  I was struggling for something to write when it occurred to me to check my very old, but still maintained, “About Me” page, which had a blurb.  I took that as the starting point and came up with:

Michelle finished her Bachelor of Science degree in honours computing science at the University of Regina (Canada) in October 1995. She then joined the University of Zürich’s (Switzerland) Software Engineering Group, led by Dr. Helmut Schauer, and the Artificial Intelligence Lab, led by Dr. Rolf Pfeifer. While in Switzerland, she worked with Peter Schauble’s team at the Swiss Federal Institute of Technology on the EuroSpider project. She’s a co-author with Kenrick Mock of several IRC-based games, including Risky Business and Acrophobia. She’s a long-time member of the IDEAs Lab in the School of Informatics at the University of Sussex, where she’s currently working on a Ph.D. under the direction of the Lab’s head Dr. Judith Good. Michelle’s part-time Ph.D., started in 2008, combines her lifelong love of teaching, community building, and gaming to examine learning and motivation in World of Warcraft (WoW). She also teaches, writes, and chairs courses at The Open University on accessibility, online learning, Open Source, PHP, and e-business technologies. In 2010, she completed the two-year Postgraduate Certificate in Academic Practice and got a second character to Level 80 in WoW. She’s active on Twitter as @Eingang.

I suppose I’d like to see what other people have said.  I hate writing about myself, but it’s probably “good enough.”  Now, off to post the application.

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Credit EduGlu-y JosieFraser for this posting on the seven degrees of Ein or things you probably never knew (and perhaps could have lived without) based on the Twitter meme currently making the rounds. If you’d like to participate and haven’t been tagged, the rules are quoted below:

Kind of like high 5, but not. Thank you Mark Hawker for memeing me, & posting the rules (although feeling a bit Déjà vu on this one, wondering if black holes are really just meme collisions):

* Link your original tagger(s), and list these rules on your blog.
* Share seven facts about yourself in the post – some random, some weird.
* Tag seven people at the end of your post by leaving their names and the links to their blogs.
* Let them know they’ve been tagged by leaving a comment on their blogs and/or Twitter.

[From SocialTech: Random 7]

Now, on to the 7º of Ein!

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David Jonassen visited the IDEAs lab on May 11th from the University of Missouri to present a talk on “Model-Building for Conceptual Change (Cognitive Tools in Action)”. While this isn’t (or so I thought) related to my own research or interests in any way, we were all encouraged to attend if possible and I’m always interested in talks about learning in general. Here, belatedly, is a synopsis of my understanding of his presentation.
The key underlying principle seemed to emphasize having people fail in their problem solving attempt at some issue because then conceptual change has a change to be engaged and then students will learn. This failure need not be catastrophic; in fact, it probably should not be, I would say, or the failure would foster a strong sense of discouragement, which is not going to get a student into the “learning zone.” So, how do you put students into a non-threatening environment where they can safely experiment and fail? David Jonassen’s idea was to encourage them to engage in model building which demonstrates their conceptual understanding of the problem/issue at hand. When learners build models,their understanding of the problem domain is deepened because you cannot model what you do not understand. Model building also allows you, as the instructor, to view the learner’s level of conceptual change as their models evolve. It is therefore possible to assess their underlying understanding without resorting to formal assessment tests. Finally, David Jonassen suggested that model building also improves critical reasoning and thinking because model building forces the model builder to examine the process and problem solving methodology.
David Jonassen researches (among other things) the use of technology in educational settings to improve understanding. More information on his approaches to problem solving are available from on the following web site page: http://tiger.coe.missouri.edu/~jonassen/PB.htm.

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