E1n1verse

Credit: Photo by Michelle A. Hoyle under an Attribution-ShareAlike 2.0 Generic license

Last month, amidst the busyness and stresses of my life, an important event passed by without fanfare or notice: I published my first open access article in the Journal of Interactive Media in Education, a recently relaunched journal co-edited by Martin Weller.

It’s “only” a book review of Kurt Squire’s Video Games and Learning: Teaching Participatory Culture in the Digital Age, but it has a few firsts of its own. It’s the first thing I’ve “formally” published on video games, learning, and community. It’s also the first item published in a traditional academic forum since book reviews and conference papers in 1997/1998. That is a big dry spell, I agree! I’m working on making 2012 the year I turn things around. From small beginnings can come big things, so here’s to more firsts!

Hoyle, M.A. (2012). ‘Book Review: From N00B to Community Organizer: A Review of Kurt Squire’s ‘Video Games and Learning: Teaching and Participatory in the Digital Age’’. Journal of Interactive Media in Education, JIME Special Issue on Open Educational Resources [online]. Available from: http://jime.open.ac.uk/jime/article/view/2012-06 [Accessed April 15, 2012].

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I have a number of books I can only read and annotate easily using the Kindle software on either my iPad or my Mac. Their reading software does not have a built-in easy way to export the notes or highlights, so you need to do some mucking around to get them in a usable format.

First step is to install NoteScraper for Evernote. Once that’s done, I use the following steps:

1. Log into your Kindle account at http://kindle.amazon.com/ using Safari.
2. Click on the link to your books (https://kindle.amazon.com/your_reading).
3. Locate the book with notes you want to export in that list and click the title of it.
4. Scroll down to where notes start and choose “show your highlights only” (this also shows your notes).
5. Assuming NoteScraper for Evernote is correctly installed and the Apple global Script Menu is visible on the top menu bar, choose “Export Kindle notes to Evernote”.
6. You’ll be asked for some tags, a notebook to add it to (Kindle Notes), and whether you want each note to have its own note.
7. Done. It’s in Evernote now.

It can then be copied and pasted into DevonThink (the tool I use) or other electronic journal or writing tools you may use.

Don’t use a Mac? You can perform the first four steps and then manually copy the content from the web page to wherever you like, but formatting and appearance won’t likely be as nice.

I’ve quickly posted this based on my how-to in my own research journal in response to a Twitter question by Catulla. I’ll add some illustrative screenshots later.

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Credit: Photograph by Jake Rome (jakerome) under an Attribution-NonCommercial-ShareAlike 2.0 Generic license

Image: Photograph composited from pieces of many other photographs: a visual affinity.

James Paul Gee introduced the idea of affinity groups in his seminal What Video Games Have To Teach Us about Language, Learning, and Literacy (Gee, 2007). It is defined as the people associated with a given semiotic domain. That basically is a domain in which people use particular symbols or language to communicate and interact. We’re already well used to the concept, even if we don’t realize it. A given academic discipline, for example, will have its own vocabulary and, in that context, use language in a particular way, even if others use it differently in another context. It’s all about situated cognition and situated meaning. Games and their communities will have their own semiotics and constitute a semiotic domain. Members of an affinity group will have a way to recognize others who belong and to assess what counts as acceptable or recognizable within that semiotic domain.

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Credit: Photo by Marsha Brockman (whodeenee) under an Attribution-NonCommercial-NoDerivs 2.0 Generic license

Image: Marbles, many marbles. I think I have lost mine in a sample of many marbles.

I’ve been re-running analyses today on my population of survey responses. I decided to remove some more responses to eliminate some the scatteredness in the population. The majority of responses were from European PvE (player versus the environment) realm players, so I removed the four American realm players and then the five non-PvE players, leaving me with a sample of 30.

The more I read about sampling, the more confused I am.

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Dropbox recently changed its terms of use. Dropbox says on their blog the change was to make the terms easier for people to read as they’re written in more accessible English than in legalese. If you look at the comments on the post or read around the net, manny people were unhappy with the change. In particular, the following paragraph seems to have drawn their ire (purple underline is my emphasis):

We sometimes need your permission to do what you ask us to do with your stuff (for example, hosting, making public, or sharing your files). By submitting your stuff to the Services, you grant us (and those we work with to provide the Services) worldwide, non-exclusive, royalty-free, sublicenseable rights to use, copy, distribute, prepare derivative works (such as translations or format conversions) of, perform, or publicly display that stuff to the extent reasonably necessary for the Service. This license is solely to enable us to technically administer, display, and operate the Services. You must ensure you have the rights you need to grant us that permission.

Photo Credit: Photo by Alexandra Bellink (Alex Bellink) under an Attribution Generic license.

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Credit: Screenshot by Heather Hopkins (Clevergrrl) under an Attribution-ShareAlike 2.0 Generic license

Image: I can just imagine this Blood Furnace boss exhorting people “L2P!” as he kills them over and over.

It is day two of the writing regime. Today’s plan is writing 750 words, writing CMA feedback, and working on the paper. I was musing last night about the approach to the paper, thinking that having an abstract or an introduction actually makes it easier to write because it provides a focus for the paper’s direction. I have heard other people say that it makes sense to leave the introduction to the last because then you know what you’ve written. I think the former approach might be more sensible for me. I can always go back and revise the introduction if it does not reflect what I end up doing. Focus, however, is priceless.

In addition to an introduction or an abstract, a title might also help. I was experimenting with variants of “L2P! Learn To Play Or…”. I thought that was clever, as it’s something you often see more experienced, impatient players saying to players who they think are not living up to their expectations in terms of expertise or speed. In the context of my work, however, it probably makes more sense to say “P2L! Play To Learn”, but I’m not sure how many people will get that. Nevertheless, a title is a starting point. I had both before I started my keynote writing and that turned out well. Perhaps I can incorporate the factoid into the abstract.

Abstract:

“L2P! L2P!” This is the exhortation you might encounter in massively multiplayer online games (MMOGs) when other players around you believe your skill or speed in playing is inadequate. It means “learn to play”. In this paper, we demonstrate how L2P has been turned on its axis to yoke the trials of play to the game of learning. 39 World of Warcraft players primarily playing in Europe submitted essays answering the question “Why do you play World of Warcraft?” in a 2010 study.

Using a grounded theory approach and discourse analysis, the essays were analyzed to ascertain the contributors’ motivations for playing and their reasons for persisting in playing. Yee’s player motivational framework subcomponents (Yee 2005; Yee 2006) were applied to each essay and contrasted with Bartle’s original player typology (Bartle 1996; Bartle 2003) in aggregate to determine overall, general motives these players had. While participants were not asked to write explicitly about learning and many did not provide any examples, several contributions are examined here as case studies of mundane and unusual examples, illustrating what these adults are playing to learn–a learning that goes beyond dungeons, dragons, and dwarves.

That does not seem too bad as a first go. I need to check on the discourse analysis; it might not be completely true. I also have no idea how I am going to write up the grounded theory bit appropriately, but at least that is accurate. I definitely followed that kind of approach in tagging the essays. I need to find some time to pore through the James Paul Gee’s book on discourse analysis. I just saw someone else in #phdchat mention it again yesterday. It keeps cropping up and I keep not reading it, even after I went to buy it and then realized I already had. That is trying to tell me something, if I would only listen. I also need to check on what to call Yee’s framework.

References:

Bartle, R. (1996) ‘Hearts, Clubs, Diamonds, Spades: Players Who Suit MUDs’, Journal of MUD Research, 1 (1). Also available from: http://www.mud.co.uk/richard/hcds.htm (Accessed April 22, 2011).

Bartle, R. (2003) Designing Virtual Worlds. New Riders Publishing.

Yee, N. (2005) A Model of Player Motivations, [online] Daedalus Project. Available from: http://www.nickyee.com/daedalus/archives/001298.php?page=1 (Accessed March 31, 2011).

Yee, N. (2006) ‘Motivations for Play in Online Games’, CyberPsychology & Behavior, 9 (6), pp:772-775. Also available from: http://www.liebertonline.com/doi/abs/10.1089/cpb.2006.9.772 (Accessed March 31, 2011).

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The other day Howard Rheingold asked me a question that made me stop and think:

@eingang Would you say Open University UK is the grandmother of today’s emerging p2p learning communities?
April 11, 2011 @17:20, Howard Rheingold.

The Open University (OU) started off in distance education, providing accredited university level courses in the United Kingdom starting in 1971¹. I didn’t join the OU until 2000 when they launched their first online course: T171, You, Your Computer, and The Net. Unlike earlier OU courses, this course required substantial online interaction between students and tutors. Even the assignments were submitted electronically. The whole course, however, was not completely online. It was more of a blended learning approach, as it featured high production quality printed booklets of the study materials, commercial books, and some face-to-face tutorials across the 9-month course, in addition to the forums and course website.

One thing it did attempt to do, and that is evident still in the design of many of today’s OU courses, is encourage students to form a peer learning community. At the time, it did this through FirstClass forums, not just by providing the previously isolated distance education students with forums they could use for communication, but by setting assignments that required students to engage in dialogue with one another. This is a beautiful example of Brown & Adler’s social view of learning (2008), where understanding is socially constructed by members of the group interacting with one another, to share and build upon their existing knowledge. Vygotsky and Dewey would have approved, as this fits in with a constructivist approach to learning, something that is also often very evident in OU courses.

Is a peer learning community the same as a peer-to-peer learning community? I am not so sure about that. However, an example of such a community that occurs to me is Livemocha, a language learning website. Livemocha capitalizes on social knowing by bringing together potential teachers (native speakers) with interested learners to facilitate learning practical, conversational language skills (Livemocha 2011). This also leverages social capital, an important component in maintaining social networks. I would say Livemocha is both a peer-to-peer learning community and a peer learning community, because it specifically seeks to make relationships between people as well as providing an overall, larger community sphere where legitimate peripheral participation (c.f. Lave & Wenger 1991) can occur.

Is the OU a peer-to-peer learning community? I think their “traditional” courses—whether online or offline—probably are not. While we are attempting to form communities, we’re not trying specifically to make them peer-to-peer, although that can occur as a result of people being brought together in a community around a course or a tutor group. To be honest, even after doing this bit of thinking, I’m not sure, so I thought I’d ask for input from other members of the OU community. What do you think? Is the OU the grandmother of peer-to-peer learning communities?

1: Although the OU was established in 1969, the first students weren’t enrolled until 1971 (The Open University n.d.).

References:

Brown, J.S. & Adler, R.P. (2008). ‘Minds on Fire: Open Education, the Long Tail, and Learning 2.0’ EDUCAUSE Review, 43 (1), [Online] Available from: http://connect.educause.edu/Library/EDUCAUSE+Review/MindsonFireOpenEducationt/45823 (Accessed April 18, 2011).

Lave, J. & Wenger, E. (1991). Situated Learning: Legitimate Peripheral Participation. New York, NY, United States, Cambridge University Press.

Livemocha (2011). Livemocha Language Learning Method, [online]. Available from: http://www.livemocha.com/language-learning-method (Accessed April 18, 2011).

The Open University (n.d.). History of the OU, [online]. Available from: http://www8.open.ac.uk/about/main/the-ou-explained/history-the-ou (Accessed April 18, 2011).

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