[Xmca-l] Re: Welcome to the "xmca-l" mailing list - an introduction from Mick

[Huw Lloyd]

Hi Mick

To try and simplify things for you, I would suggest you do some work on
explicating important factors within your theme of interest (which seems to
be about "craft" vs "conceptual" forms of learning) and then seeing how
that relates to CHAT conceived as an umbrella grouping of approaches. I
would suggest that the distinctions you label do not comprise a simple
dichotomy.

Although I know a good amount about the things you are referencing, it may
be that these understandings  are not appropriate for completing your
formal studies. Because trying to do a good job on developmental studies
(which could be described as the deeper, psychological parts of CHAT or
conceived separately as CHT/AT) and, as a consequence, finding out about
some of the deeper parts of the rabbit hole may not fit with the
expectations set for your formal study, or indeed meet with staff knowledge
in your setting.

If you simply want to learn more about CHAT/CHT/AT etc then there are
numerous resources available.

Happy new year.

Huw


On Wed, 23 Dec 2020 at 17:24, Mick Chesterman <M.Chesterman@mmu.ac.uk>
wrote:

>
> Hi there,
>
> I’ve just joined the list and wanted to quickly introduce myself. I’m Mick
> Chesterman. I’m working and doing a PhD part-time at Manchester Met UK, in
> the ESRI (education) there. Before that I was involved in
> activist/community work often doing web/media training. Indymedia (for
> anyone that recalls) was a big part of that time. I still run a related
> free software documentation project
> https://urldefense.com/v3/__http://flossmanuals.net__;!!Mih3wA!RMQWWH8R95meDhmGcZWbHjZZi-qp2F_7we2v-HFtUhD9ZsU0kH89S6RleelCyUh6PFLWnQ$
>
> I’ve signed up to the xmca list as I’m starting to lock down the framework
> and methodology I’ll use for my PhD thesis. I’m becoming aware of the need
> to prioritise beyond “something around design experiments and CHAT” to pick
> key concepts to elaborate. So I’m here to pick up info that will help me do
> that work, perhaps ask questions if I get stuck, to keep an ear out for
> suitable conferences or development opportunities and possibly find future
> research partners.
>
> My research has evolved pretty organically from working with Home
> Education families, responding to their requests (for Educational Game
> Making), meeting my research interests and providing opportunities for
> students (
> https://urldefense.com/v3/__http://edlab.org.uk__;!!Mih3wA!RMQWWH8R95meDhmGcZWbHjZZi-qp2F_7we2v-HFtUhD9ZsU0kH89S6RleelCyUiU6q2UYQ$
> ). My colleagues in ESRI tell me I have an aptitude in messy pedagogies.
> It’s true that my research strives to emulate the kind of chaotic learning
> that I saw happening in media activist spaces/projects in the different
> context of family game making. I’m aware that there is quite a lot of
> similar, international research in the area of project/informal learning
> from a socio-cultural perspective and I’ve been enjoying reading that. I am
> also concerned that mainstream computing education seems to struggle to
> adopt cultural approaches
>
> I’m starting to share early fruits of my research. A really significant
> factor in my game coding activity is the use of game design patterns to
> help overcome tensions inherent in remixing and adding to the code of a
> platform game to make it your own. Familiar game patterns are used by
> participants for initial engagement, navigating learning, and as a way of
> promoting a craft approach to coding (as opposed to learning from first
> principles by leading more abstract Computational Thinking concepts).
>
> So help to find other studies addressing design patterns or craft-based
> approaches to novice creative coding explored in a socio-cultural
> perspective would be really appreciated. It would be great to not duplicate
> existing work.
>
> I know some similar work has been done using Agent Sheets (Scalable Game
> Design) but not from a perspective of drawing on funds of knowledge or
> creating a third space/ playworld ( both a part of my learning design).
> Also many studies in this field use constructionism as a framework. While
> some literature is interesting in exploring abstract and concrete
> approaches to coding, it seems quite limited in other ways compared to
> socio-cultural approaches. It strikes me more as a set of design principles
> than a theoretical framework as such.
>
> For those interested in the technology and supporting documents, I’m happy
> to share resources.
> I’ve been using phaser as a text/ javascript framework -
> https://urldefense.com/v3/__https://en.flossmanuals.net/phaser-game-making-in-glitch/_full/https:/*en.flossmanuals.net/phaser-game-making-in-glitch/_full/__;Lw!!Mih3wA!RMQWWH8R95meDhmGcZWbHjZZi-qp2F_7we2v-HFtUhD9ZsU0kH89S6RleelCyUgZ57_gbw$
> This year I’ve adopted MakeCode Arcade (block-based) which is really
> promising. My current learning design is probably best represented at this
> page -
>
> https://urldefense.com/v3/__https://mickfuzz.github.io/makecode-platformer-101/methods__;!!Mih3wA!RMQWWH8R95meDhmGcZWbHjZZi-qp2F_7we2v-HFtUhD9ZsU0kH89S6RleelCyUgdAXZkIw$
>
> I’d be really interested to share more detail with individuals who do
> similar work. Also if anyone or group was interested or had capacity to do
> joint work in this area, I would love to chat.
>
> Many Thanks
> Mick Chesterman
>
>
> Mr Mick Chesterman | Tutor | Childhood, Youth and Education Studies |
> Manchester Metropolitan University
>
> m.chesterman@mmu.ac.uk | Phone +44(0)161 247 2085 | Pronouns He / Him
> Working Days | Monday - Thursday
> EdLab Project -
> https://urldefense.com/v3/__http://edlab.org.uk__;!!Mih3wA!RMQWWH8R95meDhmGcZWbHjZZi-qp2F_7we2v-HFtUhD9ZsU0kH89S6RleelCyUiU6q2UYQ$
> ________________________________________
> From: xmca-l-bounces@mailman.ucsd.edu <xmca-l-bounces@mailman.ucsd.edu>
> on behalf of xmca-l-request@mailman.ucsd.edu <
> xmca-l-request@mailman.ucsd.edu>
> Sent: 23 December 2020 16:26
> To: Mick Chesterman
> Subject: Welcome to the "xmca-l" mailing list
>
> Welcome to the XMCA mailing list.
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