Mark,
I Studied the "boundary crossings" between the "real" and the "fictive"
spaces -- but in adult acting classes. I already posted the reference,
but here it is again:
http://www.speakeasy.org/%7Eanamshane/RealityMorethanone.pdf
I wonder if the more egalitarian relationships between the students and
the teachers in your research is the result of the fact that students'
had better control of the technology, or could one also see the
formation of an "inner group" centered on a joint construction of the
virtual reality? An inner group is a community of players who jointly
co-author the play.
Ana
J. Mark Jackson wrote:
> Nancy wrote:
>
>> is intriguing, especially (to me) the opportunity to validate or assert
>> legitimacy for individuals and groups who have been marginalized
>>
>
> My recent research of an online school, using an activity theory
> perspective, seemed to suggest that virtual environments allowed new forms
> of relationships to emerge between students and teachers as the traditional
> power role of the teacher shifted in the new environment in which the
> student and teacher shared responsibility for showing up, participating, and
> in particular when the student had greater efficacy of the technology than
> the teacher. In the case I explored, students who in traditional learning
> environments had avoided participation, often blossomed as active
> participants in the new online environment.
>
> To Nancy's point, I am exited for the potential of virtual environments as
> incubators for the formation of new identities. I would be interested in
> research that addresses the issue of "boundary crossings" of these new
> identities from the virtual spaces back to the "marginalized" spaces these
> individuals traditionally occupy. An interesting "double bind" I think.
>
>
> Mark
>
> ----- Original Message -----
> From: "Ares, Nancy (Warner)" <nancy.ares@rochester.edu>
> To: "'eXtended Mind, Culture, Activity'" <xmca@weber.ucsd.edu>
> Sent: Monday, March 06, 2006 6:24 PM
> Subject: RE: [xmca] virtual realities
>
>
>
>> I think another interesting feature of this 'new' space of virtual/real
>> interaction is that the kinds of and creative production of language use
>>
> and
>
>> norms for communication are potentially hugely diverse (as in the lack of
>> punctuation seen in lots of 'chat rooms' and Donna Russell's posting, and
>> the ubiquitous abbreviations refered to in Linda Polin's posting about
>> mothers' BRB messages). In addition to youth being able to take on
>>
> different
>
>> identities that Mark points to, there seem to be opportunities for youth
>>
> and
>
>> adults to bring to bear the linguistic resources of their communities
>>
> (e.g.,
>
>> urban, rural or suburban youth peer communities; historically developed
>> cultural communities that may have race/ethnicity as important features)
>>
> to
>
>> challenge and enrich the kinds of 'realities' involved. The agency
>>
> involved
>
>> is intriguing, especially (to me) the opportunity to validate or assert
>> legitimacy for individuals and groups who have been marginalized (as in
>>
> the
>
>> 'at risk' youth Mark works with). It seems to me that CHAT is an important
>> vehicle for examining such opportunities for expanding the space of
>> interaction, but I am also curious to learn more from Mary Bryson and
>>
> others
>
>> about how psychoanalysis can inform this opening up of space.
>>
>>
>>
>>> ----------
>>> From: xmca-bounces@weber.ucsd.edu on behalf of J. Mark Jackson
>>> Reply To: eXtended Mind, Culture, Activity
>>> Sent: Monday, March 6, 2006 5:18 PM
>>> To: eXtended Mind, Culture, Activity
>>> Subject: Re: [xmca] virtual realities
>>>
>>> As a technology instructor in an inner-city school district with over
>>>
> 90%
>
>>> of
>>> the student population qualifying for Title I funds, I have been
>>> fascinated
>>> while observing students utilizing online communities (myspace.com) as
>>> environments to create "alternative" identities. Students that we would
>>> often think of as "at-risk" in traditional education vernacular, take on
>>> new
>>> identities in these environments and role play with fellow-cyber
>>>
> travelers
>
>>> without the baggage usually associated with persons laden with
>>>
> generations
>
>>> of poverty. While the street language pervades the dialogue, one would
>>>
> be
>
>>> challenged to differentiate those participants from the various "social
>>> classes". A new social reality with classless identities seems to be
>>>
> under
>
>>> construction in this not so artificial virtual world.
>>>
>>> I think it well worth research to explore behavior in these
>>>
> environments.
>
>>> I
>>> further think CHAT provides an exciting perspective from which to
>>>
> conduct
>
>>> that exploration.
>>>
>>> Mark
>>> ----- Original Message -----
>>> From: "Russell, Donna L" <russelldl@umkc.edu>
>>> To: <xmca@weber.ucsd.edu>
>>> Sent: Monday, March 06, 2006 4:10 PM
>>> Subject: [xmca] virtual realities
>>>
>>>
>>> hello linda
>>>
>>> i think that 'reality' virtual or otherwise deals with the authenticity
>>>
> of
>
>>> your responses (as in how your responses are validated by consequences
>>>
> in
>
>>> the context) i think virtual realities such as you describe will become
>>> more
>>> involving as the quality of the human computer interface develops
>>>
>>> language has been our gauge and response to reality and children's
>>> development is monitored by the development of language memes- with
>>> emerging
>>> technologies technology memes are created to gauge development and
>>> resultant
>>> authenticity to virtual realities. i believe in the future virtual
>>> realities
>>> will include not a rough interface between the human and digitial
>>> 'reality' -- rather there will be a meme bot that contains your aspects
>>>
> of
>
>>> your understandings and knowledge that will make the engagement more
>>> 'real'
>>> and more authentic-
>>>
>>> in the future these virtual representations will interact as
>>>
> information
>
>>> assistants, virtual coaches, virtual sales clerks, virtual entertainers,
>>> and
>>> virtual instructors. i am part of the virtual instructors pilot research
>>> group which is looking at research in the development of these virtual
>>> humans- i am interested in the design of learning environments using
>>> these
>>> virtual humans and the kinds and qualities of learning that are
>>> potentially
>>> available in these 'realities'
>>>
>>> donna
>>>
>>> Donna L. Russell, Ph.D.
>>> Assistant Professor
>>> Instructional Technology
>>> Curriculum and Instructional Leadership
>>> Suite 309
>>> School of Education
>>> University of Missouri-Kansas City
>>> Kansas City, MO 64110
>>> (cell) 314.210.6996
>>> (office) 816.235.5871
>>> russelldl@umkc.edu
>>> http://r.web.umkc.edu/russelldl/
>>> ----- Original Message -----
>>> From: "Polin, Linda" <Linda.Polin@pepperdine.edu>
>>> To: "eXtended Mind, Culture, Activity" <xmca@weber.ucsd.edu>
>>> Sent: Monday, March 06, 2006 12:29 AM
>>> Subject: Re: [xmca] Experience: material, ideal, real, imagined in MMOGs
>>>
>>>
>>>> Hi Mike and X'ers,
>>>>
>>>> I am both playing in and writing about an MMOG at the moment, with a
>>>> group of doctoral students who are no doubt lurking on this list.
>>>>
>>>> I'm playing in World of Warcraft (or World of Warcrack, as it is
>>>> often called for good reason). I am very interested in the way in
>>>> which the designers have shaped interaction and play, with regard to
>>>> both the client interface for playing, and the sociocultural
>>>> structures around tasks and interactions in the game play. [I'm also
>>>> playing in Second Life, but that is a very different creature.]
>>>>
>>>> In WoW, I've played alongside 12 year olds and old farts like myself;
>>>> college kids complaining about the bandwidth in the dorms, and
>>>> mommies who periodically have to go AFK BRB (away from keyboard; be
>>>> right back) to change a diaper. So far none offers any evidence of
>>>> confusing what you are calling reality and fantasy, although almost
>>>> all have remarked on one occasion or another about the immersive
>>>> power of the world to 'wow' them (pun intended) and engage them
>>>> deeply. Everyone who plays has a story about losing track of time in
>>>> significant ways. That is immersion. And I think Michelle's remarks
>>>> with regard to "flow" come the closest to describing what is going on.
>>>>
>>>> Is it material? Because there is an economic system in play, and
>>>> objects of desire, there is real work happening, and I am NOT
>>>> referencing only the "gold farmers" in China using game characters to
>>>> gather game gold to be sold for real money to players who want an
>>>> easy way to get ahead in the game but lack the time or tenacity to do
>>>> the grind work. There are also in-game activities analogous to real
>>>> work and real world life.
>>>>
>>>> Real work: For instance, the guildmaster of my guild is a day trader
>>>> who spends a lot of time working the Auction House (in-game EBay kind
>>>> of thing) to make the game money he needs to support his character's
>>>> needs (e.g., trick out his ride, in this case a white tiger). There
>>>> are guilds that players belong to, which function as both family and
>>>> school in a way reminiscent of the Brazilian "Samba schools" Seymour
>>>> Papert described. Here though, instead of preparing for Mardi Gras
>>>> competitions with other Samba Schools and having fun, it's about
>>>> preparing for competitions with other players and having fun.
>>>>
>>>> Real play (within play): For instance, at the recent Winter Veil
>>>> Festival I got to drink strong ale, and after two drinks, my screen
>>>> was a bit blurry. After three drinks, it was significantly worse and
>>>> my mouse actions were less accurate. I was drunk, albeit virtually
>>>> so, and my game play was impaired.
>>>>
>>>> I would propose that, within the game world, these analogous elements
>>>> make it a KIND of real world, rather than a fantasy world. There is a
>>>> very real, game-specific culture that players rely upon to make their
>>>> way in that world. There are real relationships, real traditions and
>>>> ways of being in the world, real identity markers, divisions of labor
>>>> and opportunities for collaboration, sub-cultures, mediational
>>>> objects with embedded histories that support new learners, etc etc
>>>> etc. WoW is fascinating to me because it is NOT a blurring of
>>>> reality; it is an ALTERNATE (not alternative) reality, an alternate
>>>> real culture. By virtue of having a discernible culture, is it not
>>>>
> real?
>
>>>> There is an immense amount of material to talk about here, but this
>>>> is an interesting turn on XMCA and I'm hoping we'll have some 'time'
>>>> to discuss more. I'd point you to our blog on this, but it's not yet
>>>> ready for prime time consumption.
>>>>
>>>> Why must we refer to reality as if there were only one possible?
>>>>
> =grin=
>
>>>> Lindax
>>>> (aka Hallgrima, a level 44 Gnome Warlock)
>>>>
>>>>
>>>> Linda Polin, PhD
>>>> Davidson Professor of Education and Technology
>>>> Director, EdD in Educational Technology
>>>> 310-568-5641; Skype: profpolin
>>>> gsep.pepperdine.edu/~lpolin
>>>>
>>>>
>>>>
>>>>
>>>> On Mar 5, 2006, at 4:07 PM, Mike Cole wrote:
>>>>
>>>>>> In various situations (in particular, I am thinking of various
>>>>>> massive
>>>>>> multi-user games and related cyber-interactional meeting places)
>>>>>> it appears that people can, perhaps cannot help at times,
>>>>>> confusing what
>>>>>> we
>>>>>> would normally refer to as "fantasy" and "reality."
>>>>>>
>>>>>> There is an extensive literature on the development of this
>>>>>> distinction in
>>>>>> children's development, but I am seeking research on the
>>>>>> distinction's presumed presence or absence among adults.
>>>>>>
>>>>>> Any and all help appreciated
>>>>>> mike
>>>>>> _______________________________________________
>>>>>> xmca mailing list
>>>>>> xmca@weber.ucsd.edu
>>>>>> http://dss.ucsd.edu/mailman/listinfo/xmca
>>>>>>
>>>>>> Andy Blunden, for Victorian Peace Network
>>>>>> Global Justice Tours: http://ethicalpolitics.org
>>>>>>
>>>>>>
>>>>>>
>>>>> _______________________________________________
>>>>> xmca mailing list
>>>>> xmca@weber.ucsd.edu
>>>>> http://dss.ucsd.edu/mailman/listinfo/xmca
>>>>>
>>>> _______________________________________________
>>>> xmca mailing list
>>>> xmca@weber.ucsd.edu
>>>> http://dss.ucsd.edu/mailman/listinfo/xmca
>>>>
>>> Donna L. Russell, Ph.D.
>>> Assistant Professor
>>> Instructional Technology
>>> Curriculum and Instructional Leadership
>>> School of Education
>>> University of Missouri-Kansas City
>>> (email) russelldl@umkc.edu <mailto:russelldl@umkc.edu>
>>> (website) http://r.web.umkc.edu/russelldl/
>>> <http://r.web.umkc.edu/russelldl>
>>> (cell) 314.210.6996
>>> _______________________________________________
>>> xmca mailing list
>>> xmca@weber.ucsd.edu
>>> http://dss.ucsd.edu/mailman/listinfo/xmca
>>>
>>>
>>> _______________________________________________
>>> xmca mailing list
>>> xmca@weber.ucsd.edu
>>> http://dss.ucsd.edu/mailman/listinfo/xmca
>>>
>>>
>>>
>> _______________________________________________
>> xmca mailing list
>> xmca@weber.ucsd.edu
>> http://dss.ucsd.edu/mailman/listinfo/xmca
>>
>
>
> _______________________________________________
> xmca mailing list
> xmca@weber.ucsd.edu
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>
>
>
>
-- ------------------------------------------------------------------------ Ana Marjanovic'-Shane,Ph.D.151 W. Tulpehocken St.
Philadelphia, PA 19144
Home office: (215) 843-2909
Mobile: (267) 334-2905
ana@zmajcenter.org <mailto:ana@zmajcenter.org>
http://www.speakeasy.org/~anamshane <http://www.speakeasy.org/%7Eanamshane>
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