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Re: [xmca] Online role-play research
Thank you Richard for the clarification. And as Mike said, both LARP and
your online role-play are different than the play camps that started this
thread. All of them, it seems, draw on some sort of imagined outcome to give
kids/role-players agency.
I think the genre framing you detailed is really interesting, as, in the
play camp article, those kids and camp counselors are tapping into heroic
legends and myths, and LARPs (the traditional ones) typically fall into
various genres of fantasy or sci-fi, too, that somewhat set the stage for
which actions are considered legitimate practice.
mark
On Wed, Jul 21, 2010 at 8:22 AM, Richard Beach <rbeach@umn.edu> wrote:
> Mark rightfully constrasted the LARP research from our research on
> online role-play.
>
> While our research on online role-play is certainly quite different
> from the more open-ended fantasy role-play, I want to note that rather than
> the traditional notions of competitive debate/argument, we base our work on
> alternative models of ³collaborative argument² (Andriessen, Baker, &
> Suthers, 2003; Clark & Sampson, 2008; Marttunen & Laurinen, 2007). as well
> as ³pragmatic-dialectic models (van Eemeren, 2009) that involves exchange
> claims and negotiating differences between claims in "constructive
> controversy" (Johnson & Johnson, 2009) to achieve the larger goal of
> mutually solving problems for achieving some resolution.
>
> We also draw on research on use of ³collaborative reasoning² at the
> elementary grade level in which the teacher poses open-ended, ³big
> questions² regarding larger issues portrayed in a text, as well as asking
> students for reasons for their positions, modeling collaborative-reasoning
> strategies, and summarizing key differences in students¹ positions, finds
> that acquiring this tool enhances students ability to analyze and formulate
> arguments (Reznitskaya, et al., 2007; 2009).
>
> And we draw on Flower, Long, & Higgins¹s (2000) ³rival hypothesis
> thinking² that involves through entertaining and challenging rival
> hypotheses through active exchange of claims and challenges to those claims
> in service learning or community development activities.
>
> One interesting aspect of this research is how participants employ
> social genres as shared, prototypical social practices designed to achieve
> certain rhetorical ³uptakes² (Bazerman, 1994; Nystand, 1986; Swales, 1999)
> that serve to mediate argumentative interaction or construct ethos. As
> Russell (2009) notes, ³genres allow subjects to recognize the activity and
> the appropriate actions in the presence of certain constellations of
> tools‹marks on surfaces and other material phenomena. And genres make it
> possible to act with others over time in more or less but never entirely
> predictable ways, individually, collectively, and institutionally² (p. 43).
>
> To study participants¹ construction of ethos, we draw on discourse
> analysis to examine roles¹ ³double-voicing² of discourses as a ³hybrid
> discourse practice²‹Kamberelis (2001, pp. 120-121) in which ³external
> authoritative² discourses intermix with more familiar, ³internally
> persuasive² discourses (Bakhtin, 1981) to create power hierarchies in the
> exchanges between appeals to external authority (Beach & Doerr-Stevens, in
> press). Double-voicing these completing, hybrid discourses led students to
> recognition of the tensions/contradictions between constituting competing
> perspectives on an issue. And, we draw on research on ³presence² (Bracken
> &
> Skalski, 2010)‹the sense that one is experience an actual, ³lived,²
> engagement in a role or activity in an online world.
>
> And we draw on the very interested work by Leema Kuhn Berland (UT,
> Austin) in science education on differences between the argument activity
> goals versus classroom instructional goals (Berland & Reiser, 2009). It's
> often the case that there are tensions between a teachers' goal in a
> discussion (to assess students or achieve some shared understanding) versus
> the students/activity goals of engaging in arguments that might lead to
> some
> actual, institutional change, as in our study, unblocking the blocked
> websites. It is important that students perceive the goals of constructing
> convincing argument for audiences as consistent with the goals for
> participating in the particular social networking classroom activity.
> While
> the goal of classroom discussions are typically based on the norms of
> demonstrating knowledge or answering questions for familiar teacher and
> peer
> audiences, online role-play involves operating according to a different set
> of norms driven by the goal of convincing a range of different, often less
> familiar virtual and actual audiences.
>
> Beach, R., & Doerr-Stevens, C. (in press). Using social networking for
> online role-plays to develop students¹ argumentative strategies. Journal
> of
> Educational Computing Learning.
> Berland, L. K., & Reiser, B. J. (2009). Making sense of argumentation and
> explanation. Science Education, 93(1), 26-55.
> Bracken, C. C., & Skalski, P. D. (Eds.). (2010). Immersed in media:
> Telepresence in everyday life. New York: Routledge.
> Chandrasegaran, A., & Kong, K. M. C. (2007). Stance-taking and
> stance-support in students¹ online forum discussion. Linguistics &
> Education, 17(4), 374-390.
> Clark, D. B., & Sampson, V. (2008). Assessing dialogic argumentation in
> online environments to relate structure, grounds, and conceptual quality.
> Journal of Research in Science Teaching, 45(3), 293321.
> Flower, L. (2008). Community literacy and the rhetoric of public
> engagement.
> Carbondale: Southern Illinois University Press.
> Flower, L., Long, E., & Higgens, L. (2000). Learning to rival: A literate
> practice for intercultural inquiry. Mahwah, NJ: Erlbaum.
> Johnson, D. W., & Johnson, R. T. (2009). Energizing learning: The
> instructional power of conflict. Educational Researcher, 38, 37 - 51.
> Kamberelis, G. (2001). Producing heteroglossic classroom (micro)cultures
> through hybrid discourse practice. Linguistics and Education, 12(1),
> 85-125.
> Laurinen, L. I., & Marttunen, M. J. (2007). Written arguments and
> collaborative speech acts in practicing the argumentative power of language
> through chat debates. Computers and Composition, 24, 230246.
> Marttunen, M. & Laurinen, L. (2007). Collaborative learning through chat
> discussions and argument diagrams in secondary school. Journal of Research
> on Technology in Education
> Reznitskaya, A., Anderson, R. C., McNurlen, B., Nguyen-Jahiel, K.,
> Archodidou, A., & Kim, S. (2001). Influence of oral discussion on written
> argument. Discourse Processes, 32(2), 155-175.
> Reznitskaya, A., Kuo, L-J., Clark, A-M., Miller, B., Jadallah, M.,
> Anderson,
> R. R., & Nguyen-Jahiel, K. (2009). Collaborative reasoning: a dialogic
> approach to group discussions. Cambridge Journal of Education, 39(1),
> 29-48.
> Russell, D. R. (2009). Activity theory in written communication research.
> In A.
> Sannino, H. Daniels, & K.D. Gutierrez (Eds.). Learning and expanding with
> activity theory (pp. 40-52). New York: Cambridge University Press.
> Russell, D., & Yanez, A. (2003). ³Big picture people rarely become
> historians²: Genre
> systems and the contradictions of general education. . In C. Bazerman & D.
> Russell (Eds.), Writing selves, writing societies: Research from activity
> perspectives (pp. 331-362). Fort Collins, CO: WAV Clearinghouse and Mind,
> Culture, and Activity
> van Eemeren, F. H. (Ed.). (2009). Examining argumentation in
> context: Fifteen studies on strategic maneuvering. Philadephia:
> John Benjamins.
> van Eemeren, F. H. (2010). Strategic maneuvering in argumentative
> discourse: Extending the pragma-dialectical theory of argumentation.
> Philadephia: John Benjamins.
>
>
>
>
> On 7/20/10 12:51 PM, "Richard Beach" <rbeach@umn.edu> wrote:
>
> > Here's a discussion of the use of online role-play on a Ning (can also be
> > done on blogs) to foster argumentative writing about issues leading to
> > changes in status quo practices:
> > Beach, R., & Doerr-Stevens, C. (2009). Learning Argument Practices
> Through
> > Online Role-Play: Toward a Rhetoric of Significance and Transformation.
> > Journal of Adolescent & Adult Literacy, 52(6)
> > http://tinyurl.com/29pl58c
> >
> > Central to fostering change is surfacing tensions and contradictions
> through
> > the role-play that lead students to be motivated to want to push for
> making
> > changes.
> >
> >
> > On 7/20/10 5:19 AM, "Wagner Schmit" <mcfion@gmail.com> wrote:
> >
> >> A list of book about Live Action Role Play (larp) in Nordic countries
> >>
> >>
> >> - Morten Gade, Line Thorup & Mikkel Sander (eds.): *As Larp Grows
> Up*.
> >> Knudepunkt 2003. ISBN
> >> 87-989377-0-7<
> http://en.wikipedia.org/wiki/Special:BookSources/8798937707>.
> >> http://www.laivforum.dk/kp03_book/
> >> - Markus Montola & Jaakko Stenros (eds.): *Beyond Role and Play*.
> >> Solmukohta 2004. ISBN
> >> 952-91-6842-X<
> http://en.wikipedia.org/wiki/Special:BookSources/952916842X>.
> >> http://www.ropecon.fi/brap/
> >> - Petter Bøckman & Ragnhild Hutchison (eds.): *Dissecting Larp*.
> >> Knutepunkt 2005. ISBN
> >>
> 82-997102-0-0<http://en.wikipedia.org/wiki/Special:BookSources/8299710200
> >(pr>>
> i
> >> nt)
> >> ISBN
> >>
> >>
> 82-997102-1-9<http://en.wikipedia.org/wiki/Special:BookSources/8299710219
> >(on>>
> l
> >> ine)
> >> http://knutepunkt.laiv.org/kp05/
> >> - Thorbiörn Fritzon & Tobias Wrigstad (eds.) : *Role, Play, Art*.
> >> Knutpunkt 2006. ISBN
> >> 91-631-8853-8<
> http://en.wikipedia.org/wiki/Special:BookSources/9163188538>.
> >> http://jeepen.org/kpbook/
> >> - Jesper Donnis, Morten Gade & Line Thorup (eds.): *Lifelike*.
> Knudepunkt
> >> 2007. ISBN
> >>
> 978-87-989377-1-5<
> http://en.wikipedia.org/wiki/Special:BookSources/9788798937>>
> 7
> >> 15>.
> >> http://www.liveforum.dk/kp07book/
> >> - Jaakko Stenros & Markus Montola (eds.): *Playground Worlds*.
> Solmukohta
> >> 2008. ISBN
> >>
> 978-952-92-3579-7<
> http://en.wikipedia.org/wiki/Special:BookSources/9789529235>>
> 7
> >> 97>(print)
> >> ISBN
> >>
> >>
> 978-952-92-3580-3<
> http://en.wikipedia.org/wiki/Special:BookSources/9789529235>>
> 8
> >> 03>(pdf)
> >> http://www.ropecon.fi/pw/
> >> - Matthijs Holter, Eirik Fatland & Even Tømte (eds.): *Larp, the
> Universe
> >> and Everything*. Knutepunkt 2009. ISBN
> >>
> 978-82-997102-2-0<
> http://en.wikipedia.org/wiki/Special:BookSources/9788299710>>
> 2
> >> 20>
> >> http://knutepunkt.laiv.org/2009/book/
> >> - Larsson, Elge (ed.): *Playing Reality*. Knutpunkt 2010 |
> Interacting
> >>
> >>
> Arts<
> http://en.wikipedia.org/w/index.php?title=Interacting_Arts&action=edit&r>>
> e
> >> dlink=1>.
> >> ISBN
> >>
> 978-91-977140-1-3<
> http://en.wikipedia.org/wiki/Special:BookSources/9789197714>>
> 0
> >> 13>(print)
> >> ISBN
> >>
> >>
> 978-91-977140-2-0<
> http://en.wikipedia.org/wiki/Special:BookSources/9789197714>>
> 0
> >> 20>(pdf)
> >>
> >>
> http://interactingarts.org/pdf/Playing%20Reality%20(2010).pdf<http://interactingarts.org/pdf/Playing%20Reality%20%282010%29.pdf>
> <http://interact>>
> i
> >> ngarts.org/pdf/Playing%20Reality%20%282010%29.pdf>
> >>
> >> There are some articles about education in some of them, and in the 2008
> and
> >> 2009 books there are articles about a school that uses larp as an
> >> educational methodology
> >>
> >> Wagner
> >>
> >>
> >> On Tue, Jul 20, 2010 at 12:44 AM, mike cole <lchcmike@gmail.com> wrote:
> >>
> >>> This story from the *NY Times* knocked my socks off for the similarity
> of
> >>> underlying intuitions of these play-themed camps and the playworld's
> work
> >>> of
> >>> many members on XMCA. Check it out.
> >>> mike
> >>>
> >>> ---------- Forwarded message ----------
> >>> Date: Mon, Jul 19, 2010 at 5:50 PM
> >>> Subject: NYTimes.com: At Camp, Make-Believe Worlds Spring Off Page
> >>>
> >>>
> >>>
> >>> [image: The New York Times] <http://www.nytimes.com/> [image:
> >>> E-mail
> >>> This] <
> >>>
>
> http://www.nytimes.com/adx/bin/adx_click.html?type=goto&opzn&page=www.nytime
> >>>
> s
> >>>
>
> .com/yr/mo/day/nyregion&pos=TopRight-EmailThis&sn2=4030e7/a5673cc0&sn1=c986f>>>
> 8
> >>>
>
> 02/7d9f9dac&camp=foxsearch2010_emailtools_1225558b_nyt5&ad=Cyrus_88x31_NowPl>>>
> a
> >>> ying_06.18&goto=http%3A%2F%2Fwww%2Efoxsearchlight%2Ecom%2Fcyrus
> >>>>
> >>> *This page was sent to you by: * mcole@ucsd.edu
> >>>
> >>> * N.Y. / REGION * | July 17, 2010
> >>> * At Camp, Make-Believe Worlds Spring Off Page
> >>> <http://www.nytimes.com/2010/07/17/nyregion/17camp.html?emc=eta1> *
> >>> By SHARON OTTERMAN
> >>> Role-playing literary camps, like Camp Half-Blood in Brooklyn, are
> >>> sprouting up around the nation.
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> a
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--
Mark Chen | @mcdanger | markdangerchen.net
PhC | Games Ethnographer | LIFE Center | UW Education
This was sent from a PC with a full-size keyboard; misspellings and brevity
are entirely my fault.
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