[Date Prev][Date Next][Thread Prev][Thread Next][Date Index][Thread Index]
Re: [xmca] Online role-play research
In my master defense i had a lot to discuss about things like this..
just one word make things quite different: online (and it implies electronic
For me it is more interesting to use/study the social iterations on Larp and
table-top RPG than through an electronic online role-play, but this is my
way of approaching things and one do not exclude another (in most cases,
more for the contrary).
I already sent this, but here they are again:
An article of mine about use of RPGs in education in Brazil
And another about the "larp school" in Denmark:
This last one have some similarities with those fantasy camps pointed by
Mike: i will grab the playworlds issue this week in the local University,
and for me those fantasy camps (and the larp school in denmark) point out
another thing: the game generation from 80's are starting to have kids =)
On Wed, Jul 21, 2010 at 12:22 PM, Richard Beach <firstname.lastname@example.org> 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
> 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.
> the goal of classroom discussions are typically based on the norms of
> demonstrating knowledge or answering questions for familiar teacher and
> 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
> 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
> 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),
> 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.,
> R. R., & Nguyen-Jahiel, K. (2009). Collaborative reasoning: a dialogic
> approach to group discussions. Cambridge Journal of Education, 39(1),
> 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" <email@example.com> 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
> > 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
> > the role-play that lead students to be motivated to want to push for
> > changes.
> > On 7/20/10 5:19 AM, "Wagner Schmit" <firstname.lastname@example.org> wrote:
> >> A list of book about Live Action Role Play (larp) in Nordic countries
> >> - Morten Gade, Line Thorup & Mikkel Sander (eds.): *As Larp Grows
> >> Knudepunkt 2003. ISBN
> >> 87-989377-0-7<
> >> http://www.laivforum.dk/kp03_book/
> >> - Markus Montola & Jaakko Stenros (eds.): *Beyond Role and Play*.
> >> Solmukohta 2004. ISBN
> >> 952-91-6842-X<
> >> http://www.ropecon.fi/brap/
> >> - Petter Bøckman & Ragnhild Hutchison (eds.): *Dissecting Larp*.
> >> Knutepunkt 2005. ISBN
> >> nt)
> >> ISBN
> >> ine)
> >> http://knutepunkt.laiv.org/kp05/
> >> - Thorbiörn Fritzon & Tobias Wrigstad (eds.) : *Role, Play, Art*.
> >> Knutpunkt 2006. ISBN
> >> 91-631-8853-8<
> >> http://jeepen.org/kpbook/
> >> - Jesper Donnis, Morten Gade & Line Thorup (eds.): *Lifelike*.
> >> 2007. ISBN
> >> 15>.
> >> http://www.liveforum.dk/kp07book/
> >> - Jaakko Stenros & Markus Montola (eds.): *Playground Worlds*.
> >> 2008. ISBN
> >> 97>(print)
> >> ISBN
> >> 03>(pdf)
> >> http://www.ropecon.fi/pw/
> >> - Matthijs Holter, Eirik Fatland & Even Tømte (eds.): *Larp, the
> >> and Everything*. Knutepunkt 2009. ISBN
> >> 20>
> >> http://knutepunkt.laiv.org/2009/book/
> >> - Larsson, Elge (ed.): *Playing Reality*. Knutpunkt 2010 |
> >> dlink=1>.
> >> ISBN
> >> 13>(print)
> >> ISBN
> >> 20>(pdf)
> >> ngarts.org/pdf/Playing%20Reality%20%282010%29.pdf>
> >> There are some articles about education in some of them, and in the 2008
> >> 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 <email@example.com> wrote:
> >>> This story from the *NY Times* knocked my socks off for the similarity
> >>> underlying intuitions of these play-themed camps and the playworld's
> >>> 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] <
> >>> ying_06.18&goto=http%3A%2F%2Fwww%2Efoxsearchlight%2Ecom%2Fcyrus
> >>> *This page was sent to you by: * firstname.lastname@example.org
> >>> * 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.
> >>> Advertisement
> >>> *Cyrus* - An official selection of the Sundance Film Festival. Starring
> >>> John
> >>> C. Reilly, Jonah Hill, and Marisa Tomei.
> >>> Now Playing
> >>> Click here to view
> >>> trailer<
> >>> ilText_06.18&goto=http://www.foxsearchlight.com/cyrus
> >>> <
> >>> ilText_06.18&goto=http://www.foxsearchlight.com/cyrus
> >>> Copyright 2010
> >>> <http://www.nytimes.com/ref/membercenter/help/copyright.html> The New
> >>> Times Company <http://www.nytco.com/> | Privacy
> >>> Policy<http://www.nytimes.com/ref/membercenter/help/privacy.html>
> >>> _______________________________________________
> >>> xmca mailing list
> >>> email@example.com
> >>> http://dss.ucsd.edu/mailman/listinfo/xmca
> >> _______________________________________________
> >> xmca mailing list
> >> firstname.lastname@example.org
> >> http://dss.ucsd.edu/mailman/listinfo/xmca
> > _______________________________________________
> > xmca mailing list
> > email@example.com
> > http://dss.ucsd.edu/mailman/listinfo/xmca
> xmca mailing list
xmca mailing list