Re: [xmca] Online role-play research

[mike cole <lchcmike@gmail.com>]

That was a terrific summary, Richard. And it is of direct use to some folks
at UCSD who are looking at mixed genre, partially online/partially face to
face games in different social settings. Having that explicitly laid out
approach and sources to go to for "how to" use them is terrifically helpful.

I cannot tell from the exchange if you have read the articles in the special
MCA issue on playworlds. That was what got me started -- the fact that what
several of my colleagues have been doing as research is spontaneously
invented and implemented on a larger scale, but without the "research side"
of it, except in so far as it intrigues the NYTimes.

Bespeaks a large movement in society of which academics, librarians, and
camp councilors are a part without knowing it.
mike

On Wed, Jul 21, 2010 at 8:33 AM, Wagner Schmit <mcfion@gmail.com> wrote:

> 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
> too)
>
> 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
>
> http://knutepunkt.laiv.org/2009/book/RolePlayingGamesAndEducationInBrazil/
>
> And another about the "larp school" in Denmark:
>
> http://knutepunkt.laiv.org/2009/book/ElementsOfHarryPotter/
>
> This last one have some similarities with those fantasy camps pointed by
> mike
>
> 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 =)
>
> Wagner
>
>
> On Wed, Jul 21, 2010 at 12:22 PM, 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://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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> >
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> > >>>>
> > >>> <
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> >
> >
> http://www.nytimes.com/adx/bin/adx_click.html?type=goto&opzn&page=www.nytime
> > >>>
> > s
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> >
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> .com/yr/mo/day/nyregion&pos=Center1&sn2=4f6e4524/480412f1&sn1=296914fc/8b841>>>
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> > >>>>
> > >>>
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