Notes from the hangout of 18th March 2013

Apologies these are late. But there was a lot to think about. A good deal of it was discussing individual projects and I have tried to stretch the specifics to fit more general interests.

But first, a couple of tweets to add to your info flood:

  • Jane McGonigal @avantgame I'm not aware of any studies that say that game-based learning doesn't transfer to real life. 3:31 PM - Mar 17
  • Tim Harford ‏@TimHarford "Netymology" - new book by @tomchatfield. Learn the story behind "trolling" "grokking", "meme" etc. Bound to be… 
  • Lyndall's reflections about drama and the amazing things kids did in preparation for performance resonated with many and me in particular. I began to think about what the formal constraints of assessment place on the learner. A lot of the really good stuff is actually lost by the time the learner performs in a drama setting or any other.
  • Discussion about the classroom as a limiter of new literacies.
  • Much lively conversation about the C word, creativity. It's one of those words, like learning that is tossed about willy nilly. It warrants a lot of careful consideration before use in any context.
  • A name I had not heard before, Jan Canon-Bowers1 was mentioned in the course of the discussion.
  • There was a useful discussion about the tangible outcomes of game-based learning. Important to note how this term is not that far removed from the now ancient computer-based learning that was used in the 1980's.
  • David pointed to the plug-ins for Minecraft. The pattern is a familiar one. Jaron Lanier's critical read is important here.
  • The notion of new literacies pervaded much of the conversation. A quote from Lankshear and Knobel2 is probably apt here:

The more a literacy practice that is mediated by digital encoding privileges participation over publishing, distributed expertise, collective intelligence over individual possessive intelligence, collaboration over individuated authorship, dispersion over scarcity, sharing over ownership, experimentation over normalization, innovation and evolution over stability and fixity, creative- innovative rule breaking over generic purity and policing, relationship over information broadcast, do-it-yourself creative production over professional service delivery, and so on, the more sense we think it makes to regard it as a new literacy. (p. 228)