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Sunday 10 April 2011

Socially Situated Expert Practice in and Around Gaming (got there late, so no notes on the beginning...)

Social Dimensions of Expert Practice in Online Gaming: Mark Chen (University of Washington)

Reframing Expertise via Nested Communities of Practice: Moses Benjamin Wolfenstein (University of Wisconsin - Madison)

Uncovering Expertise in Online Game Design Communities: Sean C. Duncan (Miami University)

Domains of Expertise Developed in a Project-Based Game Design Workshop: Rebecca Reynolds (Rutgers University)

* * *

“Obsessed about video games”: Youth expertise development in technology domains


Leah Bricker

-- Following kids throughout the settings of their lived experiences: home, school, vacation, etc

-- Interest development -- throughout different spheres of their lives: home, school, museum, extracurricular, etc.

Case: Steve, from family "The Technos"

  • Steve was a colicky kid: loved to sit in front of the computer virtually from birth.
  • serious Halo player
  • Ole Dreirer's structural models / social networks, artifacts, cultural practices (Bricker & Bell, in review)


Contexts are not just spaces, they are also ppl, interactions

Discussion: Philip Bell (University of Washington --

- The means of production have been opened up: How do participants deal with / extend / leverage that?

- Developing, applying, understanding from a critical perspective: technology is embedded in life. What does that mean / do?

- Expanding notions of PBL: Games are problem-based-learning too. What does that mean? What's valued in project work? Is improvement / building capital valued?

- John law: “After method”: We shouldn't let the models clean up the world so much that we don't recognize it.

- How much can you draw on individuals? How much are indiv situated in community (Steve as a gamer & also a social gamer)? Important to try to think about those multiple contexts.

- Relationships btw design thinking & coding thinking.

- How do people shift over and through associating with (different) large gamer groups over time? What does that expertise do?

Tensions --

- Defining expertise on its own merit vs trying to see what else it means (e.g. gaming for gaming’s sake vs studying gaming to learn about students’ science reasoning)

- Local definitions of quality -- There are social functions of different kinds of expertise; that turns into different measures of quality... What's the relationship? Is local quality strictly local?

[term papers]

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