Affinity spacesste mxcon13

Tropf - Anity Spaces Slide

Anity Spaces as Learning

Tools

1


About Me

2(Gee, 2004)

Doctoral Candidate: School Psychology @ University of Florida

Specialization: Program Evaluation

Minor: Research & Evaluation Methodology

Dissertation (Pending): Motivation, Goal Orientation, and Academic Performance in Educational Games and Anity Spaces

School Psychology Intern with Alachua County Public Schools (Gainesville, Florida area)

Co/founder & CEO of Immersed Games (early ed tech startup)


Agenda

3


1

Agenda

3


1Literature

ReviewC ommunity of Practice

Affinity Space

2

Agenda

3


1Literature


Affinity Space

2Research

On Affinity Spacesfor Learning

3

Agenda

3


1Literature


Affinity Space

2Research


3Examples

from Case Studies& research

4

Agenda

3


1Literature


Affinity Space

2Research


3Examples

from Case Studies& research

4Classroom

ImplementationIdeas & discussionfor implementing

Agenda

3


LiteratureReview

4

Impacting the way people learn

Children now learn frequently in informal settings

Gee argues:

Learning process is more ecient when the learning becomes part of a culture

Learner becomes more involved with learning


Technological Changes

5

if students think of themselves as scientists, how wil l this impact their practices?

(Gee, 2004)

Tropf - Anity Spaces Slide 6

“Groups of people who share a concern or passion for something they

do and learn how to do it better as they interact regularly.”

Community of Practice

(Wenger, 2009)

Learning is deeply tied to identity


Identity within a Community of Practice

7

BecomingSkillful

Developingan Identity+

one process

membership motivates & provides meaning

(Lave, 1991)


1

Problems Applying Community of Practice

“Community” has connotations of belonging & personal ties (not necessarily accurate)

2 “Community” implies people are ‘members’ (not necessarily anymore)

3 “Community of Practice” term broadly used(makes organizing research dicult)

to online spaces

(Cox, 2005; Gee, 2005; Hayes & Duncan, 2012)


Online environment where people are organized around a common

endeavor or interest.

Anity Spaces

(Gee, 2004)

Tropf - Defense Slide

Anity Space

Generator

Content Portals

people engage with content through (such

as forums)

for the content to be about(such as the game)

10(Gee, 2005)


Features of Anity Spaces

11(Gee, 2005)

Common endeavor, not race, class, gender, or disability, is primary.

1



12(Gee, 2005)

Newbies and masters and everyone else share common space.

2



13(Gee, 2005)

Some portals are strong generators.

3



14(Gee, 2005)

Content organization is transformed by interactional organization.

4

content often changed based on portal discussionsstudents get a real impact



15(Gee, 2005)

Both intensive and extensive knowledge are encouraged.

5



16(Gee, 2005)

Both individual and distributed knowledge are valued.

6



17(Gee, 2005)

Dispersed knowledge is encouraged.

7



18(Gee, 2005)

Tacit knowledge is usedand honored.

8



19(Gee, 2005)

There are many dierent forms and routes to participation.

9



20(Gee, 2005)

There are lots of dierent routes to status.

10



21(Gee, 2005)

Leadership is porous and leaders are resources.

11

Extension of spaces onto social media

Anyone can publish, create a new portal, become a generator

Participation multimodal: videos, user art, podcasts, etc.

Increased expectation for this type of sharing

Even more distributed knowledge - multiple portals

Socializing important (doesn’t all have to be on the endeavor)


Impact of Social Media

22(Lammers et al., 2012)

also lets new members engage with low risk

Characteristics of anity spaces often not present in classrooms (or more weakly present than online)

Digital natives have access to many anity spaces

Dierent, and possibly more powerful, way to learn & have identity, with anyone developing skills & becoming a leader


Anity Spaces & Classrooms

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“What these young people see in school may pale by comparison”

-Gee

(Gee, 2004; Gee, 2005; Squire, 2008)


Research

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Most research case studies & individual observation such as in ethnography and qualitative research


Quick Summary

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Fields & Kafai (2007) observed students playing game together

learned by asking questions of strangers or club members in game or helping each other oine

Davies (2006) found learning is social, motivated, embedded in the

participant’s life, enjoyable, and compelling

social patterns around sharing information

development of literacy around games & spaces

Steinkuehler and King (2009) at-risk boys playing game used literacy for

problem solving, researched and created resources, and synthesized information

Thomas (2005) students spent hours improving literacy to improve engagement online

Steinkuehler and Duncan (2008) found most posts for game reflected scientific literacy


Examples

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Looked at learning through online photography space

Concluded learning taking place was:

Social

Motivated

Embedded in participant’s life

Enjoyable

Compelling


Online Learning Site

27(Davies, 2006)

Observed online role-playing & fan fiction around Middle Earth

Literature behavior was the most highly valued form of participation & ability in community

Students spent hours improving literacy in order to improve their abilities in the online space

A student explained that since his character was supposed to sound intelligent, he spent lots of time studying how to improve his English - in books, society, articulate people

Students didn’t think of their community as being a ‘learning community’


Tolkein Fan-Fiction

29(Thomas, 2005)

After School Program with World of Warcraft

for at-risk boys

develop literacy practices using forums

Observed students:

using literacy for problem-solving

researching

creating multi-modal game resources online

synthesized information over multiple resources


After-School with WoW

30(Steinkuehler & King, 2009)

Coding WoW forum posts on scientific literacy framework

86% of posts included “social knowledge construction”

Most (65%) also had evidence of evaluative epistemology (i.e. treating knowledge as open-ended process of evaluation and argument)


Examining WoW Forum Posts

32(Steinkuehler & Duncan, 2008)

used systems based reasoning 58% of posts

built on others’ ideas 37% of posts

used counter-arguments 37% of posts

used data and evidence 28% of posts

model-based reasoning 11% of posts


33

does calculations on data

experiments

draws conclusions


Classroom Implementation

34

Anity spaces can be online or oine

Try to think in terms of these types of interactions

Can you adopt these?


Make Your Classroom Like an Anity Space

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common endeavor is primaryencourages intensive and

extensive knowledgemany dierent forms and

routes to participation

newbies and masters and everyone else share common

space

encourages individual and distributed knowledge

lots of dierent routes to status

some portals are strong generators

encouraged dispersed knowledge

leadership is porous and leaders are resources

content organization is transformed by interactional

organization

uses and honors tacit knowledge

(Gee, 2005)

Remember:

Encouraging distributed/specialized knowledge for projects

Multiple ways to contribute

Multiple ways to leadership (which is fluid)

Encouraging identity with the subject

Can create an informal learning space in the classroom

8th Grade Language Arts Class Example

District 504 around Hunger Games to explore utopian/dystopia societies, connect with current events (eg: women’s rights for education), “grati” wall, digital media beliefs


Make Your Classroom Like an Anity Space

36


dystopian utopianstudent-created digital art on social issues

(Bruozas, 2013)

Classroom Wikipedia

Use existing anity space for students to engage in

Find an online portal for your area for students to contribute to -- or even in person in your local community

Example: Maker Culture (one portal: http://makerfaire.com)

Create your own online forum with assignments students post to it -- all of your classes can interact together, or even pair with multiple teachers


Using Online Spaces

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http://makerfaire.com





Tools for Creating a Portal

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Name URL About

Edmodo https://www.edmodo.com Free social learning system

Wikispaces http://www.wikispaces.com Free Wiki creating for teachers

Free Forums http://www.freeforums.orgFree forums with lots of features

(advertising supported)

ActiveBoard http://activeboard.comEasy forums with unlimited user free plan (advertising supported, $8/mo to remove)

Lefora http://www.lefora.comSimple free forum, also ad supported or

ad removal

https://www.edmodo.com

https://www.edmodo.com

http://www.wikispaces.com

http://www.wikispaces.com

http://www.freeforums.org

http://www.freeforums.org

http://activeboard.com

http://activeboard.com

http://www.lefora.com

http://www.lefora.com

Students who didn’t use an online portal said it was because:

“I felt that I had nothing to contribute.”

“I find it’s not a very useful way to get answers.”

“I didn’t really need to.”

If you want participation, may need to guide at first


Practical Notes

41(Moore & Iida, 2010)


DISCUSSION

?

42

Beavis, C., Apperley, T., Bradford, C., O’Mara, J., & Walsh, C. (2009). Literacy in the digital age: Learning from computer games. English in Education, 43(2), 162–175. doi:10.1111/j.1754-8845.2009.01035.x

Bruozas, M. (2013). Anity spaces at Gray school - Engaging and connected learning! Retrieved http://ccap-team.blogspot.com/2013/03/anity-spaces-at-gray-school-engaging.html

Cox, A. (2005). What are communities of practice? A comparative review of four seminal works. Journal of Information Science, 31(6), 527–540. doi:10.1177/0165551505057016

Davies, J. (2006). Anities and beyond! Developing ways of seeing in online spaces. E-Learning, 3(2), 217. doi:10.2304/elea.2006.3.2.217

DeVane, B. (2012). Whither membership? Identity and social learning in anity spaces. In E. R. Hayes & S. C. Duncan (Eds.), Learning in Video Game Anity Spaces (pp. 162–185). New York, NY: Peter Lang Publishing, Inc.

Fields, D. A., & Kafai, Y. B. (2007). Tracing insider knowledge across time and spaces: A connective ethnography in a teen online game world, 199–208.

Gee, J. P. (2004). Situated Language and Learning: A Critique of Traditional Schooling. New York, NY: Routledge.


References

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Gee, J. P. (2005). Semiotic social spaces and anity spaces. In Beyond Communities of Practice (pp. 214–232). Cambridge: Cambridge UP.

Hayes, E. R., & Duncan, S. C. (2012). Expanding the Anity Space. In Learning in Video Game Anity Spaces (pp. 1–22). New York, NY: Peter Lang Publishing, Inc.

King, E. M. (2010). Exploring intersections between online and oine anity space participation (pp. 486–487). Presented at the International Conference of the Learning Sciences, International Society of the Learning Sciences.

Lammers, J. C., Curwood, J. S., & Magnifico, A. M. (2012). Toward an anity space methodology: Considerations for literacy research. English Teaching: Practice and Critique, 11(2), 44–58.

Lave, J. (1991). Situating learning in communities of practice. Perspectives on Socially Shared Cognition, 2, 63–82.

Moore, K., & Iida, S. (2010). Students’ perception of supplementary, online activities for Japanese language learning: Groupwork, quiz, and discussion tools. Australasian Journal of Educational Technology, 26(7), 966-979.

Steinkuehler, C., & Duncan, S. (2008). Scientific Habits of Mind in Virtual Worlds. Journal of Science Education and Technology, 17(6), 530–543. doi:10.1007/s10956-008-9120-8


References

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Steinkuehler, C., & King, E. (2009). Digital literacies for the disengaged: creating after school contexts to support boys' game-based literacy skills. On the Horizon, 17(1), 47–59. doi:10.1108/10748120910936144

Steinkuehler, C., Compton-Lilly, C., & King, E. (2010). Reading in the context of online games, 222–229. Presented at the International Conference of the Learning Sciences.

Squire, K. (2008). Critical education in an interactive age. Mirror Images: Popular Culture and Education, 105–125.

Squire, K. (2011). Video Games and Learning: Teaching and Participatory Culture in the Digital Age. New York: Teachers College Press.

Thomas, A. (2005). Children online: learning in a virtual community of practice. E-Learning and Digital Media, 2(1), 27–38.

Wenger, E. (2000). Communities of Practice and Social Learning Systems. Organization, 7(2), 225–246. doi:10.1177/135050840072002

Wenger, E. (2009, January 31). Communities of practice: a brief introduction. Ewenger.com. Retrieved January 12, 2013, from http://www.ewenger.com/theory/


References

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http://www.ewenger.com/theory/

http://www.ewenger.com/theory/

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