Sunday, September 29, 2013

objects and distributions....


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Notice: we begin the second section of the course.


Focus your attention, be precise: hardly anyone "got" that the logbook must be customized, and must MATCH the reality of what you actually will do/have done/are in the process of doing. If you were one who didn't "get" it, what does that mean do you think?

This week: we finish the poster prototyping days, and have the first of the website ones. We won't be having prototyping days for a while. Why? How does that fit into the "story" of the course? 



please be clear and careful, honest with yourself and in the logbook and your other records.

Consider: you want to get the most learning for the resources you have to put to the task. 

Not, the best grade for the least amount of work. This is another issue entirely. I will do my best to support you in recognizing and finding resources, and in knowing what this thing "learning" might really be about! 

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>>>GATHERINGS: WITH PROCESSES, THINGS, BEINGS AND DISTRIBUTED POSSIBILITY




Tuesday 1 October, The Arts and Protests of Games
·       Reed, Games Chapter in ms, sent by email (last week); Arts, read Ack & Intro, pick a chapter that calls to you!
·       NOW IS THE TIME TO BEGIN WORK FOR CON #1: A GATHERING! WILL YOU PARTNER WITH SOMEONE?

LOTTERY TODAY FOR POSTER OR PAPER! 

At first glance Reed’s book on social movements may seem a bit out in left field here. But is it? Why is it not? What clues about this might Flanagan have suggested having heard her vid and seen Grow a Game? (We will be reading her work next.) What does putting Reed’s new essay into connection with our book of his tell you about all this as well? Which chapter did you choose to read first and why?



Thursday 3 October, Prototyping: website creation and curation
·       Check out the Feminists in Games Workshop website: http://borderhouseblog.com/?p=10905 
·       LOOK UP ALL YOU CAN ABOUT OTHER FEMINIST GAMING SITES ON THE WEB! BRING IN A PRINT OUT OF SOME SPLASH PAGES!
·       Also useful: Easyedutools: http://easyedutools.weebly.com/collaborate.html
Our fourth “flipping the classroom” Thursday! You MUST BE PREPARED so we can spend our time MAKING THINGS! If you have never made a website, you might start off with a Blogger version: https://www.blogger.com/tour_start.g  Blogger is what I use for the class website. I use Weebly for my professional website: http://education.weebly.com/ Both of these are very simple. Or you might like to build a site on Word Press: http://en.support.wordpress.com/using-wordpress-to-create-a-website/  If you have already begun crafting websites, pick your favorite platform for something new, or enhance what you already have going with projects from our course.



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All important learning begins with making mistakes. You want to make them as quickly as possible, as many of them as are needed to learn or unlearn what is important.

"The concepts of intellectual virtue, epistemic responsibility, and personal “care-abouts” demonstrate the link between knowledge and values. . . . Intellectual virtues are character traits . . . that work in combination with knowledge . . . [and] have a motivational component. . . . [And because they are] so difficult to develop . . . consequently develop gradually over time. . . . [Indeed] knowers are responsible for their knowledge and responsible for knowing well. [Lorraine] Code has called this responsibility epistemic responsibility. . . . Care-abouts are personal character traits that motivate knowers to create, maintain and share knowledge." [from Sue Stafford's article "Epistemology for Sale," 2002:221)

The psychic investments of intellectual virtue, epistemic responsibility, and personal “care-abouts” make them all goods in themselves, as well as proper actions and practices and even complex cocreated “rewards” in mindful contexts of distributed production and being. Opportunities for practicing intellectual virtues in contexts of good faith are far better and much less addicting rewards than intensified and increasingly differentiated forms of discipline and control.

[from Katie's book, Networked Reenactments, 294]

writing about values: http://www.pbs.org/newshour/updates/science/jan-june09/achievement_04-17.html

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"Facing" the Crisis [Reed 2005:202]

"One of the key questions facing a social movement is how to represent the forces against which the movement is struggling. ...this process entails a paradox. On the one hand, if the forces against which the movement is arragyed are portrayed too abstractly, both personal recruits and movements members may find it difficult to identity with the struggle. On the other hand, if a movement personalizes the struggle too much by naming particular individuals as the opponent, the important insight that structural factors, not just individuals, are the ultimate target is lost. ....placing too much emphasis on individual commitment plays into the process by which the dominant society undermines collective opposition by personalizing and individualizing all social problems."

About AIDS, but how might we connect with our issues about values, and with the govenment shut down today too?

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"Bateson, in Steps to an Ecology of Mind describes the two forms of schismogenesis and proposes that both forms are self-destructive to the parties involved. He goes on to suggest that researchers look into methods that one or both parties may employ to stop a schismogenesis before it reaches its destructive stage.

Complementary schismogenesis

The first type of schismogenesis is best characterized by a class struggle, but is defined more broadly to include a range of other possible social phenomena. Given two groups of people, the interaction between them is such that a behavior X from one side elicits a behavior Y from the other side, The two behaviors complement one another, exemplified in the dominant-submissive behaviors of a class struggle. Furthermore, the behaviors may exaggerate one another, leading to a severe rift and possible conflict.

Symmetrical schismogenesis

The second type of schismogenesis is best shown by an arms race. The behaviors of the parties involved elicit similar or symmetrical behaviors from the other parties. In the case of the United States and the Soviet Union, each party continually sought to amass more nuclear weapons than the other party, a clearly fruitless but seemingly necessary endeavor on both sides.

A form of symmetrical schismogenesis exists in common sporting events, such as baseball, where the rules are the same for both teams." [From Wikipedia on schismogenesis]  

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Telling the difference between social panic and social critique....

Moral Panics?

From Reed's ms. shared with us: "In the UK, Canada and Australia, they call them 'moral panics.' In United States, there is no name for them, but they occur in abundance. They usually take the form of 'phenomenon X is destroying the moral fiber of the nation," or "corrupting our youth," or "bring about the downfall of civilization...it is clearly video games that have generated the largest and most sustained panic attacks in the 21st century." (4)

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Saturday, September 28, 2013

Skyboxing in SL Saturday, in and out....

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In SL I'm Katie Fenstalker. 

The skybox is here: http://maps.secondlife.com/secondlife/VIRTLANTIS%20Community/224/72/591  

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These are the folks hosting Music Island, which is hosting us: http://www.virtlantis.com/download/index.php

Check out their website, and note you can take language classes online, but you have to sign up (free).

Calendar here: http://virtlantis.com/activitycalendar/index.php

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Monday, September 23, 2013

Art & Business of Video Games

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"Game Developer, an in-depth monthly magazine for exposing 'the art and business of video games', was published by UBM Tech (which also runs Game Developers Conference and Gamasutra.com) from 1994 to 2013. Following the magazine's closure in July 2013, we've compiled an archive and made them freely available here for all to enjoy. (Also check out the Game Developer section on Gamasutra for some of the best reprinted articles from these issues.)"

http://www.gdcvault.com/gdmag

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Friday, September 20, 2013

Feeling out the shape of our course....

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Have you noticed that the course is structured in four parts? Next week we finish up the first part: 
>>>WHAT DOES FUN REALLY MEAN?

And then we will begin the second part:
>>>GATHERINGS: WITH PROCESSES, THINGS, BEINGS AND DISTRIBUTED POSSIBILITY

Each part ends with turning in a logbook, to summarize the experiences that make up that part of the class. This first part is made up of readings & prototypings. The up-coming second part will conclude with Con #1 too. 

The third part will begin with you-all running the class! And conclude with Con #2:
>>>MAKING REALITY MATTER, MATTERING REALITIES

And the final part will finish up the website prototypings as well as the final learning analysis and final logbook.

Notice that EXPERIENCES that include making things are the unit for learning (and grading) here! you cannot just turn in products and fulfill the requirements of the class. Attendance is crucial because every class contributes something to the collection of experiences that make up this course. 

And caring matters! The last part is:
>>>HOW WE CARE FOR AND WITH PLAY

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<Do you know how to access electronic reserves? For instructions, scroll to the end of the <Books> tab!


Tuesday 24 September, Living with and as Avatars
·       Pearce, Communities, Ch 3 & 14 (electronic reserves
·       King, Virtual worlds: http://grrrlingitinsl.blogspot.com/ & Tranimal: http://sltranimal.blogspot.com/ 
·       Pick a post from Not Your Mama’s Gamer to tie in with what you read in Pearce and King
·       Optional: use index in Pearce to look up more about avatars
·       LOOK FOR THE REED ESSAY BY EMAIL FOR NEXT WEEK!! be sure you have received this! 

Who are these avatars? When are they us? How do we know? Connect your experiences with avatars with the readings for this week. How do they offer us distributed being, and what are other ways in which we experience that all the time? Embodiment is not just inside of skin…. How does that matter?




Thursday 19 September, Prototyping: an Identities & Avatars poster
·       LOGBOOK 1, DUE TODAY IN CLASS IN HARD COPY & ALSO SENT ELECTRONICALLY to katiekin@gmail.com ; use filename <yrlastname> 468 logbook1. Subject header <yrlastname> 468 logbook1.
·       BRING IN NOTES AND PRINTOUT IMAGES FROM THE WEB with an eye to your own timelines & stories about political identities and also avatars, how these do and do not line up, what you learn differently from each, how they are created, constrained and altered. We need all this and your crafty gear for our prototyping today!

Our third “flipping the classroom” Thursday! You MUST BE PREPARED so we can spend our time MAKING THINGS!

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Some of my fav pics of me/avatar in SL: 

how I started off: 




Until my friend Cadence got me to customize my avatar.... (@ her Cafe in SL):




...and loving my dog/AI agent Sau....



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BIG QUESTIONS FOR THE DURATION OF OUR COURSE!
  • Who are these people and avatars?
  • Who am I?
  • How do we fit into social structures?
  • How are we affected by inequalities & oppression?
  • What privileges keep us from understanding realities?
  • What is identity politics, and what does it mean in US feminism?
  • How does our everyday lived experience offer ways of understanding of systems of oppression?
  • How is women's studies an agent in these understandings?
  • What is intersectionality?
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LINKS THAT HELP US FIGURE THINGS OUT:

How Stuff Works: What is social identity? (popular uses)
Portal:Feminism (Wikipedia's feminist resources dynamically edited)
All Politics is Identity Politics (progressive political uses of term, electoral)
Identity Politics: (Wikipedia entry) 

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Send to katiekin@gmail.com (NOTE KIN NOT KING!)
file name: YOURLASTNAME 468 proto3
subject header: YOURLASTNAME 468 proto3

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Tuesday, September 17, 2013

games & lives across time and technology


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Thursday 19 September, Prototyping: a Timelines poster, your experiences with games
·       BRING IN NOTES AND PRINTOUT IMAGES FROM THE WEB with an eye to your own timelines & stories about games and gaming, those of your friends, maybe parents, what you know about the histories of women and technologies in timelines.
·       The syllabus has links, see <books> tab, like a timeline for video games, and other stuff. Check those out and come up with some more to share. We need all this for our prototyping today!

Our second “flipping the classroom” Thursday! You MUST BE PREPARED so we can spend our time MAKING THINGS! Google around before you come to class! Bring in pics and notes! 


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some resources:



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More cool timelines! http://www.waitbutwhy.com/2013/08/putting-time-in-perspective.html





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Katie begins an online timeline at Tiki-Toki: http://www.tiki-toki.com



http://www.tiki-toki.com/timeline/entry/165265/subject-in-history/#vars!date=1927-05-11_00:00:00!  
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Katie starts gathering notes, pics, links:





my bits and pieces!

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Edward Pickering and his female assistants, known as the “Harvard computers.”

Read more: http://blogs.smithsonianmag.com/history/2013/09/the-women-who-mapped-the-universe-and-still-couldnt-get-any-respect/#ixzz2fLZzzVUp 
Follow us: @SmithsonianMag on Twitter


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take a digital pic of your poster
name the pic file: <yourlastname> 468 proto2
send it to Katie on gmail: katiekin@gmail.com (NOT KING)
subject header: <yourlastname> 468 proto2

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Saturday, September 14, 2013

Intensity and Fiero!

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Tuesday 17 September, Intensity and Fiero! What to do with frustration & confusion
·       McGonigal, Reality: Part I, Ch 14
·       Pick a post from Not Your Mama’s Gamer to tie in with what you read in McGonigal
·       Look at Grow a Game, and consider just what McGonigal means by making games that do things
This games course is full of intensity! We will start off with lots of “how to do” important things. But as we get closer to each con date, the readings and the projects will start to pile up. So planning ahead will be crucial! What would McGonigal say about all this? What would the bloggers at NYMG say? What would the Grow a Game people do? How would you mix these all up for yourself? What experiences would help to mix these well, and to sort things out?

[Kindle location 582; p. 33] 

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MORE ABOUT GAMES MENTIONED IN CH 14 MCGONIGAL HERE: http://janemcgonigal.com/play-me/


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Thursday 19 September, Prototyping: a Timelines poster, your experiences with games
·       BRING IN NOTES AND PRINTOUT IMAGES FROM THE WEB with an eye to your own timelines & stories about games and gaming, those of your friends, maybe parents, what you know about the histories of women and technologies in timelines.
·       The syllabus has links, see <books> tab, like a timeline for video games, and other stuff. Check those out and come up with some more to share. We need all this for our prototyping today!

Friday, September 13, 2013

Poster as Book!

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Lots of ways to document your work! Yay! Thanks to Jessica Berestein & Manisha Sarkar for experiments! 

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Wednesday, September 11, 2013

a Platforms poster

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Thursday 12 Sept – Prototyping day!
·       How to make cognitively challenging posters, look at Hunter slideshow, link tab <Assignments>
·       How to keep your logbook: template online for download, see <About> tab

WHO WILL YOU PARTNER WITH FOR THE SEMESTER? KEEPING RECORDS 
WHAT TO BRING TO CLASS: class platforms list and pics and notes

Our first “flipping the classroom” Thursday! You MUST BE PREPARED so we can spend our time MAKING THINGS! This one is all about the platforms, devices, and infrastructures we use, mostly unconsciously. You say you write on your computer, but what does writing mean? You SEARCH how? You DRAFT on a phone? You PRINT OUT from Google docs? On a PRINTER at home, school, work, where? You GAME HOW? Phone? Xbox? Laptop? Browser? Facebook? BRING IN NOTES AND PICS TO CREATE A POSTER THAT SHOWS HOW YOU USE PLATFORMS, DEVICES AND INFRASTRUCTURES! Bring in as print outs so we can literally cut and paste and color them on poster board in class. Bring in crafty tools and stuff. 

Katie begins some work to make a poster.... 








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Linden Lab's own website, with new products 
Wikipedia on Linden Lab 
KZero Reports  

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Notice that if an emergency or illness kept you from participation in any prototyping activities, to get full credit you will have to meet with two other students to share your work and their work outside class, and write up the experience and what you learned from it to get credit. SO DO NOT MAKE OTHER PLANS FOR THOSE DAYS: BUILD THEM CAREFULLY INTO YOUR SCHEDULE FROM THE BEGINNING OF THE TERM! Put prototyping activities and workshops or cons into your logbook from the beginning so that attending them will always be at the forefront of your term plans. This is also true of the final day of class, when you discuss your learning analysis with everyone else. Full credit for the learning analysis also requires attendance and participation on that last day.

Missing class and missing assignments makes things harder for you, for everyone in the class, and for the teacher too. So note that it is always easier to come than not, and that you will have to do (modestly) more if you miss than if you were able to do the assignment in a regular way. And please be a generous class buddy to those who did have to miss: for emergencies and illness we might each need help: this is one reason why we are a community. And if you help someone else, not only does that make life nicer all round, but you actually learn more, sharing and helping someone else out! Really! 

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take a digital pic of your poster
name the pic file: <yourlastname> 468 proto1
send it to Katie on gmail: katiekin@gmail.com (NOT KING)
subject header: <yourlastname> 468 proto1

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Sunday, September 8, 2013

HAPPENING IN SECOND LIFE RIGHT NOW!

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SUNDAY 3:20 PM IN SECOND LIFE! I'm here in SL for a live concert from Ireland. Come in! The water's fine! 




Want coaching to explore Second Life? Let Katie know! http://secondlife.com  

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"Even though Red Burns was one of the most influential figures in the tech industry over the past 30 years — most famous for co-founding the groundbreaking Interactive Telecommunications Program (ITP) at NYU, and in a sense, the beginnings of interaction design — it’s not uncommon for technophiles to have never heard her name. Two weeks ago, she passed away. But much more needs to be said about one of the smartest, gutsiest women I ever knew, and about what she thought about education, technology, design … and life." Stewart, Margaret. 2013. "Let’s Stop Focusing on Shiny Gadgets and Start Using Tech to Empower People." Wired 7 September. http://www.wired.com/opinion/2013/09/focus-on-people-not-tech-and-other-impt-lessons-for-interaction-design-and-life/?mbid=social11653544 

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It is possible that we will start up the SL Feminist Reading Group again. A friend  just lent me her skybox and I'm considering which books we might read....

An fb photo album of the sim Caledon in Second Life: https://www.facebook.com/lindarog/media_set?set=a.10151920026515628.1073741842.698450627&type=1

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Thursday, September 5, 2013

Not Your Mama's Gamer speaks to what YOU are interested in!

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The concerns our class brought up on the first day are addressed every few days on one of the required texts for our course, the website, Not Your Mama's Gamer! Note that a class tab takes you right there! (Look up above, see NYMG! at the top? or on your phone touch the arrow next to Home.) You can read it on your phone! So be sure to check it every couple of days, and mention the posts that most speak to your concerns at the beginning of each class! I will ask you about it next Tuesday! 

Loved the Cartoon Recommendations for a budding feminist post that just went up! (I have it "liked" on Facebook, so I see each post as it goes up. You can do this too!) 




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Wednesday, September 4, 2013

What does fun really mean?


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Thursday 5 Sept – NO CLASS, ROSH HASHANAH
BEFORE THE NEXT CLASS: Watch the three videos embedded on the class website on the <Books> tab. You may want to go to the original site, especially for McGonigal’s TED talk. READ: all of Koster’s quick, simple book. It’s available as an ebook for cheap, instant download, readable on CloudReader: https://read.amazon.com and it is also on hardcopy reserve at McKeldin Library Circulation Desk. 

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Tuesday 10 Sept – Is “fun” actually all about learning?
·       KosterFun: all of it; on reserve, CloudReadable 
·       the three videos on the class website on <Books> tab: McGonigal, Flanagan, and Reed 

SYLLABUS IS COMPLETE! 

What do Koster, McGonigal, and Reed have to tell us about how play, learning, fun, and games intermingle? What do you think this has to do with justice and feminisms? What games have you played in your life? Most recently? What issues of social justice have you most connected with? Why?


Freewrite: use this pic from Koster to recall elements of the book to mind. Freewrite on what it or your memories call forth from your reading of the book. Never done any freewriting before? Check out this link: How to Freewrite

Koster, Raph. 2005. A theory of fun for game design. Scottsdale: Paraglyph: 145.


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Thursday 12 Sept – Prototyping: a Platforms poster
·       How to make cognitively challenging posters, look at Hunter slideshow, link tab <Assignments>
·       How to keep your logbook: template online for download, see <About> tab

WHO WILL YOU PARTNER WITH FOR THE SEMESTER? KEEPING RECORDS 
WHAT TO BRING TO CLASS: class platforms list and pics and notes

Our first “flipping the classroom” Thursday! You MUST BE PREPARED so we can spend our time MAKING THINGS! This one is all about the platforms, devices, and infrastructures we use, mostly unconsciously. You say you write on your computer, but what does writing mean? You SEARCH how? You DRAFT on a phone? You PRINT OUT from Google docs? On a PRINTER at home, school, work, where? You GAME HOW? Phone? Xbox? Laptop? Browser? Facebook? BRING IN NOTES AND PICS TO CREATE A POSTER THAT SHOWS HOW YOU USE PLATFORMS, DEVICES AND INFRASTRUCTURES! Bring in as print outs so we can literally cut and paste and color them on poster board in class. Bring in crafty tools and stuff. 

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Notice that I moved the class description from the Home tab to the <About> tab, so you can get to it easily for reference from now on! But go look at it again now, reread it, and think about what it says for our next class discussions.

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