The ethnography of new media worlds? Following the case of global poker
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Nintendo DS as a Learning Tool in Schools « Wired Educator - 1 views
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I wanted to share a blog entry about using the Nintendo DS in school as a learning tool. I chose this because I have already had experience with this gaming device in an educational setting. At the Lushootseed language camp I was at this summer, the tribe had purchased about a dozen nintendo ds and created and installed a few different programs for learning and practicing Lushootseed. I see the value of the tool for language learning, yet in my experience it was not so successful. The kids of course did not want to do the language learning programs and very quickly figured out how to play other games and play with sounds and things. They were so distracted by the device that rarely did they complete and language learning tasks. Part of this was the rather informal non-classroom context (it might work well in a classroom setting) and it was almost impossible to force each child to use the programs. There was some success when the children were engaged in a collaborative game where the teacher would say a word in Lushootseed and the kids would have to write it on the ds. The first person to write it correctly got a point. They enjoyed this and it worked somewhat ok because everyone was engaged and they were competing, unlike all the other "games" which were individual and the kids had no motivation to do them. What do you think about using an individual gaming device such as this for language learning?
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Uaaaa very interesting to see that you can use a game can be transformed and used for another purpose than just entertaining the children. I´ve been always against the dependence of the children or young people toward these kind of games. It´s good to see how someone can integrate the game with education´s aim. Now days, it´s important to find different ways and tools to adapt the education with the new changes happening around us. -
Some of you might have already discovered this link, concerning a school which bases it's whole curriculum on videogames, on our multi-LEARN unveil group or through Martin aka. James Kirks' profile - if not: http://video.nytimes.com/video/2010/09/15/magazine/1248069030957/games-theory.html?scp=1&sq=Video+game+school+design&st=cse In contrast to this article, they use the videogames as a holistic and transdisciplinary approach to teach or rather convey all the branches through integrating them in the development - as they play games like Little Big Planet, in which they have to create worlds through basic designing/programming… and in order to achieve the assigned goals, they have to develop specific skills/competences, while making strategic use of their knowledge… learning mathematics, physics, chemistry, languages etc literally, whilst playing! So even though I think it's nice to use a DS during class, like in this rticle - if it's only to train your brain with computation problems or preparing for SAT scores, I think that's sth that would rather be appropriate for the home use, as training or fun homeworks… but in order to take it to the next level, they should rather follow the example of this school in the US and not just use technology just for the sake of using it?!
The ethnography of new media worlds? Following the case of global poker - 2 views
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Digital media have transformed ethnographic research and this is reflected in the diversity of the new terms that are proposed in order to capture this transformation: " Media Ethnography", "Virtual Ethnography", "Network Ethnography", "Hyper-media Ethnography", etc.The ethnographic method has changed in many ways:first, the process of ethnographic research has changed as researchers use the media as tools for their research and this affects their positionalities in relation to the subjects of their research. Second, ethnography has become multi-sited and the constitution of the site of research is not considered pre-given but is part of the analysis. Social space becomes primary over physical space, while at the same time the materiality of the digital objects becomes central.Researchers have to think how notions such as "fieldwork" and "participant observation" make sense in a networked world and how new social formations are constituted. New concepts such as co-presence substitute traditional concepts of co-location. There are many researchers who problematise and retheorise the ethnographic method. The article I am posting really goes deep into this kind of problematic by analyzing the emergence of global poker across on- and offline practices through traditional and new media. It shows how the multiple sites of global poker are co-configured through the assembling of actors, practices and technologies. What I found interesting was the term "Para-Ethnography"; the term "para-ethnographer" refers to the expert players that give extremely detailed accounts of playing action through blogging or other media.
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