Principle #1: Active, Critical Learning Principle All aspects of the learning environment (including the ways in which the semiotic domain is designed and presented) are set up to encourage active and critical, not passive, learning.
Notes on Principle #1: - Learners need to know the internal design grammar--be able to recognize patterns, combinations of game elements to give them situated meanings. - Metalevel thinking--looking at the design grammar in reflective way--leads to critiques, novel meanings, or transformation of the domain. Game as a system and a designed space. - Purpose in game playing is now active and critical. (Talking and thinking about the game; internal design.) - Realizing the game is a complex system of interrelated parts meant to engage and even manipulate the player in certain ways. - Active learning: experiences, affinities (connect with other people in domain, and preparation (understand and use symbols in domain). Encourages literacy in that specific domain and other related domains.
Learning means mastering (to some extent) semiotic domains and being able to participate (at some level) in the affinity group(s) connected to them.
Learning includes the process of becoming literate in the specific values, actions, meanings etc of a semiotic domain. Through experience and participation, one assimilates facts, principles, and social structures of the semiotic domain. This understanding aids in one’s integration into an associated affinity group.
Gee, Principle 5 Metalevel Thinking about Semiotic Domains Principle
This principle talks about the necessity to get “above” any given semiotic domain and look at the similarities, differences, and interdependent relationship that it has with other domains.
5. Metalevel Thinking About Semiotic Domains Principle: the learning in a video game involves thinking about the relationship of sign systems (or in other words, semiotic domains) to other sign systems that have already been learned in that game.
#3. Semiotic Principle: Learning about and coming to appreciate interrelations within and across multiple sign systems as a complex system is core to the learning experience.
Principle 3-Semiotic Principle “Learning about and coming to appreciate interrelations within and across multiple sign systems (images, words, actions, symbols, artifacts, etc.) as a complex system is core to the learning experience.”
Words have meanings and connotations associated with them that help to understand a given text. More and more the text we see every day is multimodal. Images are included in the text we see. These images also have meanings and connotations attached to them. The relationship between the text and the image can give different nuances of meaning to the combination of the two. Likewise, there are actions, symbols, videos, etc. that can give different meanings and connotations. The interplay between the text, images, and actions give meaning to what you see and hear. It is important to understand how they all work together to give meaning. In a video game it’s important to know what symbols are good and which are bad. The interpretation of the meaning of the symbols and text in a game can help you have success in the game.
Principle 4. Semiotic Domains principle: Learning involves mastering, at some level, semiotic domains (any set of practices that recruits one or more modalities to communicate distinctive types of meanings), and being able to participate, at some level, in the affinity group (a group of people associated with a given semiotic domain) or groups connected to them. By semiotic, the author means symbolic or representational).
1) Active, Critical Learning Principle All aspects of the the learning environment (including ways in which the semiotic domain is designed and presented) are set up to encourage active and critical, not passive, learning. Passive content is not being able to see and operate the world in a new way. Active content is the opposite: experiencing the world in a new way, forming new affiliations, and preparation for future learning. Critical learning is involving Active content but also adding learning how to think at a "meta" level as a complex system of interrelated parts.
36) Insider Principle The learner is an "insider," "teacher," and "producer" (not just a consumer) able to customize the learning experience and the domain/game from the beginning and throughout the experience.
2. Design Principle: Learning about and coming to appreciate design and design principles is core to the learning experience Explanation: Appreciating the concept and construction of a game allows the player to become invested in the game enough to allow themselves to be teachable. If they can't appreciate the artistic nature, engineering, and aesthetics of the game, they won't stick around long enough to get to the point of learning.
Principle #1 1. Active, Critical Learning Principle All aspects of the learning environment (including the ways in which the semiotic domain is designed and presented) are set up to encourage active and critical, not passive, learning.
The game is made to be challenging to the player so that they will critically think about their actions and learn about the game’s design so they can achieve victory from understanding the game.
3) Semiotic Principle: learning and appreciating the interrelations amongst multiple sign systems (images, words, actions, symbols, ect.) is imperative to the learning experience.
Principle #1: Active, Critical Learning Principle
ReplyDeleteAll aspects of the learning environment (including the ways in which the semiotic domain is designed and presented) are set up to encourage active and critical, not passive, learning.
Notes on Principle #1:
- Learners need to know the internal design grammar--be able to recognize patterns, combinations of game elements to give them situated meanings.
- Metalevel thinking--looking at the design grammar in reflective way--leads to critiques, novel meanings, or transformation of the domain. Game as a system and a designed space.
- Purpose in game playing is now active and critical. (Talking and thinking about the game; internal design.)
- Realizing the game is a complex system of interrelated parts meant to engage and even manipulate the player in certain ways.
- Active learning: experiences, affinities (connect with other people in domain, and preparation (understand and use symbols in domain). Encourages literacy in that specific domain and other related domains.
4 Semiotic Domains Principle
ReplyDeleteLearning means mastering (to some extent) semiotic domains and being able to participate (at some level) in the affinity group(s) connected to them.
Learning includes the process of becoming literate in the specific values, actions, meanings etc of a semiotic domain. Through experience and participation, one assimilates facts, principles, and social structures of the semiotic domain. This understanding aids in one’s integration into an associated affinity group.
Gee, Principle 5
ReplyDeleteMetalevel Thinking about Semiotic Domains Principle
This principle talks about the necessity to get “above” any given
semiotic domain and look at the similarities, differences, and
interdependent relationship that it has with other domains.
5. Metalevel Thinking About Semiotic Domains Principle: the learning in a video game involves thinking about the relationship of sign systems (or in other words, semiotic domains) to other sign systems that have already been learned in that game.
ReplyDelete#3. Semiotic Principle: Learning about and coming to appreciate interrelations within and across multiple sign systems as a complex system is core to the learning experience.
ReplyDeletePrinciple 3-Semiotic Principle
ReplyDelete“Learning about and coming to appreciate interrelations within and across multiple sign systems (images, words, actions, symbols, artifacts, etc.) as a complex system is core to the learning experience.”
Words have meanings and connotations associated with them that help to understand a given text. More and more the text we see every day is multimodal. Images are included in the text we see. These images also have meanings and connotations attached to them. The relationship between the text and the image can give different nuances of meaning to the combination of the two. Likewise, there are actions, symbols, videos, etc. that can give different meanings and connotations. The interplay between the text, images, and actions give meaning to what you see and hear. It is important to understand how they all work together to give meaning. In a video game it’s important to know what symbols are good and which are bad. The interpretation of the meaning of the symbols and text in a game can help you have success in the game.
Principle 4. Semiotic Domains principle: Learning involves mastering, at some level, semiotic domains (any set of practices that recruits one or more modalities to communicate distinctive types of meanings), and being able to participate, at some level, in the affinity group (a group of people associated with a given semiotic domain) or groups connected to them. By semiotic, the author means symbolic or representational).
ReplyDelete1) Active, Critical Learning Principle
ReplyDeleteAll aspects of the the learning environment (including ways in which the semiotic domain is designed and presented) are set up to encourage active and critical, not passive, learning. Passive content is not being able to see and operate the world in a new way. Active content is the opposite: experiencing the world in a new way, forming new affiliations, and preparation for future learning. Critical learning is involving Active content but also adding learning how to think at a "meta" level as a complex system of interrelated parts.
36) Insider Principle
The learner is an "insider," "teacher," and "producer" (not just a consumer) able to customize the learning experience and the domain/game from the beginning and throughout the experience.
Melissa Orantes
2. Design Principle: Learning about and coming to appreciate design and design principles is core to the learning experience
ReplyDeleteExplanation: Appreciating the concept and construction of a game allows the player to become invested in the game enough to allow themselves to be teachable. If they can't appreciate the artistic nature, engineering, and aesthetics of the game, they won't stick around long enough to get to the point of learning.
Principle #1
ReplyDelete1. Active, Critical Learning Principle
All aspects of the learning environment (including the ways in which the semiotic domain is designed and presented) are set up to encourage active and critical, not passive, learning.
The game is made to be challenging to the player so that they will critically think about their actions and learn about the game’s design so they can achieve victory from understanding the game.
2. Design Principle: Learning about and eventually coming to appreciate design and its principles in the various stages of the learning experience.
ReplyDelete3) Semiotic Principle: learning and appreciating the interrelations amongst multiple sign systems (images, words, actions, symbols, ect.) is imperative to the learning experience.
ReplyDeletePrinciple 6- “Psychosocial Moratorium” principle-Learners can take risks in a space where real-world consequences are lowered.
ReplyDelete