The meaning of signs (words, texts, actions, objects, etc.) is situated in embodied experience. Meanings are not general or decontextualized. Any generalities that meanings may come to have are discovered bottom-up through the embodied experience.
An example of this would be a user manual for a video game. The meanings of the words, actions, objects, or artifacts are understandable on a literal level, but on an applicable level or level of understanding their meaning, they have to be put in context of the actual game, and that is done through experiencing the game itself. The meanings of terms in the user manual are not vague, and are understood in the context of the game.
Gee Principle 16 “Multiple Routes Principle: There are multiple ways to make progress or move ahead. This allows learners to make choices, rely on their own strengths and styles of learning and problem solving, while also exploring alternative styles” (105). Gee says that a game should have options for the players when it comes to progression; there is not just one way to advance, but multiple. This allows for players to use their strengths, but also try new things that further enhance their playing skills. “Players make choices that allow them to play the game according to their own favored styles or explore new ones. There are multiple routes to solve problems. Players get multiple and multimodal sources of information to enable their own discoveries about the story, the virtual world, and the problems they face” (134).
17. Situated Meaning Principle: we understand signs through actual in-game experiences. The definitions/meanings of different signs (words, objects, symbols, text, etc.) are contextualized, meaning they are understood in context, through experience, rather than the game simply assuming you know what a symbol means.
15. Probing Principle: Learning is a cycle of probing the world; reflection in and on this action and, on this basis, forming a hypothesis; reprobing the world to test this hypothesis; and then accepting or rethinking the hypothesis.
Principle 15-Probing Principle “Learning is a cycle of probing the world (doing something); reflecting in and on this action and, on this basis, forming a hypothesis; reprobing the world to test this hypothesis; and then accepting or rethinking the hypothesis.”
To explain this principle I would like to use the original Mario video game as an example. When you begin the game to can break the first set of bricks in the air and you will receive a red mushroom. This changes you from being a small Mario or Luigi to a larger one. It basically gives you more life. You then encounter some brown mushrooms with legs that will turn you back into a small Mario or Luigi if they touch you. You learn that the red colored mushrooms are good and the brown ones are bad. This is supported by a noise, positive and negative. You continue on in the game and you encounter a green mushroom. It doesn’t have legs so you get it and it says that you have 1UP. You get an extra life. Your hypothesis about mushrooms without legs stands true. This illustrates the “Probing Principle”. You try things in the video game and you learn what helps you and what doesn’t. Likewise in life, “you live and you learn.”
As we learn, we probe the world around us. By probing, the author means “doing something,” as opposed to just listening and thinking and memorizing. After we probe the world, we reflect in and on what action we have performed, and from that reflection we develop a hypothesis. Then we re-probe the world in order to test the hypothesis, and depending on what we find, we accept the hypothesis or we decide to modify it.
EXAMPLE: My 10-month-old little boy is sitting on the couch one day. He decides to “probe the world” and see what happens when he squirms off the couch. He falls on the floor, which no doubt startles and hurts him (but not too badly, don’t worry). He cries a bit, but then probably thinks to himself “Why did that hurt?” He decides to formulate the hypothesis that ‘It hurt because Mommy and Daddy weren’t around.’ So, next time he’s sitting comfortably on the couch, he decides to test the hypothesis. This time Mommy is near, so he thinks he’ll try to squirm off the couch again. He does, he falls, and again startles and hurts himself. He quickly learns his hypothesis is invalid and that it must have been the FALL that caused the pain. So now, he doesn’t squirm off the couch any more. He squirms ALL OVER the couch, but is careful not to fall.
Principle 16. Multiple Routes Principle: There are multiple ways to press or move ahead. A good example he uses is the game Deus Ex. In that game the player is given multiple options that effect, not only the outcome of the ending, but also the directions he or she can follow for the duration of the game. This allows learners to make choices, rely on their own strengths and styles of learning and problem solving, while also exploring alternative styles.
14. "Regime of Competence" Principle: The learner gets ample opportunity to operate within, but at the outer edge of, his or her resources, so that at those points things are felt as challenging but doable. Explanation: Players are going to be pushed to the edge of their comfort or experience level in a game so that it is actually difficult and may seem nigh-impossible, but the challenges will always be within the scope the player's capacity to beat the challenge.
13. Ongoing Learning Principle The distinction between learner and master is vague, since learners, thanks to the operation of the “regime of competence” principle must at higher and higher levels, undo their routinized mastery to adapt to a new or changed conditioned. There are cycles of new learning automatization, undoing automatization and new, reorganized automatization.
As the player progesses further in the game, the difficulty of the game will increase to test and enhance the player’s ability to adapt and improve to new c or enhanced conditions put forth by the harder levels.
#18: Texts are not understood verbally, but also within their contexts and within the user's experiences because of intertextuality. As one becomes increasingly involved in a domain (embodied action, world, etc), texts within are more easily understood in their proper contexts.
Principle 17: Situated Meaning Principle
ReplyDeleteThe meaning of signs (words, texts, actions, objects, etc.) is situated in embodied experience. Meanings are not general or decontextualized. Any generalities that meanings may come to have are discovered bottom-up through the embodied experience.
An example of this would be a user manual for a video game. The meanings of the words, actions, objects, or artifacts are understandable on a literal level, but on an applicable level or level of understanding their meaning, they have to be put in context of the actual game, and that is done through experiencing the game itself. The meanings of terms in the user manual are not vague, and are understood in the context of the game.
Cambria Varney
Gee Principle 16
ReplyDelete“Multiple Routes Principle: There are multiple ways to make progress or move ahead. This allows learners to make choices, rely on their own strengths and styles of learning and problem solving, while also exploring alternative styles” (105). Gee says that a game should have options for the players when it comes to progression; there is not just one way to advance, but multiple. This allows for players to use their strengths, but also try new things that further enhance their playing skills. “Players make choices that allow them to play the game according to their own favored styles or explore new ones. There are multiple routes to solve problems. Players get multiple and multimodal sources of information to enable their own discoveries about the story, the virtual world, and the problems they face” (134).
17. Situated Meaning Principle: we understand signs through actual in-game experiences. The definitions/meanings of different signs (words, objects, symbols, text, etc.) are contextualized, meaning they are understood in context, through experience, rather than the game simply assuming you know what a symbol means.
ReplyDelete15. Probing Principle: Learning is a cycle of probing the world; reflection in and on this action and, on this basis, forming a hypothesis; reprobing the world to test this hypothesis; and then accepting or rethinking the hypothesis.
ReplyDeletePrinciple 15-Probing Principle
ReplyDelete“Learning is a cycle of probing the world (doing something); reflecting in and on this action and, on this basis, forming a hypothesis; reprobing the world to test this hypothesis; and then accepting or rethinking the hypothesis.”
To explain this principle I would like to use the original Mario video game as an example. When you begin the game to can break the first set of bricks in the air and you will receive a red mushroom. This changes you from being a small Mario or Luigi to a larger one. It basically gives you more life. You then encounter some brown mushrooms with legs that will turn you back into a small Mario or Luigi if they touch you. You learn that the red colored mushrooms are good and the brown ones are bad. This is supported by a noise, positive and negative. You continue on in the game and you encounter a green mushroom. It doesn’t have legs so you get it and it says that you have 1UP. You get an extra life. Your hypothesis about mushrooms without legs stands true. This illustrates the “Probing Principle”. You try things in the video game and you learn what helps you and what doesn’t. Likewise in life, “you live and you learn.”
15. Probing Principle
ReplyDeleteAs we learn, we probe the world around us. By probing, the author means “doing something,” as opposed to just listening and thinking and memorizing. After we probe the world, we reflect in and on what action we have performed, and from that reflection we develop a hypothesis. Then we re-probe the world in order to test the hypothesis, and depending on what we find, we accept the hypothesis or we decide to modify it.
EXAMPLE: My 10-month-old little boy is sitting on the couch one day. He decides to “probe the world” and see what happens when he squirms off the couch. He falls on the floor, which no doubt startles and hurts him (but not too badly, don’t worry). He cries a bit, but then probably thinks to himself “Why did that hurt?” He decides to formulate the hypothesis that ‘It hurt because Mommy and Daddy weren’t around.’ So, next time he’s sitting comfortably on the couch, he decides to test the hypothesis. This time Mommy is near, so he thinks he’ll try to squirm off the couch again. He does, he falls, and again startles and hurts himself. He quickly learns his hypothesis is invalid and that it must have been the FALL that caused the pain. So now, he doesn’t squirm off the couch any more. He squirms ALL OVER the couch, but is careful not to fall.
Principle 16. Multiple Routes Principle: There are multiple ways to press or move ahead. A good example he uses is the game Deus Ex. In that game the player is given multiple options that effect, not only the outcome of the ending, but also the directions he or she can follow for the duration of the game. This allows learners to make choices, rely on their own strengths and styles of learning and problem solving, while also exploring alternative styles.
ReplyDelete14. "Regime of Competence" Principle: The learner gets ample opportunity to operate within, but at the outer edge of, his or her resources, so that at those points things are felt as challenging but doable.
ReplyDeleteExplanation: Players are going to be pushed to the edge of their comfort or experience level in a game so that it is actually difficult and may seem nigh-impossible, but the challenges will always be within the scope the player's capacity to beat the challenge.
13. Ongoing Learning Principle
ReplyDeleteThe distinction between learner and master is vague, since learners, thanks to the operation of the “regime of competence” principle must at higher and higher levels, undo their routinized mastery to adapt to a new or changed conditioned. There are cycles of new learning automatization, undoing automatization and new, reorganized automatization.
As the player progesses further in the game, the difficulty of the game will increase to test and enhance the player’s ability to adapt and improve to new c or enhanced conditions put forth by the harder levels.
#18: Texts are not understood verbally, but also within their contexts and within the user's experiences because of intertextuality. As one becomes increasingly involved in a domain (embodied action, world, etc), texts within are more easily understood in their proper contexts.
ReplyDelete