Die Clash of Realities geht in die vierte Runde! Die „4th International Computer Game Conference Cologne“ findet vom 23. bis zum 25. Mai 2012 an der Fachhochschule Köln statt. Die Tagung richtet sich sowohl an ein breites Fachpublikum aus Wissenschaft, Game Design und Pädagogik als auch an Studierende, Journalisten und die interessierte Öffentlichkeit. Veranstaltet wird die Tagung vom Institut für Medienforschung und Medienpädagogik der Fachhochschule Köln, dem Cologne Game Lab sowie Electronic Arts Deutschland. In den kommenden Wochen werde ich Ihnen die wichtigsten Keynote Speaker und Abstracts der Tagung präsentieren. Weitere Informationen zur Clash of Realities finden Sie über die Offizielle Website. Sie können sich auch bequem per Facebook oder Twitter auf dem Laufenden halten.
Bio Constance Steinkuehler:
Constance Steinkuehler is an Assistant Professor in the Educational Communications and Technology (ECT) program in the Curriculum & Instruction department at the University of Wisconsin–Madison. She is a founding fellow of the GLS Initiative and chairs the annual GLS conference held each summer in Madison WI.
Constance earned her Ph.D. in Literacy Studies in the Curriculum & Instruction in 2005, her MS degree in Educational Psychology in 2000 and three simultaneous BAs in Mathematics, English, and Religious Studies in 1993. She teaches graduate courses in Research in Online Virtual Worlds, Analyzing Online Social Interaction, Critical Instructional Practices on the Internet, and Gender and Technology, and an undergraduate course in Videogames and Learning. She is the Chair of the AERA SIG “Media, Culture & Curriculum” and serves on the National Academy of Sciences (NAS) Committee on Gaming, Simulations & Education. She is also a member of the editorial board of several journals including the Journal of the Learning Sciences, the International Journal of Games Based Learning, the International Journal of Gaming and Computer-Mediated Simulations, and Eludamos: Journal for Computer Game Culture.
Her research on cognition, learning, and literacy in massively multiplayer online games (MMOs) has been funded by the MacArthur Foundation, the Spencer Foundation/National Academies of Education, the Academic ADL Co-Lab, and the UW-Madison Graduate Program and includes such commercial titles as Lineage I, Lineage II, Star Wars Galaxies, World of Warcraft, and RuneScape.
Steinkuehler, C., Martin, C., & Ochsner, A. (Eds.) (2011). Proceedings of the Games, Learning, and Society Conference: Vol. 1. Pittsburgh PA:
Steinkuehler, C., Squire, K., & Barab, S. (Eds.) (in press). Games, learning, and society: Learning and meaning in the digital age. Cambridge: Cambridge University Press.
Abstract: The intellectual life of online play
The past three decades of cognitive research has well documented that play is an important context for learning for younger children, but we have a harder time accepting that it is equally important for teenagers and adults. Digital worlds for play such as those found in massively multiplayer online games (so called “virtual worlds”) offer compelling, naturally occurring models of the online learning environments educators have been diligently attempting to craft in the basements of their ivory towers (with somewhat limited success). This disparity gives rise to a deep irony: American schools, designed for intentionally learning, remain locked within a Ford type factory model of industry and efficiency; games, on the other hand, with no intention to teach or education, lean forward rather than backward, recruiting intellectual practices, dispositions, and forms of social organization that are well aligned with many of today’s “new capitalist” workplaces.
In this talk, I review the findings of a five-year investigation, funded in part by the MacArthur foundation, into the forms of cognition and learning that arise in virtual worlds. In it, I detail the constellation of intellectual practices that constitute gameplay in such spaces ranging from collective problem solving and digital media literacy to computational literacy and informal science reasoning. I highlight the ways in which this constellation of intellectual practices coalesce into a form of civic engagement I call pop cosmopolitanism and how such a disposition is shaping the everyday lives of today’s adolescents and adults.