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MindTrek 2012: Transmedia

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Paul Teske

on 19 January 2016

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Transcript of MindTrek 2012: Transmedia

Associated Theory Methods Findings Background Genesis Goals 1. Rigorous Curriculum
Common Core Standards
2. Positioned as Budding Experts
3. Use of New Mediums
Social Networking
4. Deep Engagement
Tech-Rich Environments
Gaming Architecture 4 of 12 Design Principles Meet the Challenge A story that is told in pieces through various mediums so as when brought together through the experience of the participant, it tells a complete whole. Yet, the media may be viewed separately, and it may make sense as a stand-alone artifact. Transmedia Transmedia in the Classroom:
Breaking the Fourth Wall MindTrek 2012 5 6 Week Units Thriller, Horror & Suspense Writing Featuring Edgar Allen Poe School as Theater 4th WALL Games for Learning Cognition Instructional Practice Educational Content Alternative
Reality Games Leverage Platform Functionality Social Network Profile
Blog Posts
Status Updates
Discussion Boards The affordances of a transmedia educational experience allow for emergent and unscripted student experiences, which we chose to classify as beneficial to the overarching student learning experience. Intention Cognitive Flexibilty Spiro (1996) "For learners to develop cognitively flexible processing skills and to acquire contentive knowledge structures which can support flexible cognitive processing, flexible learning environments are required which permit the same items of knowledge to be presented and learned in a variety of different ways and for a variety of different purposes commensurate with their complex and irregular nature." Setting & Sample Date Points 2 Enactments
Rural with 15 students
Urban with 94 students
9th grade (15 y/o)
2 teachers Observations
Focus Groups
Engagement Survey Content Description Design-Based Research Curriculum Bounce Elements of Suspense Sensory Detail
Character Revelation
Pivotal Artifacts Troupes & Conventions Locked Room
Irrational Fear
Red Herrings Paul Teske
Theresa Horstman University of Washington, Seattle Teacher Reaction
Fear "slippery" and nebulous content

Avoid the story - watch rather than engage (turned out to be a good thing)
Build own content as class enthusiasm grew - latch on one component (cypher) Response
Bubbling up elements of suspense periodically
Transmedia wall
Demystify Content Transparency & Guides "How do I teach it?" "I don't know what is going on." "Where does it connect with Poe?" Otherize the Content Wrangling content - through guiding design and instructional practices Adjust Instructional Mindset User Reactions What's Real? from experts... “I was just reading through some of the blogs on the Educurious site. WOW! They can be really harsh to each other and about the teachers. Don't they realize the mentors and teachers have access to the blog posts?!?!? Ashley Harper appears to have a real ‘hate’ for Mr. Van Ether and is trying to stir up the rumor mill, and when one of the other students tried to tone things down Ashley replied with ‘Uh, before we start insulating that I am a LIAR or that my friend is a LIAR, let’s remember our places on the social food chain, shall we? OUCH! I sure don't miss the drama of high school.” from students..... “Who is this b***, I don’t even know her and she is talking to me like this?” "I'm sorry, but I think you wrote the wrong the person. I don't know Emma or Ashley."
actively tried to solve the mystery - as worked through various technological mediums
took advantage of hyperlinked content, going between fictional and nonfictional texts (doubling the amount of text they read)
made connections between transmedia and Poe stories - acting as reinforcement of plots and elements of suspense
found evidence within various types of text to support their readings
engaged, saw it as another way of seeing the text What was Gained? How does one best build a transmedia experience for classroom use?
How do users respond to this new medium? Breaking Interactive narrative that uses the real world as a platform and uses transmedia storytelling to deliver a story that may be altered by participants' ideas or actions. Adjust the game play to reflect the capabilities of the new LMS
Discussion boards where posting can be worth points
Easier student interaction tracking - allowing teachers a window
Integrate more learning content that targets student understanding and production
Additional materials that support the transmedia narrative but serve as extra credit, such as quizzes presented by Prof Van Ether or by the villian as set of clues (cypher) New LMS - New Directions changes are the equivalent of figuring out how to Game an LMS
adding redemption to gamification
release content based on points achieved which is similar to RPG game design
Merges more closely to game designers who emphasize game play as narrative (Crawford)
pushes critical theory that interprets digital games as interactive texts These changes include:
Figuring out how to "Game" an LMS
Adding redemption to gamification
Releasing content based on points achieved which is similar to RPG game design
Merging more closely to game designers who emphasize game play as narrative (Crawford)
Pushing critical theory that interprets digital games as interactive texts A Gaming Perspective
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