Persuasive Games - We design, build, and distribute videogames for persuasion, instruction, and activism. - CometBird. LicereV16N04_a6.pdf (objeto application/pdf) - CometBird. Gx_mestrado2006.pdf (objeto application/pdf) - CometBird. Contrapunto - CometBird. Air Conquest. Otro de los diseños de Maentis para 99 steps for progress. ¿Por qué se enredan las cosas? Hija:Papá, ¿ por qué se enredan las cosas?
Padre:¿ Qué quieres decir? Hoy se celebra (en Londres) el Día de Ada Lovelace en tributo a la británica Augusta Ada King, Condesa de Lovelace, más conocida como Ada Lovelace,... r4_persuasive_games_the_expressive_power_of_videogames.pdf (objeto application/pdf) - CometBird. R - D - LEONARDO MENDES MORONI.pdf (objeto application/pdf) - CometBird. R - D - LEONARDO MENDES MORONI.pdf (objeto application/pdf) - CometBird. (44) Jogos Persuasivos: Por uma investigação das potências de afecção dos jogos eletrônicos | Thaiane Oliveira - Academia.edu - CometBird.
Game Persuasivo by Bruna por Bruna Alves na Prezi - CometBird. Contrapunto - CometBird. .:Vince Vader:. - CometBird. Visual Rhetoric | viz. - CometBird. Image Credit: Per Erik Strandberg “Lorem ipsum” has been recognized by publishers and graphic designers throughout the 20th century as the industry standard text by which to mock up text layout, thanks to a small UK company called Letraset, which mass-manufactured dry transferrable lettering from the 1960s to the 1990s. With the advent of digital media and desktop publishing, the first two words of the ubiquitous sequence have become recognizable to the population at large. It appears in markup templates almost universally across publishing platforms. Templates in word processing, presentation software, and web design all bear the mark of their print forbearers. This post would like to explore lorem ipsum as an ideological concept in both print and digital media. In part, this exploration will question what it means to view text itself as visual rhetoric.
How can text draw attention to or defer attention from itself as a visual object? Viz. | Visual Rhetoric - Visual Culture - Pedagogy - CometBird. Visualizing Word Choice with Lexipedia | DWRL Lesson Plans - CometBird. Image Credit: Screen shot of Lexipedia entry for "choice" Brief Assignment Overview: This assignment focuses on using a visual thesaurus to illustrate the nuanced relationships among words that the list form of the traditional thesaurus glosses over.
It asks students to use Lexipedia to evaluate the word choices they’ve made in their essays and to revise for more precise rhetorical effect. Pedagogical Goals - Rhetoric: Pedagogical Goals - Literature: Pedagogical Goals - Writing: Pedagogical Goals - Digital Literacy: Additional Pedagogical Goals: The primary goal of the exercise is to help students revise their essays at the word level to more precisely communicate their ideas.
Required Materials: Internet-connected computers are necessary for students to look up words drawn from their own essays. Timeline for Optimal Use: Full Assignment Description: This in-class assignment is part of a larger clarifying writing workshop I do with students to help them revise their essays. Step 1 Step 2 Step 3. Procedural Enthymeme with Inform7 | DWRL Lesson Plans - CometBird. Like any software that offers a large and complex array of capacities, Inform 7 takes time to learn. On the other hand, you can begin using the software to good effect without a complete proficiency with its affordances. This lesson will be most succesful when it serves as a major course assignment.
The hardest part is teaching Inform: there are several user-friendly tutorials, screencasts, and manuals on the Inform website. Learning this software can be assigned as homework and can also be brought into the classroom. It is important to set minimum requirements in order to reduce student anxiety. E.g. A procedural enthymeme describes a set of rules that, in constraining an interactor's actions, makes an implicit claim. In Inform, students author procedural enthymemes every time they create an object's capacities for interaction. Input: Go to car. The final part of this assignment has students articulate the implied reasoning in the procedural affordances they've created. Using Inform7 to Make Procedural Arguments | DWRL Lesson Plans - CometBird.
Grading You will submit three versions of this paper: a peer review draft, 3.1, and 3.2. The peer review draft is mandatory, but it will not be graded. The next two submissions will be graded according to the following criteria. (As you read the criteria, keep the following in mind: “argument” will refer to Part One, and “reflection” will refer to Part Three. For Part Two, you will receive credit for making a good faith effort, although an exceedingly limited or extensive effort can lower or raise your grade.) “C” paper: Fulfills the assignment, though there may be some flaws or limitations in terms of general conception, persuasiveness, or thoroughness of your argument and reflection.
“B” paper: Fulfills the assignment well, with few flaws or limitations. “A” paper: Fulfills the assignment with distinction. “D” paper: Makes a good-faith effort but falls short of the assignment. “F” paper: Fails to address the assignment, or, severely violates basic norms of civility or decency. Procedural Rhetoric: Analyzing Video Games | DWRL Lesson Plans - CometBird. The first step in preparation for this activity would involve some reading. Ian Bogost develops the concept of procedural rhetoric in his book Persuasive Games: The Expressive Power of Videogames. The preface and the first chapter of the book are particularly helpful, and sample copies of these can be found here.
Instructors would need to understand procedural rhetoric well enough to discuss it with students. The selections from Bogost are generally accessible enough that students could read them as well. The next preparatory step would be deciding which game to have students play. . - Passage. . - Every Day the Same Dream. . - September 12th. . - Hey Baby Game. . - Lose/Lose. . - Rhetorical Peaks. In addition to reading Bogost and selecting a game, you might consider setting up a page for this activity on a class site/forum/wiki if you are using one. All preparation before class will probably take 1-3 hours. Historical Approaches to Literary Criticism Using Internet Archive Videos | DWRL Lesson Plans - CometBird.
Brief Assignment Overview: For one class, student groups analyze the use of “utopian” themes in a 1937 Ford Motor Company commercial, then compare this to specific elements of Huxley’s dystopian satire. The students look for and describe common themes in both “texts”, then explain specific differences in terms of purpose and audience. The groups each produce a short presentation outline, then share their work with the class. Pedagogical Goals - Rhetoric: Pedagogical Goals - Literature: Pedagogical Goals - Digital Literacy: Additional Pedagogical Goals: I wanted to teach students how to bring a historical perspective to literary criticism. Required Materials: Computer classroom with projector. Timeline for Optimal Use: Full Assignment Description: In groups of three to four, students discuss the use of “the utopia trope” in this commercial, re-watching parts of the video and looking for specific moments that illustrate their ideas.
Suggestions for Instructor Preparation: Evaluation Suggestions: Google Mapping Travel Narratives: Lolita | DWRL Lesson Plans - CometBird. Prep: In Google maps, create a map entitled “Nabokov’s Lolita.” Put in place markers and descriptions of the first few places mentioned in the novel to give the students an idea of what the map will look like in the end. On your course wiki or website, create a table to organize the map. Add columns to the table with the following titles: Place, Page Number, Found by, Added to Map by, Problems. This allows you to keep track to who found what, who added what to the map, and gives the students a place to note any problems that they run into.
The students need to be able to edit this table themselves. Here’s a link to the table I created on my course wiki. In-class: Have the students create Google accounts. Explain the basics of mapping a novel (I showed students maps of The Devil’s Highway and Ulysses, and there are many more on the Google Lit Trips website. Show the students the basics of how to create and edit a map. Show them the table you’ve created to organize the map creation. Collaborative Web Page Annotations With Diigo | DWRL Lesson Plans - CometBird. Brief Assignment Overview: This lesson introduces students to a collaborative annotation tool to facilitate class discussions and to encourage active reading and research practices.
Pedagogical Goals - Rhetoric: Pedagogical Goals - Literature: Pedagogical Goals - Writing: Pedagogical Goals - Digital Literacy: Additional Pedagogical Goals: Introduce students to a tool that enables organization and annotation of web pages. Required Materials: Diigo accounts for each student & Diigo toolbar add-on installed in Firefox. Timeline for Optimal Use: Full Assignment Description: After introducing students to the concept of annotating their sources, the instructor describes Diigo. As students are introduced to Diigo's functions, they should sign up for an account on the website. Suggestions for Instructor Preparation: Instructor should become familiar with Diigo & apply for educator-level account.
Instructions For Students: Annotate the website according to the prompts assigned to your group. Analyzing Ethos Using Twitter and Storify | DWRL Lesson Plans - CometBird. In this assignment, you'll be analyzing the ethos of a stand up comedian based on his or her Twitter feed. You'll compose your analysis using Storify and pull evidence for your assessment directly into the Storify piece. Essentially, this assignment asks that you make an argument about what kind of comedian this person is, basing your argument on their presentation of ethos. The following are the kinds of questions you'll want to consider, though you will need to find ways to synthesize your answers into a coherent narrative. These are meant as brainstorming questions and are typed in no particular order - so for your narrative, it will be up to you to order your answers to these questions in a manner that flows/coheres. What kind of message does his or her profile picture send? What is he doing in the picture?
(looking at the camera? Directions for turning in a Storify piece: 1. 2. 3. Explicit instructions on how to post your link: 6. save the changes to the wiki page, then test the link. Rhe312 [licensed for non-commercial use only] / Syllabus - CometBird. RHE 312: Writing in Digital Environments Spring 2010 Instructor: Matt King Email: mattking@mail.utexas.edu Office Hours: WF 11-12:30 and by appointment, PAR 3 Unique Number: 45045 Class Time: TTh 11:00-12:30 Location: FAC 9 Class Websites (main course wiki) (Learning Record wiki) Required Texts - James Paul Gee, What Video Games Have to Teach Us About Learning and Literacy, Revised and Updated Edition. 2007.
. - Andrea Lunsford, Easy Writer: A Pocket Reference, 3rd Edition with MLA 2009 Update. Other course readings will be made available through the course wiki. Course Description While digital technologies make available a range of tools that shape our physical interactions with the world in new ways, they also offer us new metaphors, new ways of talking about these interactions, and new ways of organizing ideas. . - Continue to develop rhetoric skills related to summary, analysis, and argumentation; Major Assignments / Due Dates Grading Policy. University of Texas Libraries - CometBird. Rhe312 [licensed for non-commercial use only] / Syllabus - CometBird. Paper 3 | Matt King - CometBird. This assignment will include three components: an editorial style argument about your community, the code for an Inform7 procedural argument, and a reflection/comparison section. Your purpose in the first part (2-2.5 pages) is to advocate for a position that you take toward your community.
Your argument can take a number of forms, but it should take into account the knowledge and understanding you have gained from studying this community all semester long. The third section of your paper (2-4 pages) will allow you to reflect on your procedural argument and compare the similarities and differences between the two approaches to argumentation. You are welcome to draw on your research and incorporate outside texts in any way that helps you advance your argument. Specifics Part One You should conceive of this section of the paper as an editorial for The Daily Texan. Part Two Your work in Inform7 will result in code that can be played as an interactive text. Part Three Grading “C” paper: “B” paper: Procedural rhetoric | Digital Writing and Research Lab - CometBird. Brief Overview of Assignment: In this assignment, my students used a game-authoring platform called ARIS (Augmented Reality and Interactive Storytelling) to create augmented reality games based on scenes or passages from novels studied in our course.
Before continuing, I should explain what ARIS is and what I mean by “augmented reality game”: ARIS is an open-source program created by a research group at the University of Wisconsin, Madison. It’s sufficiently simple and user friendly for students to learn the basics by watching a couple of instructional YouTube videos and playing around with the program for about 15 minutes in class. The augmented reality games ARIS allows you to create are location-based, interactive experiences played in real-world spaces using a free iPhone app (unfortunately, ARIS isn’t currently supported by other smart phones).
Working in groups of four, I instructed my students to select a scene and “translate” or “remediate” it into an augmented reality game. Introducing iMovie | DWRL Lesson Plans - CometBird. I used this activity late in the semester, just before my students began editing the material they had filmed for their own documentaries. Although some of my students were advanced film majors, many were completely unfamiliar with editing programs, and I felt that a brief introduction would be productive. However, because this activity is designed with an eye toward that larger project, the more detailed instructions (see below) include ideas for using the program for their final projects in addition to using the program in class. I chose iMovie because it is mostly intuitive and user-friendly, and I narrowed down the activity to the tasks that I thought would be most useful and most impactful in editing a film.
I handed out the following instructions, and I let the students use the entire 75-minute class to work their way through them: Your iMovie film should include: (1) At least one film clip (a screencast, a film downloaded from the Internet, or footage from your computer’s webcam). Projects | Digital Writing and Research Lab - CometBird. DWRL Project Groups DWRL staffers lead projects that conduct ongoing research into questions of rhetoric, technology, and pedagogy. The goal of these projects is to integrate technology and the research interests of the project members. Leaders work closely with Assistant Directors, who provide support and help coordinate the efforts of all project members. Current Projects Visual Rhetoric Project This project provides instructors the opportunity to join the DWRL's award-winning visual rhetoric research and publishing project, viz.
Over the last couple of years, viz. has expanded its repertoire to include collaborative research projects with organizations on and off campus. This year, we are delighted to announce a new partnership with the Harry Ransom Center (HRC). Digital Writing & Research Publications (DWRP) Group This project provides the opportunity to gain experience publishing two different types of online journals, one graduate/faculty and one undergraduate.