![]() #LOTRO A WARLIKE WAR HOARD SERIES#This involved the teacher-researcher leading a series of learning and teaching activities informed by dominant models of subject-English (Cox, 1989), Cultural Heritage, Skills, Personal Growth, and Critical Literacy, that focussed on several popular videogames. Data was collected during a five-week intervention in an English classroom context at the participants’ home-school. The project utilised a naturalistic case-study intervention involving eight 15-year-old students at a co-educational school in the outer-Northern suburbs of Melbourne. In particular, there are few case-study investigations into the suitability of subject-English classrooms for the play and study of videogames. While much has been written about the learning benefits of videogames, especially in terms of opportunities for the negotiation of self (Gee, 2003), there has been less research addressing the impact of applying existing English subject-specific pedagogies to their study. The distinctive nature of these texts, especially in contrast to those texts which have traditionally dominated school environments, has raised questions about their possible affordances, as well as the pedagogies most appropriate for supporting teaching with and through these texts in the classroom. We invite critique and scholarly conversation towards considering similar models across institutions, disciplines, and settings.Īt a time when the proliferation of videogame ownership and practice has led to greater attention on the consequences of increased engagement with these texts, schools and educators are engaged in active debate regarding their potential value and use. In this working example we detail the existing structures, institutional offerings, nurtured relationships, challenges and early successes from our endeavor. Research, models of DML across the country, previous experience integrating digital media for learning, and consciously navigating the reality of culture, policies, and challenges in education informs our work. Recognizing that the undertaking must acknowledge individual situations and contexts, we explore the viability of our collaborative, interdisciplinary venture to build a comprehensive DML program at a traditional university. Developing effective programs must be a partnership between various stakeholders seeking to design coursework, spaces for interaction, and collaborative projects. Research and teaching concerning Digital Media & Learning (DML) should not be the sole responsibility of one university department or program. ![]()
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