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− | =36-1100 Game Culture=
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| | | |
− | Columbia College Chicago
| + | [[Category:IAM Classes]][[Category:Game Culture]] |
− | Interactive Arts and Media Department
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− | iam.colum.edu
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− | ==Course Information==
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− | | |
− | 36-1100: Game Culture
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− | Class meets at 623 S. Wabash in room 423
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− | Studio Labs are available in both 623 S. Wabash and 624 S. Michigan Ave. buildings
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− | | |
− | ==Required texts and materials==
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− | ===Required Texts===
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− | Gaming As Culture: Essays on Reality, Identity And Experience in Fantasy Games (Paperback)
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− | by J. Patrick Williams (Editor), Sean Q. Hendricks (Editor), W. Keith Winkler (Editor); ISBN: 0786424362
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− | | |
− | Everything Bad is Good For You by Stephen Johnson; ISBN: 1573223077
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− | | |
− | ===Recommended Texts===
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− | The Video Game Theory Reader by Wolf and Perron; ISBN: 0415965799
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− | | |
− | ===Supplies/Materials===
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− | You will need access to a computer to complete your assignments and homework. There are two
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− | computer studios available for those registered in this class. Information about these will be given
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− | on the first day of class.
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− | | |
− | You will also be required to buy and play one game from a list posted on the course website.
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− | | |
− | ===Bibliography, supplemental and suggested readings (partial list)===
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− | From Barbie to Mortal Kombat: Gender and Computer Games, edited by Justine Cassell and Henry
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− | Jenkins
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− | The Game Design Reader: A Rules of Play Anthology edited by Katie Salen and Eric Zimmerman
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− | Gaming as Culture: Essays on Reality, Identity, and Experience in Fantasy Games, edited by J.
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− | Patrick Williams, Sean Q. Hendricks, and W. Keith Winkler.
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− | | |
− | Gender Inclusive Game Design: Expanding the Market by Sheri Graner Ray
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− | Half-Real: Video Games between Real Rules and Fictional Worlds by Jesper Juul
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− | Hamlet on the Holodeck: The Future of Narrative in Cyberspace by Janet H. Murray
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− | | |
− | Learning by Doing by Clark Aldrich
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− | The Medium of the Video Game by Mark Wolf
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− | | |
− | Play Between Worlds: Exploring Online Game Culture by T. L. Taylor
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− | | |
− | Rules of Play: Game Design Fundamentals by Katie Salen and Eric Zimmerman
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− | Shared Fantasy: Role-playing Games as Social Worlds by Cary Alan Fine
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− | Synthetic Worlds: The Business and Culture of Online Games by Edward Castronova
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− | | |
− | What Video Games Have to Teach Us About Learning and Literacy by James Gee
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− | | |
− | Wired-Up: Young People and the Electronic Media, Sue Howard, Ed.
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− | | |
− | ==Course fee==
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− | $75.00
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− | ==Content introduction==
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− | Culture matters. It tells Hillary Clinton to legislate Grand Theft Auto. It tells you not to camp with
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− | that bazooka or to hog the driver's seat. It tells players that Lara Croft and Bloodrayne are good
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− | models of femininity. Culture gives us cues about how to interpret the world.
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− | | |
− | As gamers, you're already part of a vibrant culture machine; as game designers, you'll take the
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− | wheel, determining where that machine goes (and whether it runs over anyone in the process).
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− | This class will give you an atlas with which to navigate the game culture landscape and the skills
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− | to choose the best path through it.
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− | | |
− | Throughout the semester, we will use critical tools to explore game culture and your place in it. By
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− | the time we're done, you will have begun crafting a sophisticated understanding of games as they
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− | relate to larger spheres of culture; you will find yourself thinking about why games do what they do,
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− | and how they relate to social issues. This course provides the building blocks for a lifetime of
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− | critical engagement in video game culture; you will not only leave this course with a map of the
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− | gaming landscape, but with the tools to enter uncharted territory and draw future maps yourself.
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− | This course will complicate your thinking about games. Each week, we will engage with texts about
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− | games—we will write, think, and talk about game culture. Of course, we will play games as well.
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− | | |
− | Note: This course was originally developed by Dr. Brendan Riley (http://www.curragh-labs.org)
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− | | |
− | ==Course description==
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− | Given the increasing popularity of games within today's culture there is little question that it is
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− | necessary to analysis how games are impacted by social and ideological forces and influence
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− | them in turn. Questions like "Why do we play?" and "How do we play differently?" are explored, with
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− | many others, as students are guided through topics such as role-playing and identity, ethics, group
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− | behavior, competition, gender, race, and aesthetics in modern (and historical) games.
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− | | |
− | This course examines computer games from a cultural perspective. We will explore how the
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− | prevailing culture and values affect game design, popularity, and experience; we'll also examine
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− | how games affect those areas of culture. Other issues discussed in a theoretical context include
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− | role-playing and identity, ethics, group behavior, competition, politics, gender, race, and
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− | aesthetics.
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− | | |
− | ==Course rationale==
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− | Game Culture brings textual and critical theory to bear on video games, examining how games
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− | function in (and with) culture. You will learn to think about games in new ways, both as isolated
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− | objects of study and as a dominant force in today's media market. At the end of this course, you
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− | will have a deeper understanding of how games work and what they say, knowledge that will be
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− | especially useful to game design majors, who will bring these ideas back to their design projects.
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− | ==Prerequisites==
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− | 36-1000, Media Theory and Design 1
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− | | |
− | 52-1152, English Composition 2
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− | | |
− | ==Goals and objectives==
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− | 1. Learn the role of play in human activity.
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− | | |
− | 2. Learn the ethical responsibilities of game developers.
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− | | |
− | 3. Learn that games are always highly symbolic rituals that grow out of and reflect existing cultural
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− | preferences and knowledge bases.
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− | 4. Learn the semiotics of embedded messages in games.
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− | | |
− | 5. Understand "virtual worlds" as new media and social construct.
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− | | |
− | ==Grading policy and evaluation procedures==
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− | ===Credit hours===
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− | 3 credit hours
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− | ===Grading scale===
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− | All students begin the semester with 0 points. Points are accumulated
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− | throughout the semester as assignments are completed. Final grades
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− | are based on a 100 point scale (see chart above).
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− | No incomplete grades.
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− | ===Requirements and assignments===
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− | ====In-class work: 15%====
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− | Throughout the term, we will do a variety of exercises in class. Some of these are short writings,
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− | thought experiments, games, and discussions. These in-class exercises are essential to our
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− | collaborative exploration of game culture. As long as you participate fully in them, you will usually
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− | get full credit. In-class work may not be made up (so if you miss class, you miss this work).
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− | ====Discussion Sessions: 15%====
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− | Each week, you will be assigned a reading for the course. Aside from the reading responses you
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− | will write (see below), several of you will be assigned to lead the class discussion for that week's
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− | reading. When a group leads a discussion, they should say a few introductory remarks (no longer
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− | than five minutes) to orient the discussion, and should distribute a handout to the class. Each
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− | group is responsible for leading two discussions.
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− | ====Blog: 40%====
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− | ====Game Culture Watch: 10%====
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− | Each month, you will be assigned a game culture blog from the class list to monitor. Your job will
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− | be to post information and commentary to the class blog, Game Culture Watch at least once per
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− | week; I encourage you to post more-good blogs are good because they're updated and visited
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− | often. Posts can vary, but you should post some commentary and conversation. A good target is
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− | 100-200 words of your own, plus some text quoted from another blog.
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− | ====Game Journal: 10%====
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− | As part of this course, you will select a video game to complete. Each week, you should post at
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− | least one entry on your personal blog about your experience playing the game. These journal
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− | entries can explore your joys, frustrations, problems, tricks, or just observations. Ideally, you will
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− | begin drawing connections between the games and the texts we're reading in class. While your
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− | contributions may vary drastically, you should aim to write 200-300 words per week about your
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− | game. Note: you should be finished with your game somewhere around the 10 week mark. After
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− | that time, you may write more entries about your game, but they will not affect your "game journal"
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− | grade. If you finish your game early, you may select another game from the list to play, or you may
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− | re-play and/or elaborate on your experiences playing your assigned game.
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− | ====Reading Responses: 20%====
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− | For each reading, you will be given a short writing assignment. These writings are meant to focus
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− | your thinking about the reading and help you begin to draw connections between the text and
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− | other work we've done in the course. Your response should be posted on your personal blog before
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− | the beginning of class.
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− | ====Game Analysis Article: 15%====
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− | The game analysis project draws on the skills explored in the first and second levels of the course,
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− | using interpretation and semiotics to explore the messages hidden in texts. Your game analysis
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− | will examine a game for its socio-cultural contexts, offering detailed explanations of the game and
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− | highlighting its messages. Your project will suggest how the game functions within its cultural
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− | milieu and how the game might be changed or revised to fit its milieu better. (You will receive more
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− | detailed instructions and a grading guide when this project is assigned.)
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− | ====Game Culture Article: 15%====
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− | The game culture article asks you apply the knowledge you've discovered in the course to describe
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− | a controversial topic, then to devise and articulate a solution or innovation in response. A list of
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− | general topics will be handed out – if you wish to use a different topic you must have it approved
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− | by your instructor. You will use the texts we've read thus far to explain your solution's relationship
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− | to major cultural issues and to games on the market.
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− | If you have taken the Game Idea Development course, or if you have a game proposal previously
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− | developed, you can alternatively submit a proposal that indicates how your game relates to major
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− | cultural issues and to the topics covered in the course.
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− | Standards and proportions used:
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− | The assignment sheet for each project includes a rubric (grading guide) that gives the specific
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− | expectations for that project. Successful projects engage thoughtfully in the assigned endeavor,
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− | demonstrate careful consideration of the course texts, follow all the specific requirements, use
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− | careful grammar and syntax, and follow proper citation rules. Each project receives written
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− | feedback and students are given opportunities to revise.
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− | Smaller assignments play a significant role in this course as well. They provide opportunities for
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− | students to demonstrate their understanding of course texts and their thinking about the topics at
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− | hand. Because small assignments assess both engagement and preparedness, they are not
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− | accepted late. Students who plan to succeed in this course must plan to keep up with the day-today
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− | work and participate fully in class.
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− | ==Classroom policies==
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− | ===Academic Integrity===
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− | It is expected that students will turn in their own work and maintain honest academic practices.
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− | Failure to do so may result in a failing grade.
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− | All students are expected to be familiar with (and follow) the CCC Student Code of Conduct. If you
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− | haven't read it, you can download a copy here:
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− | http://www.colum.edu/student-affairs/PDFs/The_Student_Code_of_Conduct.pdf
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− | The Student Handbook states: "Academic Honesty is a cherished principle in the life of the College
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− | community. Students are expected to adhere to this principle by understanding the nature of
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− | plagiarism, and by not plagiarizing materials, by refraining from the use of unauthorized aids on
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− | tests and examinations, by turning in assignments which are products of their own efforts and
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− | research, and by refusing to give or receive information on tests and examinations. Persons who
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− | violate these principles of simple honesty risk embarrassment, course failure, or disciplinary
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− | action."
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− | In this course, there are several ways students might violate college rules regarding academic
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− | integrity:
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− | · Multiple submissions-all the work you do for this course should be original work unless I
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− | specifically say otherwise. You should not turn in anything written or used in another
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− | course. I am open to proposals for dual-purpose work, but you must ask me about it.
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− | · Improper citation-use of someone else's work, ideas, data, or statements without
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− | adequately noting where the work comes from. Plagiarism-deceptive use of someone else's
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− | work, ideas, data, or statements in order to pass such work off as one's own. Students
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− | suspected of violating these policies will meet with the instructor to discuss the matter. If
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− | the student has indeed violated the policy, the instructor will impose an appropriate penalty
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− | up to and including failure for the course. Students who plagiarize work will receive an F or
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− | the course.
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− | I take academic integrity very seriously, and am deeply insulted by cheating. Do not plagiarize work
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− | for this class.
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− | ==Attendance policy (departmental policy)==
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− | Three absences and you FAIL- NO EXCEPTIONS. If an absence cannot be avoided, it must be
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− | discussed with your instructor ahead of time. Medical and other emergency leave of absences
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− | follow a different policy. Please contact your instructor if such a situation arises.
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− | ===Absences===
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− | Two absences (even “excused” absences) may result in a failing grade.
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− | ===Tardiness===
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− | Two late arrivals equal one absence. You are expected to be in class on time; attendance is taken
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− | at the beginning of class.
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− | ==Late work and makeup assignments==
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− | Assignments and projects turned in after the date due will be marked down one grade for each
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− | week late (the time between classes will be counted as a week).
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− | ==Harassment==
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− | In order to succeed in class, every student has to be willing to be open, honest, and involved. At
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− | the same time, we must have respect for one another's ideas, beliefs and statements. Therefore,
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− | each student is expected to participate in a reasonable, respectful manner in class—we can
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− | disagree and discuss, but we need to do so in a way that is not offensive or uncomfortable. Failure
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− | to do this, or disruptive behavior in class, will not be tolerated, and will result in disciplinary action.
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− | ==Complaints==
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− | Complaints about the class and/or grades should be addressed to the instructor, either
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− | before/after class, or during office hours (or another scheduled appointment). If whatever issues
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− | you have cannot be resolved, you should then follow up with your academic counselor or with the
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− | coordinator for the Game Design major or the chair of the Interactive Arts and Media Department.
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− | Conaway Center Statement
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− | Students with disabilities are requested to present their Columbia accommodation letters to their
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− | instructor at the beginning of the semester so that accommodations can be arranged in a timely
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− | manner by the College, the department or the faculty member, as appropriate. Students with
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− | disabilities who do not have accommodation letters should visit the office of Services for Students
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− | with Disabilities in room 520 of the Congress building (312.344.8134/V or 312.360.0767/TTY). It
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− | is incumbent upon the student to know their responsibilities in this regard.
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− | ==Academic Calendar==
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− | Fall Semester 2006
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− | Classes Begin Tuesday, September 5, 2006 | |
− | Thanksgiving Holiday Thursday, November 23 - Sunday, November 26, 2005
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− | Semester Ends Saturday, December 16, 2006
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− | Holiday Break Monday, December 18, 2006 - Monday, January 1, 2007
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− | ==Course calendar==
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− | Week Date Topic Articles Discussion Topic
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− | 1 09/06/2006 Introduction to Course
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− | 2 09/13/2006 Game Analysis and Semiotics
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− | 3 09/20/2006 Ludology vs. Narratology Wolf
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− | 4 09/27/2006 Theory of the Game Crogan
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− | 5 10/04/2006 Identity and Culture Lahti
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− | 6 10/11/2006 Identity and Culture Consalvo
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− | 7 10/18/2006 Gender and Race in Games Chee
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− | 8 10/25/2006 Social Worlds Filiciak
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− | 9 11/01/2006 Social Worlds Castronova/Nickell
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− | 10 11/08/2006 Violence in Games Dibbel
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− | 11 11/15/2006 Violence in Games Game Analysis Article
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− | 12 11/22/2006 Games and Learning
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− | 13 11/29/2006 Games and Learning Game Culture Article
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− | 14 12/06/2006 Future of Games
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− | 15 12/13/2006 Final Discussion
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− | ==Weekly Descriptions==
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− | ===Week 1: Introduction to the Course (09/06/2006)===
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− | Topics Introductions and Course Overview
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− | What is Game Culture?
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− | In-class Assignments Group discussion and activity
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− | Initial blog post and set-up
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− | Homework Reading:
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− | 1. "Semiotic Domains" by James Gee (WVGHTTU)
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− | 2. Everything Bad is Good for You by Stephen Johnson, pages 1-14
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− | 3. The Video Game as a Medium by Mark J. P. Wolf
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− | Blogging:
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− | On your blog, post a response to the readings answering the following two questions for each
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− | reading:
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− | 1. Write two or three sentences describing the main idea of each reading.
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− | 2. Choose one sentence that sparks your interest. Write a paragraph pondering the
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− | idea you chose. If you can link it to thinking about a game, all the better.
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− | Other:
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− | Email your instructor (use an email address that you check regularly) with two paragraphs
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− | describing your favorite game, and why that game is your favorite.
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− | ===Week 2: Game Analysis and Semiotics (09/13/2006)===
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− | Due Assigned readings
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− | Blog posts
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− | Email to instructor
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− | Topics Semiotics and Game Analysis
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− | In-class Assignments Semiotics exercise
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− | Discussion panel sign up
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− | Culture Watch “beat” sign up
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− | Homework Reading:
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− | 1. Semiotics for Beginners (Sections 1, 2, 4, 7)
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− | 2. "Abstraction in the Video Game" by Mark Wolf
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− | 3. "Simulation vs. Narrative" by Gonzalo Frasca (VGTR)
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− | Blogging:
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− | Response to readings (see website)
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− | Game journal blog entry
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− | Beat entry
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− | Other:
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− | Start playing the game you chose
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− | ===Week 3: Ludology vs. Narratology (09/20/2006)===
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− | Due Assigned readings
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− | Blog posts
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− | Discussion "Abstraction in the Video Game" by Mark Wolf
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− | Topics Ludology and Narratology: Discuss this central split in game theory. How does it
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− | affect the strategy of "reading" games?
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− | In-class Assignments Abstraction assignment
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− | Homework Reading:
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− | 1. "Space in the Video Game" by Mark Wolf
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− | 2. Everything Bad is Good for You by Stephen Johnson, pages 15-41
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− | 3. "Gametime" by Patrick Crogan (VGTR)
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− | Blogging:
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− | Response to readings (see website)
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− | Game journal blog entry
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− | Beat entry
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− | ===Week 4: Theory of the game (09/27/2006)===
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− | Due Assigned readings
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− | Blog posts
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− | Discussion "Gametime: History, Narrative, and Temporality in Combat Flight Simulator 2" by Patrick
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− | Crogan (VGTR)
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− | Topics Theorizing games and space in the video game
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− | In-class Assignments Gametime assignment
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− | Homework Reading:
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− | 1. Everything Bad is Good for You by Stephen Johnson, pages 42-63
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− | 2. "As we become machines" by Martti Lahti (VGTR)
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− | Blogging:
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− | Response to readings (see website)
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− | Game journal blog entry
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− | Beat entry
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− | ===Week 5: Identity and Culture (10/04/2006)===
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− | Due Assigned readings
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− | Blog posts
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− | Discussion "As we become machines" by Martti Lahti (VGTR)
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− | Topics Identity and Culture
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− | In-class Assignments Identity assignment
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− | Homework Reading:
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− | 1. "Fair Play: Violence, Gender, and Race in Video Games" by Christina Glaubke et al.
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− | 2. "It’s a Queer World After All: Studying The Sims and Sexuality" by Mia Consalvo
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− | Blogging:
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− | Response to readings (see website)
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− | Game journal blog entry
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− | Beat entry
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− | ===Week 6: Identity and Culture (10/11/2006)===
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− | Due Assigned readings
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− | Blog posts
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− | Discussion "It’s a Queer World After All: Studying The Sims and Sexuality" by Mia Consalvo
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− | Topics Identity and Culture
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− | In-class Assignments Fair Play group assignment
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− | Homework Reading:
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− | 1. Online Gaming and the Interactional Self by Florence Chee, et al
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− | 2. Evolution of Female Characters in Computer Games by Sheri Graner Ray
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− | Blogging:
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− | Response to readings (see website)
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− | Game journal blog entry
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− | Beat entry
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− | ===Week 7: Examining Gender and Race in Games (10/18/2006)===
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− | Due Assigned readings
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− | Blog posts
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− | Discussion Online Gaming and the Interactional Self by Florence Chee
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− | Topics Gender and race in games, discuss Game Analysis Article assignment
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− | In-class Assignments Gender and Race group assignment
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− | Homework Reading:
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− | 1. "The Social Mind" by James Gee (WVGHTTU)
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− | 2. "Hyperidentities: Pomo identity in … MMOs" by Miroslaw Filiciak (VGTR)
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− | Blogging:
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− | Response to readings (see website)
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− | Game journal blog entry
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− | Beat entry
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− | ===Week 8: Social worlds (10/25/2006)===
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− | Due Assigned readings
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− | Blog posts
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− | Discussion "Hyperidentities: Pomo identity in … MMOs" by Miroslaw Filiciak (VGTR)
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− | Topics How do our interactions with one another change our understanding of culture and the
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− | world? How do these worlds encroach on us?
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− | In-class Assignments Social worlds group assignment
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− | Homework Reading:
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− | 1. The Business and Culture of Gaming by W. Keith Winkler
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− | 2. Virtual Worlds: A First-Hand Account of Market and Society on the Cyberian Frontier
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− | by Edward Castronova
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− | 3. Born with Silver|Gold|Mithril|Thorium spoons in their mouths by EricNickell (blog
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− | post at Terra Nova) and the comments
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− | Blogging:
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− | Response to readings (see website)
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− | Game journal blog entry
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− | Beat entry
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− | ===Week 9: Social worlds (11/01/2006)===
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− | Due Assigned readings
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− | Blog posts
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− | Discussion Virtual Worlds: A First-Hand Account of Market and Society on the Cyberian Frontier by
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− | Edward Castronova
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− | -and-
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− | Born with Silver|Gold|Mithril|Thorium spoons in their mouths by EricNickell (blog post at
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− | Terra Nova) and the comments
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− | Topics “Meta-gaming”, games as jobs (figuratively and financially), and the culture of “work” in
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− | games
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− | In-class Assignments Social worlds group assignment
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− | Homework Reading:
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− | 1. "A Rape in Cyberspace" by Julian Dibbel
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− | 2. "Cultural Models" by James Gee
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− | 3. Declaring the Rights of Players
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− | Blogging:
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− | Response to readings (see website)
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− | Game journal blog entry
| |
− | Beat entry
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− | ===Week 10: Violence in games (11/08/2006)===
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− | Due Assigned readings
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− | Blog posts
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− | Discussion "A Rape in Cyberspace" by Julian Dibbel
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− | Topics Cultural Models and Violence in Games
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− | In-class Assignments Cultural Models group assignment
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− | Homework Reading:
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− | 1. Everything Bad is Good for You by Stephen Johnson, pages 63-103
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− | Blogging:
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− | Response to readings (see website)
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− | Game journal blog entry
| |
− | Beat entry
| |
− | Other:
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− | Complete Game Analysis Article
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− | ===Week 11: Violence in games (11/15/2006)===
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− | Due Game Analysis Article
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− | Assigned readings
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− | Blog posts
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− | Topics Violence in Games, discuss Game Culture Article assignment
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− | In-class Assignments Violence in Games group assignment
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− | Homework Reading:
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− | 1. Everything Bad is Good for You by Stephen Johnson, pages 104-156
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− | 2. Excerpt from “Simulations and the Future of Learning” by Clark Aldrich
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− | Blogging:
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− | Response to readings (see website)
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− | Beat entry
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− | ===Week 12: Games and Learning (11/22/2006)===
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− | Due Assigned readings
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− | Blog posts
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− | Topics Games and Learning: Discuss various ways of understanding how games work in our
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− | brains. What's the relationship between medium and message? Short
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− | McLuhan introduction/review.
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− | In-class Assignments Games and Learning group assignment
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− | Homework Reading:
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− | 1. Everything Bad is Good for You by Stephen Johnson, pages 157-199
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− | Blogging:
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− | Response to readings (see website)
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− | Beat entry
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− | ===Week 13: Games and Learning (11/29/2006)===
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− | Due Game Culture Article
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− | Assigned readings
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− | Blog posts
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− | Topics Violence in Games
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− | In-class Assignments Violence in Games group assignment
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− | Homework Reading:
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− | 1. Choose three of the Game Culture articles from classmates and read them.
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− | Blogging:
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− | Response to readings (see website)
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− | Beat entry (last beat entry)
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− | ===Week 14: Future of Games (12/06/2006)===
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− | Due Assigned readings
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− | Blog posts
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− | Topics Where are games going? What is on the technological and conceptual horizon?
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− | Homework Reading:
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− | 1. Choose three different Game Culture articles (than you read last week) from
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− | classmates and read them.
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− | Blogging:
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− | Response to readings (see website)
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− | ===Week 15: Final Class (12/13/2006)===
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− | Due Assigned readings
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− | Blog posts
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− | Topics Article Discussions
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− | ==Disclaimer statement==
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− | This syllabus is subject to change.
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