Play and problem-solving

A workshop for City Year Los Angeles, presented February 9, 2012

  • Why play? What is it?

-new media literacies (NML) definition of play: “the capacity to experiment with one’s surroundings as a form of problem-solving” (Jenkins, Purushotma, Clinton, Weigel, & Robison, 2006, p. 4)

-“Play is a very serious matter… It is an expression of our creativity; and creativity is at the very root of our ability to learn, to cope, and to become whatever we may be” (Rogers & Sharapan, 1994, p. 13).

-Besides being tied to creativity, play is also science – it is the vehicle through which one asks questions, constructs hypotheses, runs trials, analyzes results, and comes to conclusions. Particularly today, as forward-thinkers exhort innovation and policy-makers (solely, and thus myopically) extol the virtues of science, technology, engineering, and mathematics (STEM), the seriousness and practicality of this should be obvious.

-“In almost every example of what he describes as “the sacred,” play is the defining feature of our most valued cultural rites and rituals. As such, for Huizinga, play is not something we do; it is who we are” (Thomas & Seely Brown, 2011, p. 97).

  • What is play good for?

A1. Tinkering (agenda-less play) → innovation
-A 10-year-old’s unbounded experimentation led to her discovery of a new molecule

00:00-01:30
A2. Tinkering → discovery

-Junior Toy Inventors in Mumbai’s Expanding Minds Program learned about balance by working with sundry materials.

A3. Tinkering → personal and social enrichment
-This culturally-inspired innovation in Senegal contributed to Sunukaddu staff member/inventor Idrissa’s sense of pride and self-efficacy, as well as the benefit of learners near and far.

NOTE: This final photo is from the RFKLab, a space for innovation and community-building at the RFK Community Schools in downtown Los Angeles. Laughter for a Change uses the NMLs in its Tuesday after-school program with high school students. Improvisation is an excellent context and tool for getting at play and other key NMLs.

B1. Gaming (purposeful play) → innovation

“This is the first instance that we are aware of in which online gamers solved a longstanding scientific problem,” writes Khatib. “These results indi­cate the potential for integrating video games into the real-world scientific process: the ingenuity of game players is a formidable force that, if properly directed, can be used to solve a wide range of scientific problems” (Young, 2011).

B2. Gaming → discovery

“… certain games afford their players the opportunity to step virtually into the shoes of a specific profession and, through game play, become familiar with its domains of knowledge, skill base, values, identities, and ways of thinking about the world” (Joseph, 2008, p. 263).

For more about Barry’s incredible global learning and youth development program, check out Global Kids!

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B3. Gaming → personal and social enrichment

-Becoming a better critical thinker, friend, teammate, person as a result of play

Can you think of an example to illustrate this?

  • Why? How does that work? Why does play produce such incredible results?

1. Flow: “the satisfying, exhilarating feeling of creative accomplishment and heightened functioning” (Csikszentmihalyi, 1975, p. xiii).

2. Self-efficacy: belief in one’s capacity to produce effects (Bandura, 1977)

Acting in a game demonstrates to players that they can exert power over something, that their efforts make a difference. “Fiero is what we feel after we triumph over adversity” (McGonigal, 2011, p. 33).

3. Capacity-building

Playing enriches perseverance, emotional stamina, mental toughness, and divergent thinking.

4. Community

Game-related talk (processing experience, comparing performance, exchanging feedback, pursuing mastery) builds relationships and community. “Good games… support social cooperation and civic participation at very big scales. And they help us lead more sustainable lives and become a more resilient species” (McGonigal, 2011, p. 350).

  • Play and the NMLs

New media literacies (NMLs) are “a set of cultural competencies and social skills young people need” in a culture that “shifts the focus of literacy from one of individual expression to community involvement” (Jenkins et al., 2006, p. 4).

Despite their name, NMLs are neither “new” nor exclusively about “media”; rather, they are time-honored practices that support critical thinking and problem-solving.

-Why? Because NMLs are tools for problem-solving. New and old media alike pose “problems,” such as understanding new gadgets, working with dissimilar collaborators, and interpreting data. NMLs – in these examples, play, negotiation, and visualization, respectively — offer tools to solve those problems.

Other key NMLs include collective intelligence, “the ability to pool knowledge and compare notes with others towards a common goal”; and negotiation, “the ability to travel across diverse communities, discerning and respecting multiple perspectives, and grasping and following alternative norms” (p. 4)

For more information on NMLs, see newmedialiteracies.org and playnml.wikispaces.com, as well as my publications!

  • Problem-solving

-Problems have an emotional piece to them — they elicit emotional/physical responses in our bodies. Certain strategies can help you to defuse or limit the emotional intensity of a problem. (You can practice these strategies via innovative video game Dojo from GameDesk!)

-Problems also have a practical piece to them — they present real barriers to maximally productive workflow. Which strategies can you invoke for managing conflict and solving problems?

  • ABCDE Exercise

NOTE: My dear friend and mentor, brilliant Garden Nursery School director Jenn Guptill, co-presented this exercise with me back in 2004, when we taught workshops in supporting young children’s conflict resolution for fellow early childhood educators. A-D might be a product of the Safe and Caring Classrooms study group in which we participated, and then we added the E…

-Ask for volunteers to roleplay two characters in a contextually relevant problematic scenario

-These volunteers will play out an encounter in which they address the scenario

-Then they will see what happens when they try out steps A-E

A. Ask neutrally if there is a problem

-Do not assign blame, characterize someone as bad, or assume malicious intent; speak about how things look to you: ”I notice that when I do X, it seems like you do Y.”

-Use “I statements,” explaining how behaviors (NOT the person, just certain acts) they make you feel: “When you do X, it makes me feel like Y.”

-Invite other person to share his/her perspective: ”What do you think is happening?” “What do you think about that?” “What have you noticed?”

B. Brainstorm possible solutions to the conflict

-Both parties ideally should contribute to the brainstorming session

-Ideas should be heard and, ideally, not criticized

-The point is to establish trust and step away from putting people on the defensive

C. Choose which solution you will employ and how you will follow up to assess

-Both parties should agree to the action plan

-The assessment part is key — how will you know if things are working? When will you check in again to ensure that there’s satisfaction and open dialogue?

D. Do it!

-Get ‘er done

E. Evaluate

-This part is often left out but it allows for minor adjustments, guards against strained relations and icy silence/alienation post-confrontation, and renews awareness of/commitment to the solution (because it can be easy to fall back into old habits)

  • Play for Problem-solving Activity

-Break into small groups of 5-6, work through a problematic scenario by using a mode of play

Modes of play:

1. examples from nature — think about plants, animals, etc and see if that helps you to model and problem-solve

2. roleplaying — think about the characters involved in a problem and step into their shoes, act like them and try to think like them in order to problem-solve

3. manipulatives — use assorted objects to model systems and relationships

4. art — express problem, using as few words as possible, via paper, markers, Post-Its, and other art supplies

5. narrative — turn the problem into a simple story, as if you were explaining to a young child or an alien from another planet in order to boil it down to its most essential elements and make new discoveries

6. free play — find another playful mode of exploring your group’s problem!

Possible thematic outcomes:

1. innovation: new solutions

2. discovery: new skills or knowledge

3. personal and/or social enrichment: new relationships and/or intrapersonal understandings

4. other

Possible deliverables:

1. a way to communicate the problem so that the organization (and/or multiple stakeholders) better understand it

2. multiple possible solutions, a long brainstorm session

3. one processual solution and a set of action steps and recommendations for implementation and evaluation

4. an organizational restructuring involving new working groups or work flows or communication processes, etc.

5. other

  • Shareout

What did you come up with?
How did your group members work together (e.g., strategies, roles, conflicts, solutions, etc)?

-Reflections can be enriched by use of ORID (Stanfield, 2000), a protocol for facilitating group discussions that is based on four lines of inquiry: Objective (e.g., “What happened?”); Reflective (e.g., “How did it make you feel?”); Interpretive (e.g., “What is this all about?”); and Decisional (e.g., “What is our response?”).
O: What happened? Which words/phrases/moments do you most vividly remember?
R: How did it feel? Where were you surprised/delighted/frustrated?
I: What is all this about? What does all this mean for us? How will this affect our work? What are we learning from this? What is the insight?
D: What is our response? What action is called for? What are our next steps?

  • Epilogue: City Year L.A. Plays to Problem-solve!

This incredible group of open-hearted, fun-loving, forward-thinking folks enthusiastically embraced the challenge to approach organizational issues from a playful perspective. They harnessed modeling clay, blocks, animal figurines, toothpicks, gumdrops, a Barrel of Monkeys, and narrative form in order to think innovatively and develop viable solutions. Thanks to Shira Weiner for dreaming up and bringing in all of these creative materials, and for inviting me to City Year in the first place! C.Y.L.A., let’s play, hook!

Listen to this recording of the group members’ fantastic solutions!

Thank you for this opportunity and please keep in touch!

Eulogies

Ray & Ruth Marcus at the Felt home | Approximately 1983, celebrating their 40th wedding anniversary

These eulogies were given by my uncle, mother, and father at the May 10, 2010, memorial service for my grandfather, Raymond Marcus; he had died three days prior, just two weeks shy of his 89th birthday. It was unseasonably, bitterly cold that day — all the more reason for my siblings and cousins and me, gathered at the graveside, to huddle together. These stories were shared before we visited the cemetery, when first we gathered at Weinstein Funeral Home in Wilmette, IL.

Richard Marcus

Over the last week and a half I wrote, first one, and then a second eulogy, word for word. A day or so after I wrote each of them, I threw each one out. Those efforts just didn’t tell the story that I wanted to share. My dad, I have come to realize, was a complex man. I don’t know if I have the ability or the words to do him justice. I stayed up way late last night preparing this, and then couldn’t sleep knowing I still didn’t get it right. So even before I begin, I ask you, my family, my friends, to help me with this job, to speak about my dad with your stories and reminiscences, to fill in the gaps that I know I am leaving out.

I best get started with the easy part. My father wasn’t an especially large man. He stood no taller than me. But his frame was bigger. He had wide shoulders, a barrel chest, thick, hard arms, and remarkably strong hands. Dad’s typical day at Marcus Brush Company entailed both office chores and strenuous physical labor. After retirement, he became a gym rat. He and my mom took exercise classes for years. Dad lifted weights in the gym until he was 80 and walked three miles a day until he was 85. And in his last year, and actually until the final few days of his life, Dad insisted on taking a walk each morning through the long corridors of the Care Center — exercise and exertion were a part of Dad’s make-up that even his dementia couldn’t take away. As a result, for my entire life, I knew that Dad was strong and hard as nails.

But despite his own personal traits, Dad didn’t judge other men by their size, strength or toughness. My father taught me that “you don’t take the measure of a man by the size of his shoulders but by how he accepts and carries out responsibilities.” That was my dad’s code. That was how he lived his life and interpreted the world.

For seven summers, during my high school and college years, I worked alongside my father and grandfather, my uncle and my cousins Ken and Roger, at the Marcus Brush Company, the family business. To this day, I am grateful for those summers and for the opportunity to see the world that my dad operated in five or six times a week, a world that he would go to every week for 40 years. I saw how he interacted with his employees, his customers, his suppliers and all the characters in the neighborhood of 23rd and Canal.

I saw that Dad, while expecting his employees to put in a day’s work for a day’s pay, also believed in paying a fair day’s wage for that day’s work. I saw that my dad was a straight shooter. He said what he meant and meant what he said. If he made a commitment, he made every effort to fulfill it, and if he couldn’t, he didn’t make up excuses as to why.

But most of all, I came to understand just how hard my dad worked for the salary he earned. I came to understand the challenges and tensions, the set-backs and aggravations that a typical day in my father’s working life could hold.

And what was the motivation for the efforts I saw? My dad had few indulgences beyond a gym membership and a weekly massage. No, he worked for us. For Mom and Barb and I. He worked to provide a solid middle class life for his family. Barb and I were far from being spoiled, but we never lacked for any essentials and Dad never hesitated to pay for any reasonable extras. We may not have taken many fancy vacations but both my sister and I graduated from college with no debts — Dad paid our ways, my sister to Northwestern, me to the U of I and then on to law school. So, our family was blessed with a sense of financial security, but there was more to it than that. Dad didn’t work so hard to make his life easier; rather, to make our lives better.

Listen. Dad wasn’t a warm, Father Knows Best, “daddy” kind of guy -– far from that. Yet Barb and I grew up having no doubts that our father was devoted to us. He wanted us to be strong and happy and successful in whatever we attempted. And if he could help us somehow along the way, we knew Dad would try even without our asking. All our lives we knew this. And in a world that could be very mean, we knew we had our dad, and come hell or high water, we never had to stand alone. That knowledge, that feeling, has been a comfort. It has been empowering. What greater gift can a father give his family?

I know that I could exercise from now until doomsday and never have shoulders as broad as my dad’s. And I know that I’ll never be as tough as my father. But I also know this: If I always strive to be there for my family, for my wife and my children, if I endeavor to be honest and fair in all my dealings, if I accept and don’t hide from responsibilities, I will be honoring my father’s memory.

I should stop here, but I need to talk about a more difficult side of my dad. Bear with me though, and know there is a happy ending.

Dad was not easy-going. To be sure, Dad could be kind and insightful, funny and creative. But more typically, he was dark and blunt and grumpy. It seemed to me that Dad struggled to keep an anger that resided deep within him from bubbling to the surface. Most of the time, Dad was successful in that struggle. But not always. Bullying-types saw that Dad was not the sort of guy to try to snow or push around, they left him alone, and searched for softer targets. But some good people could be put off, and Dad sensed this and very much regretted it.

It follows that Dad was not a touchy-feely kind of guy. Giving hugs and kisses — even pats on the back — were not a part of his natural repertoire. When the situation called for such a sign of affection, Dad gave and received the requisite kiss or hug awkwardly, almost self-consciously.

I don’t know the basis for all this. I don’t know why Dad may have carried such anger. But I have my suspicions.

My dad actually had three brothers. Art and Bernie we all remember. But there was a third. Dad’s younger brother Leonard. When my dad was about four, Dad contracted whooping cough. And one day, while he was sick, Dad reached into the crib where his infant brother was laying and started to play with him. Dad was kissing one of Leonard’s hands when my grandmother walked into the room. Frightened by what she was seeing, Grandma screamed at Dad to keep away, yelling that he was going to kill the baby. Eventually Leonard did catch whooping cough. He choked to death one dreadful night. For years after, my grandmother explained that her infant son died because “Raymond loved him too much.”

My grandmother, who had not yet recovered from Leonard’s death, endured another tragedy — the death in an awful house fire of her mother and father and two younger brothers. So gruesome was the scene that after my grandfather went to identify the bodies, he actually suffered a breakdown and was unable to walk or to work for nearly a year. As for my grandmother, her strength was broken. She’d suffer from aches and illnesses the rest of her life. There was little energy available to tend to the emotional needs and concerns of Art and Ray, who were shocked and scared by the lives lost and by their parents’ sufferings.*

There were other instances that I just don’t have time to go into: my dad, a lefty, being forced at school to write and work right-handed; the problems with my grandparents’ marriage; my dad’s experiences in the war, to name a few. All — or none — may have colored my dad’s personality and stoked his anger.

But let me tell you about the last few weeks of my dad’s life. By then he had forgotten how to dress himself, how to feed himself, how to wash himself. Still, he never failed to recognize my mother. And after a visit, when my mom was set to say goodbye, Dad would reach around her and give her a hug and a kiss without hesitation or awkwardness. Dad willingly held my hand and didn’t scowl when an attendant kissed the top of his head. And just last week, he gave my sister and my niece a hug, with genuine emotion. Something had changed. And I know what it was. The dementia that caused Dad to lose his strength, that robbed him of his talents and his wit, that caused him to forget even how to operate a fork and a spoon, that same awful dementia, also caused him to forget what he had been angry about all his life. In the end, Dad’s bitterness vanished like so much smoke.

Later today, we are going to read the 23rd Psalm. There is that famous line about walking in the valley of the shadow of death. When we recite that, I want you to picture my dad traveling on that last leg of his journey, not only as a good man, not only as a man of duty and honor, but also as a happy man — walking with his back straight, his head held high, and feeling, finally, light as a feather.

*In fact, Ray’s beloved older brother, Art, narrowly escaped death by that same fire. That evening, he had gone to sleep over at his grandparents’ house but, seized by homesickness, decided that he didn’t wanted to stay the night. He called home and his father fetched him just hours before the fatal blaze. –Text added by Laurel Felt from recollection, written February 2, 2012


Barbara Marcus Felt

With gratitude to my children, who encouraged me…
The most outstanding feature that I remember about my dad is his hands. Even as his body diminished, his hands remained strong. He was ambidextrous and could equally use his right and left hand; his handiness was what helped him make sense of the world. When words failed him, he expressed his emotions with his hands.

When my brother was born, my dad – by himself – remodeled and refinished a room, basically making a nest for my brother. And when we moved into our house in Skokie, he created a home for us by building – by himself – this tool shed out back that actually looked like a little house, with windows and a window box. And when his words failed to communicate with my mom, he studied her and he sculpted her and he recreated her with his hands, carving a likeness of her out of driftwood.

My dad wasn’t handy in the sense that I’ve come to love about the Felts, and he wasn’t a hands-on dad. But he sculpted us into the family we are today. He was handy in the three-dimensional, way-of-knowing-about-the-world sense. And in the end, when there were no more words, I held his hands, and he was with me.


Richard Felt

Hello everyone. For those who may not know, I’m Rick, Ray’s son-in-law for almost 39 years.

I first met Ray Marcus about 40 years ago when his daughter Barbara, whom I was dating, decided it was time for her parents to meet “the dentist.” Ray liked to call me “the dentist” even though in those days I was still a dental student and not yet a real dentist. He used the term a little jokingly because he had just written the last of several large checks to the Marcus family dentist for goldwork on Barbara, and Ray was not too happy about the timing of “the dentist” arriving on the scene too late to have saved him a lot of money.

In the early years, Ray and I would jog together at the J in Skokie almost every week for a while. Ray was not blessed with terrific eyesight, so he shied away from most sports. But that man could RUN. I was not a good runner, so Ray would have to tone it down in order to keep things at my pace. He never failed to do so, even though I suspected that he considered our runs together to be just an appetizer.

I liked Ray right from the start, and I know he liked me as well. He was a nice guy, pure and simple. You always knew where you stood with Ray because he didn’t put on airs—and no B.S. He called it the way he saw it. In the early years of our marriage, Barbara and I moved to Appleton, WI. I started a new general dental practice there which was growing, we bought a nice home, we made friends, we joined a supportive synagogue, and we had a son, Benjy. Nonetheless, we decided to move back to Chicago after 3 years for a number of reasons. I know Ray missed having us close when we moved away to Appleton, and especially when his grandson was born, so you would think that he would have been overjoyed to hear that we were moving back. But Ray was concerned that we had accomplished much in a short period of time in Appleton, and that we would be giving up the security of those accomplishments if we moved back. He had grown up in periods of uncertainty during the Depression and WWII, when there was almost no security at times, and he had lived through the difficulties of starting a new business: the Marcus Brush Company. He advised us to think over carefully whether we should actually leave Appleton. So Ray was willing to give up something he really wanted—our return and more time with his new grandson—in order for us to benefit by maintaining the security he felt we had there in Appleton. It was an unselfish act on Ray’s part.

When I finished my specialty training and decided to open an office in Northbrook, Ray (and Ruth) were there for us again, this time with a checkbook. He lent us some money to get things off the ground. I wanted a written contract, with specified interest and a repayment schedule, like a real business transaction. But Ray looked at it as a transaction of love. He didn’t want any schedules or anything on paper, and told us to take as long as we needed to repay the loan. In my mind, I think he didn’t really want repayment at all, because when we did repay the loan, he was reluctant to accept our check for fear of causing us financial hardship. Ray was not about money—he was about love and family. Add to that a measure each of conscientiousness, responsibility, preparation, attention to detail, modesty, and humor, and you have a recipe for the man we knew and loved. We will miss you, Ray.


Justification

As I tore apart my computer in search of texts to enrich my article for Learning, Media, and Technology, I found this piece which I delivered (or didn’t — I have a habit of jumping off-book and riffing in front of a live audience) before the Academic Affairs Committee of the Board of Trustees on April 15, 2011.

I’ve always wanted to make the world a better place, and thought that the way we raise children is central to any/all such undertakings. As an undergraduate at Northwestern University, I studied Education & Social Policy, with minors in political science and French. I did original, on-site research for my honors thesis, visiting child care centers in Paris, Oslo, and urban Chicago. I reviewed the way each culture balanced the social-emotional and the cognitive — Were they tensions in opposition? Were they intertwined partners?

Spongebob Squarepants got me to graduate school. My friend Jenn and I were babysitting a bunch of five-year-olds and, while we happened to be on the street of a housing project in Boston, I suspected that this scene could have unfolded anywhere in America, maybe anywhere around the world…

Here we go round the mulberry bush… the ice cream truck chimed. My friend Jenn asked the kids what they wanted.

“Spongebob!” they cried, eyes glued to the image of a frozen treat shaped like he who lives in a pineapple under the sea.
“They’re out of Spongebob,” Jenn explained patiently. “What’s your next choice?”
“Dora!”

POP! Goes the weasel!

That’d be Dora the Explorer, another children’s TV character who the youngsters could ice cream-ily cannibalize. Now, I’d been a kid who worshipped at the electric fireplace, effortlessly memorizing movie & TV dialogue, gobbling books, acting in plays. But I always, ALWAYS, had firm ideas about chocolate and vanilla. Was something different going on here?*

I started out by looking at the extent to which young people interacted with electronic media, analyzing children’s media content according to unsavory themes, like aggression, materialism, xenophobia, and stereotypical gender roles, which I continued at USC. Then I became interested in influencing the content itself, first through disseminating research to studios with Dr. Stacy Smith, then by supporting entertainment-education efforts with Dr. Sheila Murphy and Hollywood, Health & Society. From there I became interested in what people do with the content, and that’s what led me to Dr. Henry Jenkins and, in a sense, brought me back to square one. How do we make the world a better place, shift the way we raise children, address the social-emotional and the cognitive?

This skills-rich approach seems the way to go, in my opinion. Not only is each person, each community, and each moment in time distinct, but people hate being told from on high what to do. It doesn’t make sense to come up with one fixed set of solutions, one “universal” plan, and tell every person out there to do it. It just doesn’t work. But let’s say you help them to develop skills, fundamental capacities for diverse application. Then individuals’ and communities’ possibilities are limitless. They can realize their own potential, and build their own solutions that reflect their unique circumstances.

At RFK Community Schools, via the Explore Locally, Excel Digitally after-school program, I’m helping those skills to take hold. The skills pertain to social-emotional competence (SELs; self-awareness, self-regulation, social awareness, relationship skills, and responsible decision-making), and new media literacies (NMLs; defined as “a set of cultural competencies and social skills that young people need in the new media landscape” (Jenkins, Clinton, Purushotma, Weigel & Robison, 2006, p. 4)). Despite the words “new” and “media” in their label, NMLs are neither new nor exclusively for or about media. They’re especially useful in the context of new media, but they’re fundamental, time-honored, digitally agnostic skills. They’re about enriching learners with useful, versatile capacities that help them think sharper, work better, and appreciate fuller the ethical ramifications of their actions.


As thirteen-year-old me once sang in Beaver Dam, Wisconsin, playing the role of Mrs. MacAfee in Harand Theater Camp’s summer 1993 production of Bye Bye Birdie, “I don’t know what’s wrong these kids today!”

Plates

Lately I’ve been saying, “I’ve got a lot on my plate.” When I want to switch it up, I disclose the more colorful, “I’m trying to keep multiple plates spinning.” But I’ve been thinking (always dangerous), This paints plates* too reductively. Plates aren’t disembodied, external objects; they don’t merely host gorge-inducing portions or demand frantic maintenance. Plates define our very foundation. We’re built on plates. If living in Los Angeles has taught me nothing else, it’s that our wellbeing depends on the stability, balance, and flow of these plates.

So what’s on my professional plate? Very glad you asked… I’ve enabled comments so that anyone who’s interested can discuss a project with me — this post is mostly meant to inform and engage, and only minimally to vent. Thus, in no particular order:

-co-writing/editing a $1.35M grant to the National Science Foundation
-co-writing an article for journal Learning, Media and Technology on Explore Locally, Excel Digitally, an after-school program my colleagues and I designed and instructed during Spring 2011
-final edits + table layout for Sunukaddu chapter in African Childhoods: Survival, Education and Peace-building in the Youngest Continent
-co-designing challenges for PLAY! platform (which my colleagues and I will present at the Digital Media & Learning Conference and the Annenberg Innovation Lab Festival)
-considering user interface, affordances, and embedded biases of PLAY! platform with colleagues
-brainstorming ideas for Dojo, continuing to meet with folks and think through my dissertation plan, and designing presentation to GameDesk
-writing dissertation prospectus
-co-writing case study about Summer Sandbox and Playing Outside the Box for eBook on participatory models of professional development
-co-facilitating the USC Serious Games Network and co-developing outline for panel I will moderate on serious games’ business models, hosted by USC Marshall School of Business, with panelists Laird Malamed & George Rose
-analyzing data from Laughter for a Change with RFK-LA, a weekly after-school improv workshop with high school freshmen which I participant-observed during Fall 2011, and making a presentation for the Digital Media & Learning conference
-participating on a panel addressing Henry Jenkins‘s Convergence Culture
-revising NCA conference paper on grassroots epistemologies for submission to a scholarly journal and for a chapter in Global Health Communication Strategies in the 21st Century
-attending a gala for the Khmer Anti-Poverty Party, whose membership I’ve instructed in leadership strategies
-writing five letters of recommendation for last semester’s students
-considering a possible joint paper on The Hunger Games
-attending various meetings and workshops
-leafing through stacks of library books and recent Amazon purchases + blogs and articles
-taking on the serious/fun business of playing serious games

Now what’s for dessert?


*My mom paints plates too! You should see her bowl for Rosh Hashanah honey — it’s a beaut!

Onward


The University of Southern California (USC) is well known for football, and all of the glory and scandal that comes with it. Some folks also associate USC with privilege and derisively refer to it as the “University of Spoiled Children.”

But USC knows, as I have learned well, that you can’t just rest on your laurels.* We must look to the future.

The Strategic Vision identifies three paths forward, which constitute the heart of our academic vision.

Transforming Education for a Rapidly Changing World highlights building the ranks of transformative faculty and reinventing education at the undergraduate, graduate and postdoctoral levels. It also focuses on the need to insure student access to education and our commitment to accountability.

Creating Scholarship with Consequence emphasizes the growing importance of translational research, creative work and professional practice that make a significant impact on society. This will require increasingly more interdisciplinary and inter-professional collaboration.

Connecting the Individual to the World calls for promoting local and global engagement to foster mutual understanding. This begins with self-knowledge and self-reflection, critical thought, appreciation of diversity, aesthetic sensibility, civility, and empathy across all spheres of life. Given the broad scope and depth of our academic programs, we must not lose sight of the importance of cultivating human wholeness.
-Elizabeth Garrett, USC Provost and Senior Vice President for Academic Affairs, 1/9/12

These values echo my own and if I were more jingoistic, I might be inclined to say something like “I am USC.”

My latest inspiration for my dissertation reflects this commitment to transformative education, meaningful contribution, and human wholeness. It incorporates positive deviance, participatory action research, participatory design, participatory culture, participatory learning, serious games, and social and emotional competence.

Project Plan:

1. Gather baseline data on a youth population (utilize multiple methods to triangulate members’ capacity to emotionally regulate and perform in Dojo).
2. Identify positive deviants (PD’s), or those whose adeptness at emotional regulation qualifies as aberrational; in other words, individuals who thrive despite the odds, without access to special resources.
3. Identify their emotional regulation strategies — How do they do what they do?
4. Work with these PD’s to suggest game design modifications and curriculum components for Dojo.
5. Liaise with GameDesk developers regarding game design modifications and take lead on realizing complementary curriculum.
6. Facilitate outreach efforts with PD’s and other interested youths, spreading the word about Dojo and PD’s emotional regulation strategies.
7. Gather endline data on youth population (utilize multiple methods to triangulate members’ capacity to emotionally regulate and perform in Dojo).

Of course, this plan is ambitious and will undergo intensive revision — part of the process. For now, this is the blue sky I’m eyeballing.

Fight on.


*Pun absolutely intended.