Gamification of the classroom-syllabus

“If you are a gamer, it’s time to get over any regret you might feel about spending so much time playing games.  You have not been wasting your time.  You have been building up a wealth of virtual experience that… can teach you about your true self: What your core strengths are, what really motivates you, and what make you happiest.”

 –Jane McGonigal from Reality is Broken (2011, p.12)

Students today literally learn differently than we did even a generation ago.  The problem is we use “yesterday’s education for tomorrow’s [students]. Where is the programming, the genomics, the bioethics, the nanotech—the stuff of their time? It’s not there. Not even once a week on Fridays” (Prensky, 2005, p. 62).  Teachers of all levels of education are losing the interest of students because the way subjects are taught does not stimulate these new thinkers.   Educators must start looking at how students learn, and why they are learning when learning happens. Before we can discuss how to best instruct this new generation, we must understand a part of the everyday interests of this newer group.

Just like any commerce industry, the public knows that games make money.  However, it might not be obvious that the gaming industry is responsible for 25.1 billion dollars spent just in the United States (Entertainment Software Association [ESA], 2011).  People not only buy games, which is where the majority of the money is spent, but they also buy the platforms as well as accessories.  According to the Entertainment Software Association, the average player is 37 years old and has been playing for 12 years (ESA, 2011, p. 2, 4).  Part of the reason that the gaming industry commands so much money from our economy is because games are now marketed towards both men and women, with women making up a surprising 42 percent of all gamers.  Families also play together meaning that games influence entire households instead of just the individual (ESA, 2011). Mobile gaming has also expanded how we interact with games.  As a new handheld platform, phones allow for constant connectivity to not only social networks, but also to games. “65 percent of the 2 billion apps downloaded are games” reports Brian Chen of the Apple app store (2009, p. 1).  We cannot escape that games are a huge part of our lives, and our collective culture. 

The draw to experience culture is why 97 percent of youth play computer or video games, and the average player has been playing for almost half of his/her life (McGonigal, 2011).  The United States boasts over 183 million active gamers, which out ranks any other country besides China at 200 million gamers.  Games are becoming the number one pastime in America.  The average player spends an average of 13 hours a week, with hardcore gamers spending up to 45 hours a week in virtual worlds (McGonigal, 2011, pp. 3-4).  Players no longer uphold the stereotype of a 40 year old virgin playing in his parent’s basements. 

Players hold down normal jobs, have families, and maintain lives outside of the games, but choose to spend down time getting a particular type of fulfillment in a game that is not provided in the real world.  The real world, for these players is progressively lacking something.  McGonigal (2011), states “to understand the future, you have to look back at least twice as far as you’re looking ahead” (p. 5).  If we look at gaming in history, there is evidence that before the time of Egyptians, people were using games to help distract from hunger.  Half of life was spent playing games in order to keep hungry minds occupied and as modern people seem to be doing something similar.  However, while players today are not trying to keep minds off hungry bellies, they are also trying to feed a very real part of themselves that is starving, and games are feeding players in a way that cannot be replicated in real life.  McGonigal says it best: “Reality is broken” [emphasis added].  Players, including myself, have escaped to an “in-game” situation to not simply avoid the real world, but to search for something that is lacking from everyday life.   Not so long ago, gaming was considered to be an “escapist” way of dealing with life’s problems. McGonigal is quick to caution those who might write off games as unworthy, unproductive or a waste of time.  The public is finding that the activities required for normal daily life do not challenge, excite or enthrall anymore.  Many people play games for hours a week without realizing that they fit into the “gamer” profile.  Within six weeks of its launch, the app Draw Something is a great example of how nontraditional gamers are experiencing games on a level they might not realize. “The app has generated about 2 billion drawings and is still being played daily by more than half of its users, who are exchanging pictures at a rate of 2,000 to 3,000 a second. And Draw Something, which is adding more than 1 million users a day” ("Draw Something Stats," 2012, p. 1).  People turn to games such as World of Warcraft for raiding opportunities in order to play out their true management skills; The Sims for the creativity and god-like control; Halo 3 for the social interaction with other players. While the average player is 32 years old, the workplace is not the only place where this hunger or brokenness is experienced. The classroom is also a place where students feel unfulfilled, lose motivation and generally feel disconnected from the educational process. Gamification might be a way to combat these problems in the classroom.

Gamification is a new idea that employs game mechanics, techniques and theory in areas that traditionally are not set up like a game.  Another way of looking at gamification is experiencing “game play” in a non-game setting.  This has taken shape with gamified apps like Foursquare, where "player" are able to earn points, badges and “mayorships” of businesses, home and other points of interest when letting friends and the company that they are "checked in" or visiting.  Facebook is probably the largest used collection of gamified application, with Farmville holding down 29.7 million (and growing) active users per month (Cashmore, 2010).  There are even apps to help encourage people to finish daily and tedious chores such as Chorewars and EpicWin (Lee & Hammer, 2011). Applications like these work to improve the “quality of life, to prevent suffering, and to create real, widespread happiness” (McGonigal, 2011, p. 10), while being simple, pervasive, and easy to use.  It is easy to see the success with gamification for large companies, and is therefore common sense to believe that it could work within the classroom as well.

While some see potential in the idea of gamification, others believe that the idea is too connected with capitalization to carry any real merit. 

Gamification is easy. It offers simple, repeatable approaches in which benefit, honor, and aesthetics are less important than facility. For the consultants and the startups, that means selling the same bullshit in book, workshop, platform, or API form over and over again, at limited incremental cost. It ticks a box. Social media strategy? Check. Games strategy? Check. (Bogost, 2011, para. 8)

For Bogost, gamification offers little real reward, and generally has little substance.  In many applications, gamification has been watered down to little more than a fill in the blank reward system.  Websites such as Badgeville and Lithium offer companies the ability to insert their products in to pre-arranged systems that produce monetary gains for little work. If gamification is used like this in the classroom, it will be just as empty.  Plug and play can be used in the way of a flexible syllabus, but the initial process of gamification must have meaning, and not just function as a way to gain empty results.  So I have carefully crafted a syllabus that has the potential to be plug and play.  Because it is based on World of Warcraft, an already successful game that has proven to motivate its players, I believe the syllabus has potential.

Gamified Syllabus:

Description:                                                                            

This class will focus on the basics of communication studies through a lens of computer game.  This gamified classroom is a space that takes game mechanics, strategies and theories and applies them to each assignment.
Format 

This class is designed to be a MMORPG (Massively Multiplayer Online Role Playing Game) type game experience. However due to the limitations in the class, this class will be minimally multiplayer and will consist of both online and offline components, all which are meant to help to simulate the effects of online game play.

In-class time is divided between exploration (lecture), and Guild chat (discussion).

Out of class time is divided (at the choice of the individual character) between Quests (small individual assignments, presentations and research papers), Raids (Large group assignments and Large group presentations), and Gathering/Crafting (quizzes and tests)

The first day of class, students should be prepared to come to class with an avatar (a virtual representation of who the student wants to be in class), as well as a name for the avatar. First assignment will be to come to class with a backstory (narrative of at least 250 words) explaining who the avatar is and how they came to be that way and how the avatar fits into a group situation.  Worth 30 points credit/no credit.

Everyone will start the semester as a Level 1 avatar.  Unlike a normal classroom, grades are measured in experience points (XP).  It is possible for everyone in the class to reach a level 12, though if the student is not committed to quality work, then she/he must be committed to an overwhelming quantity of work:

Level	XP*	Letter Grade
Level Twelve	1860	A
Level Eleven	1800	A-
Level Ten	1740	B+
Level Nine	1660	B
Level Eight	1600	B-
Level Seven	1540	C+
Level Six	1460	C
Level Five	1400	C-
Level Four	1340	D+
Level Three	1260	D
Level Two	1200	D-
Level One	0-1199	F

*Levels are out of 2000 points.  XP is gained by completing Quests, Raids, Crafting/Gathering, and Guild Chat.

Quests:

Individual Research paper: 10-15 page research paper worth up to 700 points (Due at week 10).

*repeatable for points*

Individual Presentation: 15-20 minute presentation worth up to 500 points (Due at week 10).

*repeatable for points*

Individual Discussion Facilitation: Lead a discussion for 30 minutes for up to 100 points (Due between weeks 10-15).

Guild Chat:

Avatars are required to participate in classroom discussion and online discussion.  Participation is worth up to 50 points and up to 2.5 % of your overall grade.  Online postings about the reading will be posted by 10pm the day before class using online medium of the teacher’s choice.

Crafting/Gathering:

Quizzes: Each week (1-16) there will be an up to 15 point multiple choice quiz (worth up to 12% of the final grade).

Students are required to “craft” their own quiz each week.  The first week is done by the instructor in order to give concrete examples of each type of question.  Each quiz will include one question from each of the five levels of Bloom’s taxonomy to ensure cognitive learning for each chapter or reading.

Knowledge: Surface level questions that express/explain overall ideas from the reading.

Application: A question that shows application of student’s/avatar’s experiences to core concepts in the reading.

Analysis: A compare/contrast application of two concepts from the reading.

Synthesis: A question that uses a previously discussed concept from the class to relate to the current reading.

Evaluation: A question that requires the student to choose and evaluate a direct quote of their choosing, and explain why they agree or disagree (Johnson, p. 36)

Each question is worth 3 points. 1 point is for the construction of a question that follows one of the five levels. 2 points is for a thoughtful and correct answer to the question.

Exams: Three exams will be given (at 5 week worth up to 300pts, 10 weeks worth up to 400pts and 15 weeks worth up to 500pts). 

These exams are crafted by the teacher partially from exemplary questions from students’ quizzes.

Raids:

Large Group Research Paper: 25 page research paper worth up to 500 points (Due at week 10) *repeatable for points*

Large Group Presentation: 25-30 minute presentation worth up to 400 points (Due at week 10) *repeatable for points*

Large Group Discussion Facilitation: Lead a discussion for 60 minutes worth up to 300 points (Due between weeks 10-15)

These projects are similar to the individual projects in nature, and follow the same guidelines.

*For each group project there will be a separate anonymous questionnaire with a range of points for the other group members.  Points will be awarded according to which avatar gets the most votes for (Can assign positions 3, 4 and 5 to more than one avatar)*:

1.     Raid Leader 100 pts.
2.     Tank 75 pts.
3.     Healer 50 pts.
4.     DPS 25 pts.
5.     Needs a Rez 0 pts.

End Game:

Each player is required to write a reflection paper addressing both concepts covered in the class, as well as the gamification of the classroom.  Content will be graded for class concepts, but a review of gamification is opinion based and will only be graded on spelling and grammar.  Must be between 3-5 pages.  Worth up to 100 pts.

Points are deducted for errors in spelling and grammar.  Proof read your work carefully and please see grade sheet for detailed list of what is required for all papers.

Quests that are *repeatable for points* are quests that can be done a second time (with significant and substantial revisions) with permission from instructor.

Attendance and Conduct

Attend every class.  What you miss is important and is not covered in the book.  Just as with a game, experience is everything.  Missed work is YOUR responsibility.  Assignments must be turned in on time whether you miss class or not.

This syllabus is an idea of what could be in a classroom.  I have no way of implementing this yet, but plan on trying to adapting it for my public speaking classes for next semester.  I also plan on talking to other teachers in the communication studies to see if this syllabus can be implemented in one of the new media studies classes.  I believe that this syllabus has the potential to be a great asset for any class, and I hope to find other ways of sharing/showing this idea with others.
References

Bogost, I. (2011). Gamification is bullshit. Retrieved from http://www.bogost.com/blog/gamification_is_bullshit.shtml

Cashmore, P. (2010). Farmville surpasses 80 million users. Retrieved from http://mashable.com/2010/02/20/farmville-80-million-users/-users/

Chen, B. X. (2009). Apple’s App Store Hits Six Digits; How Many Apps Do You Need? Retrieved from http://www.wired.com/gadgetlab/2009/11/appstore/

Draw Something Stats: Users Exchanging 2,000 to 3,000 Pictures Every Second. (2012). Retrieved from http://statspotting.com/2012/03/draw-something-stats-users-exchanging-2000-to-3000-pictures-every-second/

Entertainment Software Association. (2011). Essential Facts About The Computer and Video Game Industry. Retrieved from http://www.theesa.com/facts/pdfs/ESA_EF_2011.pdf

Johnson, D. I. (2007, April). Using Out-of-Class Quizzes to Promote Cognitive Engagement. Communication Teacher, 21(2), 35-38.

Lee, J. J., & Hammer, J. (2011). Gamification in Education: What, How, Why Bother? Academic Exchange Quarterly, 15(2), 1-5.

McGonigal, J. (2011). Reality is broken: Why games make us better and how they can change the world. New York, NY: Penguin Press.

Prensky, M. (2005). Engage me or enrage me: What today’s learners demand. Educausereview, 60-64.

Feedback

We were supposed to talk about the feedback that we got for a game in the middle of the semester, as well as the feedback we got about our final project.  I thought I would combine them into one, since the two posts will look the same.
I was actually really disappointed in all the feedback that I received during the semester from the other students.  People were not committed to helping others as they were working on their own project.  Each project just got the quick once over, and then a "that looks awesome" or "that's cool."  Nothing was ever said implying that I might need improvement or a change or anything.  This frustrated me, because although I am a grad student, I know that advice from anywhere can really improve how any project can function.  I asked for some follow up, but with no response.  I would hope that maybe next time there would be a bit more responsibility with the peer responses than what there was this semester.

Final project- game studies

For my final project in the games studies class, I am going to be writing a paper.  I'm excited for this because although I am writing a thesis on gamification of the classroom, I don't get to explore the application of it as much as I would like.  Once I started my thesis, I got locked in to an idea, and this project is giving me an opportunity to explore and be creative.  Just like we talked about with games, this writing is unleashing things I was not expecting.  The act of creation, whether it is in a game, or in a paper, allows for growth and introspection.  In a way, I feel connected to my work like Anna Anthropy does.  The work speaks to a part of me that has been forced to be silent for a long time.

In this paper, I am taking a hard look at what is wrong with classrooms, and how a classroom styled as a game might change how students behave and perform.  I already have a syllabus mapped out, and am working on how it actually might be applied in a classroom!

In class today we watched an interview with Anna Anthropy (since she couldn't make it to class) about the book she wrote.  While looking a bit nervous, she handled the questions well, and has a commanding presence about her.  Both in her book and in her presence in the gamin industry, she is able to bring a voice to those who are outside of norms.
I loved how she encourages ANYONE who has an idea for a game to go ahead and make it.  It reminds me of the Disney movie Ratatouille, where they say "anyone can cook".  It is an amazing power that she hands to the audience.  She seems to value everyone as a participant, and even more the people who do not fit the "gamer" mode.  I assume that this comes from her feeling on the outside of society, despite her talent and viewpoint on life.  Check out the interview here

Anna Anthropy

So for class we had to play two games, read a review about a book, and read an article all revolving around Anna Anthropy.  I chose to look at Dys4ia and Lesbian Spider Queens of Mars.  Both games carry Anna's 8-bit aesthetic, as well as a dark look into a sexuality that is less than mainstream.  LSQM was a fun game, although somewhat difficult when I was not trying my hardest.  It also was similar in game play to other games that I have played.  Dys4ia was totally a departure from a normal game, and was basically an autobiographical game.  I was not totally happy with the game play, but by playing the game, I got a glimpse of what it might feel like to be a person experiencing a transgender-ed life.  She is quite amazing.
After reading her article and the review of her book, I want to read her book, which is just up my ally, linking the importance of games to life.  I am a bit sad to have read that the book reads non-academic, as I feel that more people should be studying and writing about games, and should carry some weight to their writing so that more people would read them.  This seemed to be the reviewers (and mine after reading her article) only problem with her work.  Otherwise, I admire her for her game work, as well as her knowledge.  I look forward to pointing students to her work, and keeping up with her work on my own.

Comm Event this Friday

Don't forget to check out Califia this Friday! 7:30!
Here is the blogsite that shares about the current month's performers.

http://califiacollective.com/

Game concept

For my Art 104 class we are making up a card game, and here is my attempt.  This is going to be tested this weekend, so hope it works!


Suits:
Supplies Needed:
1 regular pack of playing cards- including jokers
4 players
Chips
Instructions:
Shuffle all cards and deal 8 cards to each player.  The goal of this game is to end up with cards from all one suit.
At the beginning of the game, each player chooses 3 card to pass to the person to the left. Starting with the player to the left of the dealer, each person will draw a card, and then discard one of their choice. After each discarded card, each other player will bid on the card.  The trick is to get all the cards needed without letting others know what suit is needed.  Jokers are a trump card over any bet.  Chips bet go to the player who discarded.
Players will not have more than 8 cards in their possession at one time
How to win:
The easiest way to win is to collect 8 cards of one suit.
If there is a tie, the way to determine a winner is to count chips, and look at the hand.  Any player possessing a straight will win, unless the other player has a better straight.
If there is a partial straight (meaning 4-7 of the cards are in sequence), then chips are included in accumulation of points.  Each chip represents the value decided by players in the beginning, but each straight is given a point value of the total points in the partial straight.  (1-2-3-4-5 would equal 15 points, while a 10-J-Q-K would equal 30).

Rules of the game

Texas Hold ‘em: a 5 card poker variation

What is needed:

A deck of cards, jokers removed

Button: a marker to identify the dealer

Chips for betting

Rules:

The marker called the button indicates which player is the nominal dealer for the current game. Before the game begins, the player immediately clockwise from the button posts the small blind, the first forced bet. The player immediately clockwise from the small blind posts the big blind.

The big blind is the same as the small bet, and the small blind is typically half the size of the big blind but may be larger depending on the stakes.

In Hold'em the available actions are fold, check, bet, call or raise. Each poker player always has the option to fold, to discard their cards and give up any interest in the pot. If nobody has made a bet at this point, then a player may either check (decline to bet, but keep their cards) or bet. If a player has bet, then each other player can fold, call or raise. To call is to match the amount the previous player has bet. To raise is to not only match the previous bet, but to also increase it.

After seeing his or her hole cards, each player now has the option to play his or her hand by calling or raising the big blind. The action begins to the left of the big blind, which is considered a ‘live’ bet on this round. That player has the option to fold, call or raise.

The Flop

In Hold'em, the three cards on the flop are community cards, available to all players still in the hand. To place the flop, the dealer "burns" a card (discarding it to the side) and lays the three cards face up. Betting on the flop begins with the active player immediately clockwise from the button. The betting options are similar to pre-flop, however if nobody has previously bet, players may opt to check, passing the action to the next active player clockwise.

The Turn

When the betting action is completed for the flop round, the ‘turn’ is dealt face-up on the board. The turn is the fourth community card in Hold'em and is dealt similarly to the flop.  The dealer will burn one card before playing the turn. Another round of betting ensues, beginning with the player immediately clockwise from the button.

The River

When betting action is completed for the turn round, the ‘river’ is dealt face-up on the board after the dealer burns another card. The river is the fifth and final community card in a Hold'em game. Betting again begins with the player immediately clockwise from the button, and the same betting rules apply as they do for the flop and turn, as explained above.

The End Game

If there is more than one remaining player when the final betting round is complete, the last person to bet or raise shows their cards, unless there was no bet on the final round in which case the player immediately clockwise from the button shows their cards first. The player with the best five-card poker hand wins the pot (see Ranking section below). In the event of identical hands, the pot will be equally divided between the players with the best hands. Unlike other games, in Hold'em all suits are considered equal.

After the pot is awarded, a new hand of Hold'em is ready to be played. The button now moves clockwise to the next player, blinds are once again posted, and new hands are dealt to each player.

Ranking:

1. Straight Flush

The Straight Flush (see #4) is the highest ranking hand in poker. If there are two straight flushes, the hand with the highest card (see #9) wins. A royal flush is A-K-Q-J-10.  A's may not round the corner such as 3-2-1-A-K.

2. Four of a kind

Four cards of any same rank. If there are two hands with four of a kind, the highest ranking hand wins (see #9).

3. Full House

A Full House is a combination of three of a kind and a pair such as 3-3-3-5-5.  If there are two flushes in play, cards are ranked by the three cards and not the pair.

4. Flush

Five cards of the same suit. When comparing two flushes, the highest card determines which is higher. If the flushes are identical, the hands tie.

5. Straight

Five cards of mixed suits in sequence. When two hands are compared, the highest hand wins. Ace can count high or low in a straight, but not both.

6. Three of a Kind

Three cards of the same rank plus two mismatched cards. When comparing two threes of a kind the rank of the three equal cards determines which is higher (See #9)

7. Two Pairs

In a hand with two pairs, the two pairs(See #8) are of different ranks and one mismatched card. When comparing hands with two pairs, the hand with the highest pair wins.

8. Pair

In a pair, 2 cards in the hand are matched or paired up, with the other three cards mismatched. Higher pair always wins, but if the pairs are equal, the high card (See #9 ) rankings apply.

9. High Card/Nothing

Cards rank in order from highest to lowest A-K-Q-J-10 etc.

SJSU Comm Events

For those interested in communication studies and live, go to or expect to go to SJSU, make sure you check out SJSU Comm's Blogspot for information about upcoming events.  Also, don't forget about Communication studies events page.  Both places have great information and great events happening throughout the semester.




For those of you who are in Comm 101C, remember that you have to do a blog post about a comm event.  Don't get stuck at the end of the semester needing to go to an event only to find there are none left to attend!

Passage Analysis: Formal

Passage: The game
Player: 1 person/self
Goals: Timed points collection
Rules: 5 minute time limit
          gather points
          spouse generates a double point collection
          8-bit linear game- while map allows for multi-directional  movement,moving in a "backwards" direction             does not allow for movement back in time.
         resolution is death of self (and spouse if achieved- spouse dies first)
Information availability:  Public game.  Game information is hidden (time limit is known only after play).
Sequence:  "Real time" play.  Time (though sped up) moves as does in real life.
Theme: Life journey.  Map system exploration (map is hidden).

Passage is a simple game in conception.  Player uses a male avatar and travel through the game.  The object of the game is found in the first few seconds, as the player start moving and receives points.  Soon after, the player comes into contact with female avatar and a hidden choice is available.  Either the player "collects" the woman as a spouse and receives double points for less manuverability, or the player passes up the X2 points and retains greater movement.
As the player moves thought the map he is confronted with obstacles and treasure chests.  As said above, as a single avatar movement is less restricted than if you pick up a spouse, which allows for greater treasure collecting.  However, the score is not just calculated by the treasure chests, but for distance traveled as well. Throughout the game, the player (and spouse) grow older, and after about 4 minutes, the spouse dies.  This leaves the original avatar to "finish" the game alone and die.
This game is repeatable and the only thing that can change is how many points are accumulated (with spouse bonus or not), because the outcome is always the same.

What is important about games?

I am a female gamer.  I received my first computer at 11 years old, and I saved my money and bought my first Gameboy at the age of 12.  As I was growing up, I did not know what a gamer was, I just knew I was different from other girls. I played water polo, and once I went to college I took my love of the strategy of sports and started playing Counterstrike, Half-Life and Warcraft II and III.  Once World of Warcraft came out in 2004, I had embraced my identity as a gamer, but I was afraid as so many people are that a game of that magnitude would encompass my life.  I started playing a year later, when the gamer inside of me could no longer be held inside.  Now, I have three characters that I play on a regular basis as I go to school, work and write my thesis.  However, I would say that I have “gamified” my life as on one single character I have spent over 57 days playing.  1,300 hours spent playing on one character means that gaming is a part of my life, not just an unimportant pastime.  If nothing else, playing World of Warcraft has changed the way that I think about what the world and how I function within that world.

The way that I have come to view games is that they have potential. Part of what makes games fun and interesting is that they challenge the mind or body in ways that are not monotonous, and that are not so hard that players become discouraged. The average player spends an average of 13 hours a week, with hardcore gamers spending up to 45 hours a week in virtual worlds (McGonigal, 2011, pp. 3-4). I feel that if we can harness the power that games have into a classroom setting, we can change education for the next generation.

 

Comm 101: third blog- thoughts on class

So I'm posting from my phone right now, hoping any horrible spelling errors are caught by the iPhone. I had a few thoughts as class wrapped up today. As a Comm student, I often find myself wanting to say much more than time allows for in class. This is especially true in a class where I am technically not a student. So, for those of you who are left with a comment sitting on the tip of your tongue as class ends, a blog post might be a great way to formulate and remember that idea.
What is sticking with me is something about communication being constitutive. I grew up as the generation just before most of you, so phrases like "that's retarded" or "that's gay" were and still are common place. I can't make excuses for the thousands of times I have uttered these words, including to some of my friends who are gay, or have a learning disability. But as I struggle against the past 15 + years of this language being common place for me, what helps me to eradicate such language is knowing that by allowing those phrases to cross my lips (or the lips of friends and family) I am continuing to uphold the idea that being gay or differently abled is somehow stupid or makes a person less of a citizen of our global community. I hope that soon, I won't even have to think about this, and my brain will have learned a different way to communicate my displeasure with a situation. However, if you hear me or anyone else for that matter, please gently remind us that our words are not only constructing violence, but they are actually violent.

Oppressive language does more than represent violence; it is violence; does more than represent the limits of knowledge; it limits knowledge.

TONI MORRISON, Nobel Lecture, Dec. 7, 1993

Comm 101: Second Post

     I had a lot of fun with this reading.  Once again I had the privilege of reading words and ideas expressed by Deanna.  I find it always interesting when I am able to hear the voice of a teacher through phrasing in text, as well as in the classroom.  It also makes me think of a phrase from the reading this week. “Perhaps the most important lesson we can take from considering communication as a process is that we learn as we communicate, not before we speak or write” (p. 15).  This is one reason that a blog is necessary.  We are learning as Deanna communicates to us, but we also learn as we communicate back.  Every time we write we practice not only writing style and grammar, but also how we like to communicate.  Some people take a critical paradigm style with the writing, while others focus on quantitative work, and still others are able to express performativity even when written on paper.  The practice of writing helps us to fully formulate an argument by working out the kinks. 

     The only problem with this idea is that many of us edit as we write.  The book reminds us that editing along the way stifles the communicative process that writing should provide.  Do not feel bad when this process becomes frustrating and feels like “extra work.”  By writing a first draft, we allow the ideas to surface before we begin selecting out the good from the not quite as good.  The idea of a crappy first draft is hard to do with out planning ahead.  Time is important within the writing process, and lack of time is the enemy of good writing.  This is definitely an idea that most college students are familiar with.  Many grad students have admitted that the writing process has involved many first and only drafts that have to be edited along the way to account for procrastination.  As a result, writers need to work against this by writing early and often letting the ideas become more important than editing.

     And if you catch me still doing the first and only writing, remind me of when I sang praises of multiple drafts!

Here is a video that I think makes a lot of sense when looking at it through the lens of Chapter 1. Specifically p. 7 and p. 15.

Woodland Shoppers Paradise: Learning to Decode Scholarly Journal Articles (Par...

Love it!

Woodland Shoppers Paradise: Learning to Decode Scholarly Journal Articles (Par...: [One of my favorite parts of blogging is the opportunity to draft language for specialized projects - and potentially receive feedback from...

Comm 101: First Entry

The study of communication is a complicated idea.  Just the word "communication" can be confusing.  There is Mass communications, public relations, interpersonal, intrapersonal, business, and many more titles that the world uses to try and distinguish between the different types of communication.

  

Communication studies is a blend of all of the above and more.  This field of study allows for the examination of how the world works through how people in this world communicate together.  For me, communication studies allows me to view the world the way that most people have yet to. Most problems or situations in this world have not been exhaustively studied from a communication studies perspective.  This allows for a search for answers to questions that breed more questions.  These questions can lead to study in any subject that a researcher, student, or teacher is passionate about.  This freedom of study through a communication studies lens has allowed and encouraged me to embrace what I love and pushed me to share that love with others.

As Deanna told the class, I am a masters student here at SJSU.  This educational opportunity has allowed me to study one of my favorite pastimes, World of Warcraft.  Now before you laugh, know that I am laughing with you.  I never expected to be able to study something that seems so trivial such as a game.  However, the more I research, the more I see a real sense of meaning and importance within a silly little game.  My thesis centers on gamification of the classroom, and I plan on teaching comm majors at either a community college or 4-year university in just a year.  I know that there are many other opportunities besides teaching, such as consulting, but teaching will always be my love and my ultimate goal for my career.

Road to Winter Classic- Philly

Finally January 1st came around.  Most people dread the first of the year due to hangovers from the party the night before, but not me.  This year the first marked not only the first time I would get to set foot in Philadelphia, but also officially started the trip I won from the San Jose Sharks.


Unlike so many Sharks fans, I am new to Team Teal.  Though I had been to a few games when the Sharks first started, I found them again as my brother was battling cancer.  We had been visiting Justin again at Kaiser, trying to keep his spirits up when two very large men entered his room.  At the time I didn't know who they were, but they were gorgeous (all the ladies will agree).


 Mitchell and Murray had come to visit my brother, which basically made his day.  After seeing how wonderful these players were off the ice, I couldn't help but become a fan of them on the ice.  It did not take long to realize that I bleed teal, and always will.  I have thrown myself into learning the game and cheering for the sharks for as many games as I can see.
I religiously enter all the contests that I can, especially the ones through texting.  But I never win.  This is why I was so surprised when I got the call about the Winter Classic.  The only thing to make this trip better would be if the Sharks were playing (although they did win the game the same night!).

 Sharkie all buckled and ready to head to Philly!

As we pulled up to the Marriott Downtown, we were met with a multitude of signs that let us know that this was the headquarters of the Winter Classic. 

Love Park

 I couldn't believe how close we were to the heart of downtown.  Just a block away from LOVE park, City Hall and Reading Terminal Market, we were able to experience so many of the great things that Philly has to offer by just walking outside our hotel.

City Hall

View from our room

 We were lucky because Marriott was nice enough to let us check in early, no charge! We were on the 18th floor, so we had a good view of the city from our room.  The room itself was beautiful, and made me feel special.  We definitely got pampered on this trip!

Sharkie relaxing in our room

 

Even our key was in the WC spirit!

 After eating too much good food at a local Gastro pub (apparently that's what they are called), we settled in our room, excited for the next day.  As you may know, the game got moved back from 1pm to 3pm, which was to make sure the ice wouldn't melt during the game.  This meant more time for us at the Reading Terminal Market experiencing great food!

My husband all bundled!

Finally it was time to bundle up and head to the game in the buses that Marriott provided for their guests!  Yay, no subway!  By the way, neither of us had been to such a cold area in a long time, so even with our long underwear, long sleeved shirts, sweatshirts, jerseys, scarves, gloves, beanies and hand warmers, we were still very cold!  As we got off the bus, we were greeted with a ton of confused looks.  All "Sharked out", we really looked out of place on the east coast.  People asked if Mapquest got us lost, if we knew what ice looked like and a few other "clever" comments.  Mostly, besides wondering why there were two Shark fans wandering around, people were really nice and friendly (though I think it was mainly because we were clearly not Ranger fans).  Our seats were great, and we were able to have a great view of ice and the big screen!

 There was much Pomp and Circumstance as expected for a game like this, and it was fun to be apart of.  Patti La Belle even sung the National Anthem!  The game started and we got into cheering for the Flyers.  I figured cheering for the home team was nice since we were having such a great time in Philly.  The game got off to a slow start as the puck was behaving very differently on the outside rink than it seems to do inside.  Each stoppage of play brought a team of men with shovels to clear the ice, as well as someone to patch the divots that had been made.

Both teams seem to struggle with the condition of the ice, as Rich and I struggled with the cold. The cold was more bearable once the Flyers scored!  The Giant Liberty Bell over the right field wall lit up and tolled each time the Flyers put one away. The Rangers fans gained more confidence as the game progressed, and the Flyer fans lost a lot of steam.  I know that if the Sharks fans were there, no one would be able to hear the other team's fans.  And that is why we ROCK!  The third period seemed hopeless until an epic chance for a penalty shot came with 9 seconds left!  It was a bit sad when Briere could not score, but it was finally a hockey game where the team I was cheering for lost and I was not devastated.  I think the Philly fans were taking it quite hard, because as we left, I did not hear any comments about being a Shark fan.  We walked away with a few souvenirs that we bought, as well as two seat cushions that we got just for going!

Our Swag!

A former Sharks employee and current fan!

 I wish my words could share exactly how awesome this trip was.  I will never forget how much fun we had, and how special we felt during this whole process.  And all of this was possible because I filled out a form for a chance to win.  Next time it could be you!  Keep the faith, and GO SHARKS!

The Road to the Winter Classic 2012- Maryland/DC leg

After we found out about our trip to the Winter Classic, we had just a few days to make plans.  We have family in Maryland and thought it would be great to not only see Philly, but go spend some time experiencing the east coast since we were being flown out their anyways.  Since we are both in school getting our masters degrees (my husband as an Athletic Trainer, and I as a communication studies major), cross country trips are usually out of the question. It was my husband's 30th birthday on Dec 23rd and of course Christmas Eve and Christmas with family.  AND, we left the next morning at 5am!  What a whirlwind!

We flew in to DC, then drove to Maryland and were pleasantly surprised to feel that the weather was not much colder than California.  After hanging with the family for a day, my brother-in-law who works for NASA (Goddard Space Flight Center), agreed to give us an insiders look at the campus.  He showed us a speaker that NASA uses to test equipment that was over 10 feet tall!

 We also got to see a test chamber that can hold a space craft as large as a school bus.  I took Flat Sharkie with me, not only to show him the world, but to help take a bit of San Jose (and the Sharks) with me!

Sharkie the astronaut! 

The next day we took the Metro to DC and got to experience the nation's capital.  It was 28 degrees when we left the house.
28 DEGREES!
For this California couple that was too cold, but we donned our sharks gear, bundled up and headed out to see the Korean and Viet Nam war memorials as well as the Lincoln and Washington monuments.

 Sharkie at the Lincoln Memorial. 

 And at the White House.....

 And getting ready to see the Declaration of Independence...

 We also got to see the Constitution and Bill of rights.  We had a great time seeing pieces of our nation's and the world's history.  We even met a young sharks fan in line at the National Archives (and a Wings fan, who got stared down only because you can't yell in the museums!). As we headed back to Maryland, we were excited to get the opportunity to see another historic city!