Podcast appearances and mentions of James Paul Gee

Dan White believes that good gameplay and good learning are complementary rather than oppositional forces. An alumnus of Cornell University and the University of Wisconsin – Madison, Dan earned an M.S. in Education Technology under seminal learning game scholars Drs. Kurt Squire and James Paul Gee. Prior to founding Filament, Dan worked as a teacher, an instructional designer, and a game developer. Dan's passions include learning games, sustainability, mindfulness, and modernizing institutional education.Founded in 2005, Filament Games is a full-service digital studio that specializes in learning game development on a for-hire basis. We've completed over 400 projects since our founding and have worked with some of the biggest names in education – folks like Amazon, Scholastic, Smithsonian, Oculus, National Geographic, PBS, Television Ontario (TVO), McGraw-Hill, and even the US Department of Education.Links:https://www.filamentgames.com/https://www.filamentgames.com/blog/more-excellent-edtech-stem-and-game-based-learning-podcasts/https://www.filamentgames.com/blog/the-power-of-educational-games-with-dan-white-podcast/https://www.youtube.com/watch?v=3UNSPJEXAkchttps://www.thepocketlab.com/podcast/dan-whitehttps://www.youtube.com/watch?v=F5Emjt3fNpYhttps://www.youtube.com/watch?v=rRaNqXxNr9Y&ab_channel=RoboCo Hosted on Acast. See acast.com/privacy for more information.

Dan White, CEO of Filament Games, discusses the future of learning games and the importance of game-based learning pedagogy. He emphasizes the shift towards focusing on skills and conceptual understandings rather than didactic knowledge transfer. White believes that game-based experiences should prepare students for the real world by imparting useful practices and higher-order thinking skills. He also highlights the impact of automation and AI on the workforce and the need to revisit what is worth teaching and learning. White shares insights on building collaborative partnerships and the power of play in improving people's lives.  Takeaways The future of learning games lies in focusing on skills and conceptual understandings rather than didactic knowledge transfer. Game-based experiences should prepare students for the real world by imparting useful practices and higher-order thinking skills. The rise of automation and AI calls for a reevaluation of what is worth teaching and learning. Ready to learn more about Dan and FIlament Games? www.filamentgames.com @filamentgames IG: @filamentgames Dan is the co-founder and CEO of Filament Games. Dan believes that good gameplay and good learning are complementary rather than oppositional forces. An alumnus of Cornell University and the University of Wisconsin – Madison, Dan earned an M.S. in Education Technology under seminal learning game scholars Drs. Kurt Squire and James Paul Gee. Prior to founding Filament, Dan worked as a teacher, an instructional designer, and a game developer. Dan's passions include learning games, sustainability, mindfulness, and modernizing institutional education. Thank you to our sponsor! https://www.moneypickle.com/shiftingschools  

Dr. Paul Darvasi is back for his annual episode on all things serious play and learning! In this episode, Paul explains his new role as the Executive Director of the Serious Play Conference and how innovation so often comes from utilizing ideas and techniques from one domain in a new or different context. We also delve into educators as learning experience designers, and how viewing an educator's work from that lens has been transformative to his work with teachers and with his company, Gold Bug Interactive. To learn more about the Serious Play Conference, visit https://seriousplayconf.com/ To learn more about Gold Bug Interactive, visit https://www.goldbuginteractive.com/ Paul recommends James Paul Gee's What Video Games Have to Teach Us About Learning and Literacy

Dan White is founder and CEO of Filament Games, an educational game company that's been breaking ground in game-based learning for 18 years. Dan believes that good gameplay and good learning are complementary rather than oppositional forces. An alumnus of Cornell University and the University of Wisconsin – Madison, Dan earned an M.S. in Education Technology under seminal learning game scholars Drs. Kurt Squire and James Paul Gee. Prior to founding Filament in 2005, Dan worked as a teacher, an instructional designer, and a game developer. Dan's passions include learning games, sustainability, mindfulness, and modernizing institutional education.Recommended Resources:What Video Games Have to Teach Us About Learning and Literacy by James Paul GeeAi Superpowers: China, Silicon Valley, and the New World Order by Kai-Fu LeeIs the world getting better or worse? A look at the numbers by Steven Pinker

Listen to this interview of James Gee, Regents' Professor and Mary Lou Fulton Presidential Professor of Literacy Studies at Arizona State University. We talk about too much communication, about too much specialization, and about too much narrativization. We also talk about his books Introducing Discourse Analysis: From Grammar to Society (Routledge, 2018) and What Is a Human?: Language, Mind, and Culture (Palgrave Macmillan, 2020). James Gee : "It is absolutely crucial that the early-career researcher, that is, the person who is new to a field and also new to the community of that field — it is absolutely crucial that this researcher know the language of the group. In fact, I asked a biologist once — a very good one, by the way — I asked her, 'How much biology do you need to know to be in your lab?' And she said, 'Not much. You just need to know the beginnings of the language. Then we will sit around a table and talk, and you will learn the language and you will learn biology.'" Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/new-books-network

Listen to this interview of James Gee, Regents' Professor and Mary Lou Fulton Presidential Professor of Literacy Studies at Arizona State University. We talk about too much communication, about too much specialization, and about too much narrativization. We also talk about his books Introducing Discourse Analysis: From Grammar to Society (Routledge, 2018) and What Is a Human?: Language, Mind, and Culture (Palgrave Macmillan, 2020). James Gee : "It is absolutely crucial that the early-career researcher, that is, the person who is new to a field and also new to the community of that field — it is absolutely crucial that this researcher know the language of the group. In fact, I asked a biologist once — a very good one, by the way — I asked her, 'How much biology do you need to know to be in your lab?' And she said, 'Not much. You just need to know the beginnings of the language. Then we will sit around a table and talk, and you will learn the language and you will learn biology.'" Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/language

Listen to this interview of James Gee, Regents' Professor and Mary Lou Fulton Presidential Professor of Literacy Studies at Arizona State University. We talk about too much communication, about too much specialization, and about too much narrativization. We also talk about his books Introducing Discourse Analysis: From Grammar to Society (Routledge, 2018) and What Is a Human?: Language, Mind, and Culture (Palgrave Macmillan, 2020). James Gee : "It is absolutely crucial that the early-career researcher, that is, the person who is new to a field and also new to the community of that field — it is absolutely crucial that this researcher know the language of the group. In fact, I asked a biologist once — a very good one, by the way — I asked her, 'How much biology do you need to know to be in your lab?' And she said, 'Not much. You just need to know the beginnings of the language. Then we will sit around a table and talk, and you will learn the language and you will learn biology.'" Learn more about your ad choices. Visit megaphone.fm/adchoices

What was your first home like? Who did you live with? What did the people you lived with believe? How did they spend their time? What do you think you inherited from those you lived with? Those questions and more, inspired by linguist James Paul Gee and his notion of primary Discourse, on this Sunday, […]

We discuss James Paul Gee’s 2003 book What Video Games Have to Teach Us About Learning and Literacy. Buy the shirt! Support this show on Patreon! Buy books from our Bookshop.org page! Follow Ranged Touch on Twitter. Follow CMRN on Twitter. Follow Michael on Twitter. Chris Hunt created the theme song for this show.

Luke and Alex talk about semiotic domains and learning from video games.In our first companion podcast, Alex and Luke talk about Luke's Low Five Education Project article on semiotic domains in further detail. A brief history and bio of author James Paul Gee is given before explaining his concept of semiotic domains and the active learning that takes place when playing video games. Although Gee's work in his book, What Video Games Have to Teach Us About Learning and Literacy, holds up today, the video game references and examples within are very much outdated. (This is to be expected given its original publishing was in 2003.) After going over some major points on domain learning and how it influenced the education project, Alex and Luke each highlight more modern video games that exemplify semiotic domain learning. Luke comes in with a particularly social studies and classroom specific context, while Alex highlights games that more casual or at home players may enjoy.Games highlighted within the podcast include: Stardew Valley, Animal Crossing, Cities Skylines, Baba is You, Empire of Sin, and more. Participation and feedback is encouraged!Access Luke's capstone project at lowfivegaming.com/education.Join the Low Five Gaming Discord.Have questions? Comments? Email us at hello@lowfivegaming.com and you could be featured on a future episode!Theme music by AJ Norman.Design assets created by Studio Day Job.Low Five Gaming is a Studio Low Five Production.Support the show

Dr. James Paul Gee talks to us about the economic signaling of schools, our social geographies, affinity spaces, and failure as opportunity. Jim is known for his work in New Literacies, applied linguistics, and sociocultural learning. Dr. Gee has authored or co authored over 200 journal articles and book chapters. He has authored, co authored, or edited over 20 books. Most recently, he wrote What is a human?: Language, mind, and culture. Dr. Gee is an elected member of the National Academy of Education, a Fellow of the American Educational Research Association, a Regents' Professor at Arizona State University, and was recently awarded a Lifetime Achievement Award from the Literacy Research Association. Dr. Gee was the Mary Lou Fulton Presidential Professor of Literacy Studies at Arizona State University. He is now Emeritus Faculty at Arizona State University and spends much of his time on his small farm in Northern Arizona.To cite this episode:Persohn, L. (Host). (2022, Apr 26). A conversation with James Gee. (Season 2, No. 25) [Audio podcast episode]. In Classroom Caffeine Podcast series. https://www.classroomcaffeine.com/guests. DOI: 10.5240/9725-5953-48D9-F3AD-D7E0-T

James Paul Gee wrote a book on games that pointed out how much learning happens when you play a game. Gee was writing about video games, but the same is true for analog games, like board games. Designing a game for players and designing a learning experience for students can run surprisingly parallel. In both contexts, you put together a sequence of experiences and interactions that are intended to guide the participants in certain directions. Gee pointed out that, since games can motivate and encourage a lot of learning by players, there could be design moves commonly made in games that could inform the design moves we make as teachers. This led to what's sometimes called the gamification movement, adding game elements to learning experiences to help motivate and reward learners. In today's episode, however, we talk with a professor who doesn't borrow elements from games to use in his teaching—he runs game labs where students play entire board games as part of the learning process. Patrick Rael is a professor of history at Bowdoin College in Maine. He specializes in African-American history, the Civil War era, and the history of slavery and emancipation. Patrick is also a gamer, a tabletop board gamer, to be specific. He brought together his expertise as a historian and his passion for analog gaming in a course he teaches at Bowdoin, a course called Historical Simulations. In this course, Patrick's students play board games with historical settings as a way to understand and evaluate historical arguments. In the conversation, Patrick shares the origin of this interesting course, he talks about the ways games and play lead to deep learning in this course, and he argues for more scholarly work around the use of analog games in teaching and learning. Links • Patrick Rael's faculty website, https://www.bowdoin.edu/profiles/faculty/prael/index.html • Patrick Rael on Twitter, https://twitter.com/LudicaBlog • “Playing with the Past: Teaching Slavery with Board Games,” Patrick Rael, AHA Perspectives on History, https://www.historians.org/publications-and-directories/perspectives-on-history/november-2021/playing-with-the-past-teaching-slavery-with-board-games?_zs=vLHXb&_zl=r1Po2 • Freedom: The Underground Railroad (2012), https://www.academygames.com/pages/freedom • Lewis & Clark: The Expedition (2013), http://www.ludonaute.fr/portfolio/lewis-clark/?lang=en • Discoveries: The Journals of Lewis & Clark (2015), http://www.ludonaute.fr/portfolio/discoveries/?lang=en • Liberty or Death: The American Insurrection (2016), https://www.gmtgames.com/p-826-liberty-or-death-the-american-insurrection-3rd-printing.aspx • Mapmaker: The Gerrymandering Game (2019), https://www.kickstarter.com/projects/1639370584/mapmaker-the-gerrymandering-game • Reacting to the Past, https://reacting.barnard.edu/

Entrepreneurship is an important part of a thriving economy, and entrepreneurship education is intended to make sure that those who have the potential to succeed in this way have the resources and knowledge to do so. But the opportunity for innovation, being one's own boss, and making money are not the only reasons that people become entrepreneurs. Some do so to fulfil a kind of fantasy, or simply to look good. And there is an entire educational sub-industry offering to help them to indulge this fantasy, for a price. In Towards an "Un"trepreneurial Economy: the Entrepreneurship Industry and the Veblenian Entrepreneur, authors Hartmann, Spicer, and Krabbe try to explain a strange trend in recent years: while entrepreneurial activity has gone up, success rates for entrepreneurial ventures have gone down. After considering several possible explanations, they ultimately conclude that a major reason for "excess entry" into what one might call "high-class" entrepreneurship (e.g. founding a tech start-up) is due to a sub-class of entrepreneurs who are not driven to pursue real opportunities in the market, but are simply trying to adopt the identity of an entrepreneur because of its high social status. Dubbed "Veblenian entrepreneurs" (or sometimes "wantrepreneurs") after Thorstein Veblen, the sociologist who coined the term conspicuous consumption at the end of the 19th century, these are individuals who are drawn in by a huge industry designed to sell people a dream and a lifestyle which can take them away from everyday mundanity and make them seem successful to their peers. Consumers of the entrepreneurship industry's products (such as courses, conferences, publications, and consultancy) have been shown to engage in more entrepreneurial activity, while actually having lower success rates. This idea is somewhat analogous to the notion of human capital vs. signalling in education economics - in other words, what is the value of education? Does it make you a better and more productive person, or does it just make you look good to employers? (What is the value of entrepreneurship? Does it contribute to the economy, or does it just make you look good on social media?) It also has implications for entrepreneurship educators. Should we really be encouraging entrepreneurship for everybody who is interested, or should we be discouraging those who are least likely to succeed, so that they can make better choices? Enjoy the episode. *** RELATED EPISODES 115. Bullshit Jobs by David Graeber 103. What Video Games Have to Teach Us about Learning and Literacy by James Paul Gee 23. So Good They Can't Ignore You by Cal Newport

In this episode, I talk with James Paul Gee - the leading expert on why kids like videogames -  about what educators, parents, and others can borrow from videogames to make any environment, and learning environments in particular, more successful. We also answer a listener's question on violence in videogames. Additional information from this episode is available a www.TalkingAboutKids.com. 

My name is R. Bradley Snyder. I am a researcher, activist, and author of several books, including The 5 Simple Truths of Raising Kids. In this episode, I introduce my new, weekly podcast, Talking About Kids. Designed for parents, educators, and direct services professionals alike, Talking About Kids explores the latest information on issues impacting children and adolescents, from preventing bullying to unlocking creativity. In this preview you will hear clips from James Paul Gee, author of the ground-breaking work, What Video Games Have to Teach Us About Learning and Literacy, and Peter Johnson, Head of Creation at LEGO. I hope you will subscribe. 

This week's conversation with scientist turned author SB Divya and philosophy student turned conceptual artist Jonathon Keats continues our series on climate futures by beginning with the notion of a thought experiment, and how that is manifested in both Divya’s fiction and Jonathon’s art projects. They discuss the tools each of them uses to invite their audiences to participate with them in optimistic speculation about the future, and how they try to overcome resistance to that journey through entertainment and playfulness. In questioning why we tend to look for definitive answers and discount our own subjective experiences, they lead us to home in on the commonalities between creativity or “the artistic mindset” and the scientific method, which are often presented as opposing each other. And recalling our previous episode with James Paul Gee, if we are able to let go of the assumption of human exceptionalism—for example considering time in terms of the cycle of a river, or the life of a tree—we are able to gain new perspectives on our humanity.A Full transcript of this episode will be available soon!Here are some of the references from this episode, for those who want to dig a little deeper:SB Divya’s work:MachinehoodContingency Plans for the Apocalypse and Other Possible SituationsRuntimeJonathan Keats’ work:Thought ExperimentsPornography for PlantsStrange Skies - Travel documentaries for plantsDIY Universe KitThe Century CameraThe Millennium CameraFables: The Book of the UnknownWork with the Earth Law CenterFlux ExchangeBlack Mirror (Netflix)Stanley MilgramCaesium Standard (for the atomic clock)What Is a Human? By James Paul GeeEpisode #80: James Paul GeeHenry’s course: Science Fiction as Media TheoryBuckminster Fuller: Operating Manual for Spaceship EarthEpisode 84: Sarena Ulibarri and Ed Finn on SolarpunkEpisode 83: Indigenous Voices for Environmental Justice with Candis Callison & Julian Brave NoiseCatShare your thoughts via Twitter with Henry, Colin and the How Do You Like It So Far? account! You can also email us at howdoyoulikeitsofarpodcast@gmail.com.Music:Koyaanisqatsi - reverse ( ISTAQSINAAYOK ) (from the original by Philip Glass)“In Time” by Dylan Emmett and “Spaceship” by Lesion X.––––––––––––––––––––––––––––––In Time (Instrumental) by Dylan Emmet  https://soundcloud.com/dylanemmetSpaceship by Lesion X https://soundcloud.com/lesionxbeatsCreative Commons — Attribution 3.0 Unported — CC BY 3.0Free Download / Stream: https://bit.ly/in-time-instrumentalFree Download / Stream: https://bit.ly/lesion-x-spaceshipMusic promoted by Audio Library https://youtu.be/AzYoVrMLa1Q––––––––––––––––––––––––––––––

Is it a bird? Is it a rhopalocera? Is it a flying bipedal anthropoid? It's all three! Naturally, today's media recommendations come from the delightful James Paul Gee, who gave us some insights about all three of those animals last week.

This week we host James Paul Gee, recently retired Arizona State University professor and researcher in a plethora of topics including psycholinguistics and discourse analysis. As we talk about his latest book, What Is a Human? Language, Mind, and Culture, Gee casually uplifts our fundamental understanding of what it means to be, well, human and how we’ve severely underestimated animal intelligence and overestimated our own. We discuss the significance of identity signals throughout anthropological history, how ideas of basing safety on certain identifiers has evolved into what we know today as cultures, religions, and nations and how they have been polarized to both unify and divide. Gee attributes the mass spread of misinformation in recent years to the human need for comfort in something regardless of veracity, though he posits an optimistic goal: to make the truth comforting and to speak the facts that engage with people’s hearts. Whether we use these methods to reform our systems or to redefine how we view our kind, they will no doubt be instrumental in getting us and our world to flourish.Check back soon for a full transcript of this conversation.Here are some of the references from this episode, for those who want to dig a little deeper:Henry’s blog series with James Paul Gee, 20112011 Pullias Lecture: Games, Learning, and the Looming Crisis in Higher EducationJames Paul Gee’s What Is a Human?Julian Jaynes’ Bicameral MindAbout Hampshire College, where Gee first taughtJames Paul Gee’s poetryAmanda Gorman performing her poem “The Hill We Climb” at Biden’s inaugurationMy Octopus TeacherAlpha GoFor another take on Moby Dick, listen to our earlier episode The Great Eastern with Howard A. RodmanShare your thoughts via Twitter with Henry, Colin and the How Do You Like It So Far? account! You can also email us at howdoyoulikeitsofarpodcast@gmail.com.Music:“Swinging on a Star” by Bing Crosby“In Time” by Dylan Emmett and “Spaceship” by Lesion X.––––––––––––––––––––––––––––––In Time (Instrumental) by Dylan Emmet  https://soundcloud.com/dylanemmetSpaceship by Lesion X https://soundcloud.com/lesionxbeatsCreative Commons — Attribution 3.0 Unported — CC BY 3.0Free Download / Stream: https://bit.ly/in-time-instrumentalFree Download / Stream: https://bit.ly/lesion-x-spaceshipMusic promoted by Audio Library https://youtu.be/AzYoVrMLa1Q––––––––––––––––––––––––––––––

This recording serves as an appendix to the episode on James Paul Gee's book What Video Games Have To Teach Us About Learning and Literacy. In his book, he provides 36 principles of learning that he proposes in his book on the basis of the psychological effectiveness of computer games. In my opinion, 36 principles is far too many; ideally, I would have five or fewer. I thought that a principle was supposed to be a distillation, and so a proliferation of them seems counterproductive and rather ironic. But I still wanted to go through his principles to be fair to him and his book. What's striking is how he is occasionally absolutely correct in his assertions, yet at other times completely off the mark. He is another example of somebody who is apparently academically respected within the field of education, and yet says things which are completely unreal and make little if any sense to those who know the basics. Enjoy the episode.

What Video Games Have to Teach Us About Learning and Literacy is a book that I read early in my education research quest. At the time, I thought that it had interesting points to make, but I was unclear on quite how to react to it. After several more years of reading and research, it's clear to me that this book is deeply flawed. First of all, the author redefines "literacy" in a very strange way. He takes any form of semiotic system to count as a "type" of literacy. So, for example, if you know how to use a smartphone, then you are "literate" in the layout, symbols, and conventions of smartphone user interface. This is obviously not the kind of literacy that most people are interested on or concerned about, and it is less valuable than "conventional" literacy, partly because of barrier to entry (learning to read is relatively hard, learning to use a phone is relatively easy) and partly because of utility. Secondly, he coins a lot of new terminology for no apparent reason. During the recording I've had to translate some of his terms into more ordinary language, including the usual technical terms rather than his special ones. His terminology only serves to obscure his message and make it seem as if there is more content here than there really is. Finally, and most importantly, his central point is misguided. He essentially says that learning a subject is mostly about socially getting on in that world - knowing how to get on with other artists, mathematicians, surgeons, or whatever other skill "community", depending on the domain. However, this completely overlooks the glaring difference in difficulty between getting to know social conventions and attitudes of a subculture and learning the requisite knowledge and skills in order to be useful and productive in that domain, let alone to actually understand what is being said by other practitioners. The former takes a matter of weeks or months of acculturation, and the latter years or even decades of dedication. If we focus on the social context of knowledge rather than the knowledge itself, to coin a phrase, it would be like making beautiful light fittings for a house that you haven't built - pointless in the absence of the larger task that is left undone. Enjoy the episode. *** RELATED EPISODES Cognitive science (general): 19. Seven Myths about Education by Daisy Christodoulou; 52. How We Learn by Benedict Carey; 79. What Learning Is; 80. The Chimp Paradox by Steve Peters; 81a. The Myth of Learning Styles; 81b. on the Expertise Reversal Effect; 82. Memorable Teaching by Pepps McCrea; 85. Why Don't Students Like School? by Dan Willingham; 86. Learning as information compression Cognitive science (literacy-related): 41. What Reading Does for the Mind by Keith Stanovich and Annie Cunningham; 91. Vocabulary Development by Steven Stahl; 93. Closing the Vocabulary Gap by Alex Quigley; 95. The Reading Mind by Dan Willingham Expertise: 20. Genius Explained by Michael Howe; 22. The Talent Code by Daniel Coyle; 24. Outliers by Malcolm Gladwell; 49. The Art of Learning by Josh Waitzkin; 97. The Polymath by Waqas Ahmed; 98. Range by David Epstein Games and play (including computer games): 34. Reality is Broken by Jane McGonigal; 35. Minds on Fire by Mark Carnes; 36. Fun, Play, and Games; 37. A Theory of Fun for Game Design by Raph Koster Other fads / critical reviews: 42. Do Schools Kill Creativity by Sir Ken Robinson; 53. Brain-based Learning by Eric Jensen; 59, 60 on Brain Training; 62. Brainstorming makes you less creative; 65. Beyond the Hole in the Wall (on Sugata Mitra); 71. Visible Learning by John Hattie; 81. on Learning Styles; 87. Experiential Learning; 88. The Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching

This episode is a rebroadcast of Episode 4, Discourse: Ways of Speaking and Ways of Being in Birth. Sara explains the linguistic concept of discourse (and Discourse) and what that looks like in a birth setting. Listen to this episode to learn more! REFERENCE: Gee, J. P. (1999). An introduction to discourse analysis: Theory and method. (Fourth Edition, 2014). London: Routledge. TRANSCRIPT: We are going to talk today about a man named James Paul Gee. He is a notable linguist--he's still around today, and he did a lot of work in defining a term called “discourse.” So, Gee differentiates between Little D “discourse,” as in the word “discourse,” spelled with a lowercase D, and Big D “Discourse,” as in the word “Discourse” spelled with a capital D. So little D discourse is simply language in use, that is, in its context, and I say simply, but it's really not so simple. We can analyze language within a specific context and that is called studying discourse. Then Gee talks also about big D Discourse, which he uses to include not just language in a context but all of the other semiotic systems at work in that context. So you remember, in an earlier episode, we talked about how language is a semiotic system. It's the use of signs, symbols, words are really signs or symbols to communicate meaning. And Gee talks about how the words we use are not the only things that communicate meaning in a given situation, and that come into play when we're communicating. So, for instance, police Discourse--big D Discourse—includes not only the way that police officers tend to talk, officially, what types of words they tend to use, the way they tend to structure sentences and phrases, but also, the police uniform, the police car, values that are typically held by a police officer, and behavior that tends to go along with a police officer. So Gee talks about how when you think about what Big D Discourse means, it's basically what would you need to imitate to pull off impersonating somebody in a different… that isn't who you are. I think he talks about being like, a mobster or something, and how if he said the right phrases that are typically used in that context, but wore the wrong clothes, he wouldn't be taken seriously. Or vice versa, wearing the right clothes, saying the wrong things, not following all of the different sign-giving systems that indicate identity and how you operate within a context. So let's talk about the two big D Discourses as they relate… that come up a lot in birth. So I say to I think that many who work in birth would agree that there are two prominent discourses, but also that they're not wholly separate or different from one another. So one researcher, actually two working together, put it this way: “People who work in labor and delivery are fluent in two dialects, they can converse in either and they can talk reflectively about and across them.” So what are these two dialects as McCaffrey and Mannion termed them or Discourses, as Gee would them, and as I'm calling them today? The first is the medical discourse of birth. It includes things like terminology that's used more in a medical birth setting, it tends to take place in a medical scene: in a hospital, or during pregnancy and the physician’s clinic. Terms are used, such as dilation, effacement, contraction, pain level, fetal tracings, amniotic sac, gestation, amniotomy cervical change, and lots of others. Many more complex and jargon-y than the ones that I that I listed. It also comes with other contextual factors: scrubs, a hospital, a hospital bed, hospital equipment, interventions that are commonly used in this setting, such as epidurals, such as amniohooks to break water, such as fetal and contraction monitors for tracing fetal heart tones and intensity and frequency of contractions. Along with this Discourse—this package—comes beliefs. About when the intervention is good or needed. The role of a care provider in relation to the patient who, in this situation a birthgiver is positioned often as a patient in this discourse. There are beliefs, also, that tend to come in this package, about the ability of the birthgiver to birth without intervention, who is in a position of authority and what is the nature of birth. And I'm not going to spell out what each of those beliefs might be, because they are unique to each individual practicing within this Discourse. And it's not necessarily true that they come as a package and each care provider has all of them. But the language used in this discourse often reflects the prominent beliefs and values that are found within this discourse, and which this discourse tends to see birth more as a medical condition that needs to be treated. (And I want to thank Dr. Stephen Roushar of FLOW chiropractic in Lehi, for his help with this terminology that differentiates between these two Discourses.) The medical Discourse, again, is the Discourse which sees pregnancy and birth as a medical condition to be treated. Whereas the other Discourse that I've been referring to is a physiological Discourse, which sees pregnancy and birth as a physiological process to be supported, in contrast to that condition to be treated. So moving on to this second Discourse, physiological birth. There are terms that come along with this Discourse. And again, these terms are not used by everyone within the Discourse, and there's a lot of variability, but terms like wave and surge instead of contraction often are found in this Discourse. Sometimes people in this Discourse speak of opening rather than dilation, as it has a more natural connotation. And some within this Discourse, we tend to differentiate, differentiate between the intense and powerful sensations felt during labor and pain. They don't identify the uterus’s contractions or waves or surges as pain but rather as pressure, intensity. And something that's acknowledging that the body is doing the work that it needs to do, whereas pain tends to convey the opposite message about what's going on in the body. Pain is normally indicative of something being wrong in the body, something that needs to be fixed, whereas, in the birth process physiologically, pain is—the intensity of those feelings—is not an indication that something's going wrong, but rather that the body is working just as it should, in this process. Also, within this Discourse, it comes along with other contextual factors. Scrubs are not worn as often, maybe more of just layman's clothes, and birth can take place in the hospital and this Discourse can be used. But often this Discourse is found in a home birth or a birth center birth. And there may still be some of the same equipment and interventions, but not many of the same. And there are different beliefs within this Discourse about intervention and its role, when it's good when it's needed. There are different beliefs about the role of a care provider in relation to the client, as they're normally called, in this scenario, in this Discourse. And there are different beliefs about the ability of the birth giver to give birth without intervention, who is in a position of authority, and what is in what is the nature of birth. So, these two Discourses operate in a parallel way, they also intersect all the time. The two Discourses can exist in the same place at the same time, and sometimes even in the same person. Or a person may subconsciously, without realizing it, be speaking the language of one Discourse while identifying themselves or finding their beliefs within the other Discourse. So, throughout this podcast, we'll come back to this concept of Discourse. And we'll keep thinking about what our language reveals about our underlying beliefs. And what how we position birth givers and what the role of authority figures is. And so I'm excited to keep going with you on this journey as we look at language and birth. See you next week.

Ian Bogost is the Ivan Allen College Distinguished Chair in Media Studies and Professor of Interactive Computing at the George Institute of Technology. He’s an author of multiple books, an award-winning game designer, and a contributing writer at The Atlantic. Ian studies games by making games and is an incredibly deep thinker about an impressively broad array of topics, as you’ll hear from this conversation. Links • Ian Bogost’s website, http://bogost.com/ • @ibogost on Twitter, https://twitter.com/ibogost • What Video Games Have To Teach Us about Learning and Literacy by James Paul Gee (2007), https://en.wikipedia.org/wiki/What_Video_Games_Have_to_Teach_Us_About_Learning_and_Literacy • Play Anything by Ian Bogost (2016), http://bogost.com/books/play-anything/ • “The Curse of Cow Clicker: How a Cheeky Satire Became a Videogame Hit,” by Jason Tanz in Wired (2011), https://www.wired.com/2011/12/ff-cowclicker/ • Put Words Between Buns, http://bogost.com/projects/buns-life/

James Paul Gee: Video Games, Learning, and Literacy | Steve Hargadon | Feb 3 2010 by Steve Hargadon

In episode 4, Sara explains the linguistic concept of discourse (and Discourse) and what that looks like in a birth setting. Listen to this episode to learn more! URLS mentioned in this episode: www.summitbirthutah.com/birthwords   TRANSCRIPT: Hello and welcome to Episode 4: Discourse. We are going to talk today about a man named James Paul Gee. He is a notable linguist--he's still around today, and he did a lot of work in defining a term called “discourse.” So, Gee differentiates between Little D “discourse,” as in the word “discourse,” spelled with a lowercase D, and Big D “Discourse,” as in the word “Discourse” spelled with a capital D. So little D discourse is simply language in use, that is, in its context, and I say simply, but it's really not so simple. We can analyze language within a specific context and that is called studying discourse. Then Gee talks also about big D Discourse, which he uses to include not just language in a context but all of the other semiotic systems at work in that context. So you remember, in an earlier episode, we talked about how language is a semiotic system. It's the use of signs, symbols, words are really signs or symbols to communicate meaning. And Gee talks about how the words we use are not the only things that communicate meaning in a given situation, and that come into play when we're communicating. So, for instance, police Discourse--big D Discourse—includes not only the way that police officers tend to talk, officially, what types of words they tend to use, the way they tend to structure sentences and phrases, but also, the police uniform, the police car, values that are typically held by a police officer, and behavior that tends to go along with a police officer. So Gee talks about how when you think about what Big D Discourse means, it's basically what would you need to imitate to pull off impersonating somebody in a different… that isn't who you are. I think he talks about being like, a mobster or something, and how if he said the right phrases that are typically used in that context, but wore the wrong clothes, he wouldn't be taken seriously. Or vice versa, wearing the right clothes, saying the wrong things, not following all of the different sign-giving systems that indicate identity and how you operate within a context. So let's talk about the two big D Discourses as they relate… that come up a lot in birth. So I say to I think that many who work in birth would agree that there are two prominent discourses, but also that they're not wholly separate or different from one another. So one researcher, actually two working together, put it this way: “People who work in labor and delivery are fluent in two dialects, they can converse in either and they can talk reflectively about and across them.” So what are these two dialects as McCaffrey and Mannion termed them or Discourses, as Gee would them, and as I'm calling them today? The first is the medical discourse of birth. It includes things like terminology that's used more in a medical birth setting, it tends to take place in a medical scene: in a hospital, or during pregnancy and the physician’s clinic. Terms are used, such as dilation, effacement, contraction, pain level, fetal tracings, amniotic sac, gestation, amniotomy cervical change, and lots of others. Many more complex and jargon-y than the ones that I that I listed. It also comes with other contextual factors: scrubs, a hospital, a hospital bed, hospital equipment, interventions that are commonly used in this setting, such as epidurals, such as amniohooks to break water, such as fetal and contraction monitors for tracing fetal heart tones and intensity and frequency of contractions. Along with this Discourse—this package—comes beliefs. About when the intervention is good or needed. The role of a care provider in relation to the patient who, in this situation a birthgiver is positioned often as a patient in this discourse. There are beliefs, also, that tend to come in this package, about the ability of the birthgiver to birth without intervention, who is in a position of authority and what is the nature of birth. And I'm not going to spell out what each of those beliefs might be, because they are unique to each individual practicing within this Discourse. And it's not necessarily true that they come as a package and each care provider has all of them. But the language used in this discourse often reflects the prominent beliefs and values that are found within this discourse, and which this discourse tends to see birth more as a medical condition that needs to be treated. (And I want to thank Dr. Stephen Roushar of FLOW chiropractic in Lehi, for his help with this terminology that differentiates between these two Discourses.) The medical Discourse, again, is the Discourse which sees pregnancy and birth as a medical condition to be treated. Whereas the other Discourse that I've been referring to is a physiological Discourse, which sees pregnancy and birth as a physiological process to be supported, in contrast to that condition to be treated. So moving on to this second Discourse, physiological birth. There are terms that come along with this Discourse. And again, these terms are not used by everyone within the Discourse, and there's a lot of variability, but terms like wave and surge instead of contraction often are found in this Discourse. Sometimes people in this Discourse speak of opening rather than dilation, as it has a more natural connotation. And some within this Discourse, we tend to differentiate, differentiate between the intense and powerful sensations felt during labor and pain. They don't identify the uterus’s contractions or waves or surges as pain but rather as pressure, intensity. And something that's acknowledging that the body is doing the work that it needs to do, whereas pain tends to convey the opposite message about what's going on in the body. Pain is normally indicative of something being wrong in the body, something that needs to be fixed, whereas, in the birth process physiologically, pain is—the intensity of those feelings—is not an indication that something's going wrong, but rather that the body is working just as it should, in this process. Also, within this Discourse, it comes along with other contextual factors. Scrubs are not worn as often, maybe more of just layman's clothes, and birth can take place in the hospital and this Discourse can be used. But often this Discourse is found in a home birth or a birth center birth. And there may still be some of the same equipment and interventions, but not many of the same. And there are different beliefs within this Discourse about intervention and its role, when it's good when it's needed. There are different beliefs about the role of a care provider in relation to the client, as they're normally called, in this scenario, in this Discourse. And there are different beliefs about the ability of the birth giver to give birth without intervention, who is in a position of authority, and what is in what is the nature of birth. So, these two Discourses operate in a parallel way, they also intersect all the time. The two Discourses can exist in the same place at the same time, and sometimes even in the same person. Or a person may subconsciously, without realizing it, be speaking the language of one Discourse while identifying themselves or finding their beliefs within the other Discourse. So, throughout this podcast, we'll come back to this concept of Discourse. And we'll keep thinking about what our language reveals about our underlying beliefs. And what how we position birth givers and what the role of authority figures is. And so I'm excited to keep going with you on this journey as we look at language and birth. See you next week. Outro: Did words play an important role in your birth experience? If you're interested in sharing your story on the podcast, go to summitbirthutah.com/birthwords. If you're liking what you hear on the podcast, please leave a review on Apple podcasts, Google podcasts, or wherever you choose to listen. For more resources about harnessing the power of words to benefit the birth experience, visit summitbirthutah.com/birth words Transcribed by https://otter.ai REFERENCES: Gee, J. P. (2014). An introduction to discourse analysis: Theory and method (4th ed.). New York, NY: Routledge. McCaffery, G., & Mannion, C. (2016). In hospital thou shalt bring forth children: Reflections on the language of childbirth. Unpublished manuscript.  

This episode starts a 7 episode series on Games + Education Renowned thinker on how education through problem-solving, James Paul Gee, joins us to discuss his discoveries. Links +7 Intelligence Discord ServerJoin an awesome community all about the power of games to influence our lives and the world around us. Come chat and play games with me and your fellow listeners   James Paul Gee's website  +7 Intelligence episode about iCivics: Games that bring power to the people+++++++ About +7 Intelligence +7 Intelligence is the podcast about how games impact people. Each episode explores a different perspective on how games profoundly influence the real world. Interviews with game designers, psychologists, professionals, and everyday players discuss the unique way that games influence their life and work. +++++++ Listen to the show: Apple Podcasts | Android | Spotify | Stitcher | Google Play | Radiopublic RSS feed Find the show online: +7 Intelligence Website On Twitter: @7_Intelligence On Facebook: @plus7intelligence On Twitch: twitch.tv/plus7intelligence +7 Intelligence is a member of the Podglomerate network. +++++++ Music by Creo Epilogue by Creo is licensed under a Attribution-NonCommercial License. Learn more about your ad choices. Visit megaphone.fm/adchoices

Matthew Farber, Ed.D. is an Assistant Professor of Technology, Innovation, and Pedagogy at the University of Northern Colorado. His research is at the intersection of teacher education, learning technologies, and game-based learning. Dr. Farber has been invited to the White House, to twice keynote for UNESCO, and he has been interviewed about games and learning by NPR, Fox News Radio, The Denver Post, USA TODAY and The Wall Street Journal. He is an Edutopia blogger, a Certified BrainPOP Educator, and he is in the iCivics Educator Network. With Karen Schrier, Ed.D., he co-authored the UNESCO MGIEP working paper, The Limits and Strengths of Using Digital Games as “Empathy Machines”. Dr. Farber’s book, Gamify Your Classroom: A Field Guide to Game-Based Learning — Revised Edition (Peter Lang, 2017) features a foreword from Greg Toppo. He is the also co-editor of Game Jam Guide (Carnegie Mellon University: ETC Press, 2017). His latest book, Game-Based Learning in Action: How an Expert Affinity Group Teaches with Games (Peter Lang, 2018), has a foreword from James Paul Gee.

CNG fourth graders remake The Fly.  Before ISTE2015, HackEd collected voices on gamification - Michael Matera, Chris Aviles, Kevin Werbach, Marianne Malstrom, and Steve Isaacs.  Jane McGonigal explains how games can make our lives better and James Paul Gee explains how game design will help us reform education in the redesign of learning environment.

This is EdGamer 101 and class is in session! Our guest today is one of our favorite returning guests, Dr. James Paul Gee. Join us as we discuss his new book and other tidbits from the world of gaming and learning. Tune-in and level-up! Please go to the Show Notes for all of our links. Here’s our Show Notes   Show Host: Zack Gilbert Show Contributor: Gerry James Show Guest: Dr. James Paul Gee Contact us with any questions or comments- edgamer@edreach.us… Read the rest

“Everything I have ever done is an obsession.” – Dr. James Paul Gee The ‘Geenius’ is back! Its EdGamer 49 and Zack gets a very special birthday gift…another conversation with Dr. James Paul Gee. There are few words that could sufficiently sum up the the amazing and intense conversation we have with Dr. Gee. His thoughts and insights in the field of gaming and learning are unparalleled. Dr. Gee runs us through his current work, identifies some recent successful examples in the field of gaming, and finally gives us a glimpse into what he considers the future of gaming and learning.… Read the rest

  To show my authentic excitement for this interview, I have left an error in the audio concerning the numbering of this podcast.  This is Episode 10 and not 11 as stated in the beginning of the recording. Enjoy!   We have a very special interview this week on EdGamer to celebrate our 10th episode together! And what better way to celebrate than with a GEEnius? That’s right, the guru of gaming and learning, James Paul Gee of Arizona State University joins us to give us his take on gaming, learning, and education as a whole!… Read the rest

Featuring an interview conducted by Barry Joseph of Global Kids at the recent GLS Conference with Dr James Paul Gee, a big time expert in the academic field of gaming and learning. Agree, disagree, like, don't like...? Feel free to leave a comment at http://mediasnackers.com/2008/08/mediasnackers-podcast117-rezed-podcast12/

Almost 3 out of 4 Americans consider it a worthy goal to do something to temper the violence in our media, yet violent movies, television and video games are extremely popular. Do violent games, like the recently updated Grand Theft Auto series, along with other violent entertainment, chip away at our sensitivities about violence and impact our notions about conflict resolution? This time on Peace Talks Radio, the video game violence debate. And it is a debate. While no one is FOR letting very young kids play the most violent games, there ARE authors and academics who defend the presence of violence in the games rated for adults, and question the strength of the research studies that suggest that exposure to violent entertainment correlates with aggression and desensitization toward violence. On the other side, there are those who decry the violence, believe the negative effects research to be true and call for tighter restrictions on violent game sales and content. We hear both sides of the conversation on this program. Guests: Bob McCannon, a media scholar, educator and media reform activist, co-founder and co-president of the Action Coalition for Media Education; Arizona State University Education Professor James Paul Gee, author of "Why Video Games Are Good for Your Soul"; Dmitri Williams, Assistant Professor in the Annenberg School for Communication at the University of Southern California. Paul Ingles, Host.

Vanessa and James interview James Paul Gee who wrote a book about how good it is for kids to play computer games.