Blog #1

Gee: Finally, all design features discussed so far work to ensure that a good video game operates within the learner’s “regime of competence.” By this I mean that the game is felt as challenging but not “undoable” (67).

Albanese: The “regime of competence” that Gee speaks about in this section of the text sounds very similar to Lev Vygotsky’s concept of the zone of proximal development and the ideas surrounding it. The zone of proximal development (ZPD) is the difference between what a learner can do without help and what he or she can do with help. The help which Vygotsky was speaking of was the help of an adult. However, I believe that a video game can serve as an aid to help students learn as well, if implemented properly of course. I wonder if Gee was thinking of zone of proximal development when he came up with the concept of “regime of competence.”

Gee: I believe, for example, that the identity of Pikman recruits relates rather well to the sort of identity a learner is called on to assume in the best active science learning in schools and other sites (37).

Albanese: This quote from the text is a continuation of Gee’s discussion concerning the idea that students will actively learn best when they can assume a new identity that is interactive with the material at hand. I agree with this argument. However, I resent the fact that Gee repeatedly uses the science classroom as an example. While reading this section of the text, I immediately thought of one particular example of how this concept can be used in an English Language Arts classroom setting.

Elbow: We can see better the interactions between their thinking about course material and their thinking about other realms of their life, between their thinking and their feeling. We get better glimpses of them as people (292).

Albanese: I particularly agree with this statement by Elbow. In this case it becomes easier for teachers to decipher whether or not students are truly grasping and comprehending course material to spite difficultly in other arenas, such as exams and formal writing.

Elbow: Researchers have trouble finding good evidence that [teachers’] comments on student writing actually help students learn more or write better (292).

Albanese: At first read, I was truly surprised and fascinated by this statement. However, after I read Elbow’s explanation of why this may be so, it made perfect sense to me. He described the conditions in which teachers write comments and in which students read comments. I found these descriptions to make perfect sense. I suppose I just never thought about the issues in those ways prior to reading about them.

Murray: We have to respect that student, not for his product, not for the paper we call literature by giving it a grade, but for the search for truth in which he is engaged. We must listen carefully for those words that may reveal the truth that may reveal a voice. We are coaches, encouragers, developers, creators of environments in which our students can experience the writing process for themselves (5).

Albanese: I like this quote and am in agreement with Murray’s sentiments. I also believe that the process of writing should be valued just as much, if not more than the final product at early stages of student writing. This portion of the text sounds like a pep talk for writing teachers or a motivational speaker.

Murray: Implication No. 4 The student should have the opportunity to write all the drafts necessary for him to discover what he has to say on this particular subject (5-6).

Albanese: The idea of students being able to write as many drafts as necessary is a wonderful and ideal one. However, it is just unrealistic for the average public school English Language Arts classroom. Although, both teachers and students would enjoy and benefit from the opportunity, time will not allow for it. There is so much to teach in an English Language Arts classroom that teachers must budget their time wisely. Unfortunately, both teachers and students must devote much time to practicing for standardized tests. It is just not possible to spend so much time on one assignment.

Williams: Once you could name something, you’re conscious of it. You have power over it. You own it. You’re in control (12).

Albanese: I found this quote to be an interesting observation. I have never thought about it before, but I suppose it is true. I thought the Joshua tree example was a good example because it was very simple, straight to the point, and easy to get right away. It reminds me of when small children learn to name certain objects for the first time and walk around pointing out that object whenever they see it. It seems like this is the same concept, only on a higher, more sophisticated level.

Williams: When gathering these four principles from the vast maze of design theory, I thought there must be some appropriate and memorable acronym within these conceptual ideas that would help people remember them. Well, uh, there is a memorable-but rather inappropriate-acronym. Sorry (13).

Albanese: After reading this quote, I scrolled back up the screen to try to figure out what that ‘memorable-but rather inappropriate-acronym’ might be. After immediately realizing what that acronym was I had a short laugh. I appreciate the humor Williams uses to convey his intentions. Now I think I will remember that acronym whether I would like to or not.