truna aka j.turner
the role of teaching and research in multimedia design || diving into immersion |
nb - links to media inactive in on-line version
this seminar is about the roles of teaching and research and the potentials of multimedia design. i come to this as a literacist, game designer, educator and researcher and intend to share some observations on the nature of the mediums we work with and play within .....
mm = immersion == iMMersion == games == media
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literacy is ... [wikipedia]
other literacies? spatial literacy - dimensional literacy - navigational? |
* sigh * its ALL text [ual - ish] ... literacy : understanding the text and the ramifications of the text :: seen in "3D", as having three interlocking dimensions - the operational, the cultural, and the critical [lankshear] The reader is a participant with the text, a code breaker, text participant, text user, and text analyst [Freebody & Luke 1990:14] A reader does not passively absorb a text. Rather they have to ‘crack the code’ – interpret the words used, work out what the text means, work out what to do with it and work out what the text is ‘doing to them’ [majestic] much of this latter is TACIT knowledge, it is internalised rather than explicit define: tacit knowledge
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that which a medium affords: define: affordances donald norman in his 'design of everyday things' offers multiple levels of perceived affordances
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so || the role of teaching and research is to make the tacit explicit | why?
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the world of games is in kind of a trance. people are programmed to accept so little, but the possibilities are so great allegra geller, game designer, realist [eXistenZe] |
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opening up those possibilities |
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star
wars galaxies [gametab
review] [local] |
EVE
second genesis [game
tab review] [local] trailer [here] |
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Virtual worlds are being designed by know-nothing newbies, and there's not a damned thing anyone can do about it. I don't mean newbie designers, I mean newbie players - first timers. They're dictating design through a twisted "survival of the not-quite-fittest" form of natural selection that will lead to a long-term decay in quality, guaranteed. If you think some of today's offerings are garbage, just you wait… |
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Possibilities? We must be able to effect our environments, the objects, and each other. That is the key to collaborative world building. Virtual worlds still have the feeling of the cocktail party that repeats itself nightly: one wants to grow from that experience and do something, create something, have mutual experiences with another being. Until that happens, we are destined for mediocre experiences in online worlds. |
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the future of interactivity [iMMersion design] is something you DO rather than something you are GIVEN [rokeby] menage a trois in order to be literate, a triangle of identities must be recognised
[after stevens] |
case studies
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connections we are at a crossroads here. it's no breakthrough statement to say that the games industry has been remarkable lately for for being unremarkable .... [stuart roche shiny entertainment 04] You would have enjoyed, for example, the fight for "square" pixels. "What if you want to rotate a photo", I asked. "What," came the reply, "show photos on the computer and rotate them? Who'd want to do that?" If you don't have square dots, rotating a picture makes it look funny [jeff raskin discussing the 1978 mac project] |
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oh, i suppose you want a conclusion? the role of teaching and research in media design is to notice details .... to educate ... to open up opportunites for those possibilities .... it is the designers themselves that need to be critically literate about the world ... to paraphrase freire [1972] we need to become jointly responsible for the design process in which all grow .... |
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"Anyone who thinks there is a difference between education and entertainment doesn't know the first thing about either." [marshall mcluhan] |
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and a personal note:
methodolgy by michel foucault |
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| truna 2004 |