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New Digital Media and Learning as an Emerging Area and "Worked Examples" as One Way Forward

New Digital Media and Learning as an Emerging Area and "Worked Examples" as One Way Forward

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Published by The MIT Press
In this report, noted scholar James Paul Gee discusses the evolution of digital media and learning (DMAL) from its infancy as an "academic area" into a more organized field or coherent discipline. Distinguishing among academic areas, fields, disciplinary specializations, and thematic disciplines, Gee describes other academic areas that have fallen into these categories or developed into established disciplines. He argues that DMAL will not evolve until a real coherence develops through collaboration and the accumulation of shared knowledge. Gee offers a concrete proposal of one way scholars in DMAL could move the area forward to a more cohesive, integrated, and collaborative enterprise: the production of what he terms "worked examples."

In Gee's sense of a worked example, scholars attempting to build the new area of DMAL would publicly display their methods of valuing and thinking about a specific problem, proposing them as examples of "good work" in order to engender debate about what such work in DMAL might come to look like and what shape the area itself might take. The goal would not be for the proposed approach to become the accepted one but for it to become fodder for new work and collaboration. Gee concludes by offering a sample worked example that illustrates his proposal.

The John D. and Catherine T. MacArthur Foundation Reports on Digital Media and Learning

About the Author

James Paul Gee is Mary Lou Fulton Presidential Professor of Literacy Studies at Arizona State University. He is the author of Social Linguistics and Literacies, a foundational work in the field of New Literacy Studies, and Why Video Games Are Good For Your Soul.
In this report, noted scholar James Paul Gee discusses the evolution of digital media and learning (DMAL) from its infancy as an "academic area" into a more organized field or coherent discipline. Distinguishing among academic areas, fields, disciplinary specializations, and thematic disciplines, Gee describes other academic areas that have fallen into these categories or developed into established disciplines. He argues that DMAL will not evolve until a real coherence develops through collaboration and the accumulation of shared knowledge. Gee offers a concrete proposal of one way scholars in DMAL could move the area forward to a more cohesive, integrated, and collaborative enterprise: the production of what he terms "worked examples."

In Gee's sense of a worked example, scholars attempting to build the new area of DMAL would publicly display their methods of valuing and thinking about a specific problem, proposing them as examples of "good work" in order to engender debate about what such work in DMAL might come to look like and what shape the area itself might take. The goal would not be for the proposed approach to become the accepted one but for it to become fodder for new work and collaboration. Gee concludes by offering a sample worked example that illustrates his proposal.

The John D. and Catherine T. MacArthur Foundation Reports on Digital Media and Learning

About the Author

James Paul Gee is Mary Lou Fulton Presidential Professor of Literacy Studies at Arizona State University. He is the author of Social Linguistics and Literacies, a foundational work in the field of New Literacy Studies, and Why Video Games Are Good For Your Soul.

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Publish date: Nov 20, 2009
Added to Scribd: Aug 20, 2009
Copyright:Attribution Non-commercial No-derivs

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03/20/2014

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New Digital Media and Learning as an Emerging Areaand “Worked Examples” as One Way Forward
This book was made possible by grants rom the John D. and CatherineT. MacArthur Foundation in connection with its grant making initiativeon Digital Media and Learning. For more inormation on the initiativevisitwww.macound.org.
 
The John D. and Catherine T. MacArthur Foundation Reports onDigital Media and Learning
The Future of Learning Institutions in a Digital Age
by Cathy N. Davidsonand David Theo Goldberg with the assistance o Zoë Marie Jones
New Digital Media and Learning as an Emerging Area and “Worked Examples”as One Way Forward 
by James Paul Gee
 Living and Learning with New Media: Summary of Findings from the DigitalYouth Project 
by Mizuko Ito, Heather Horst, Matteo Bittanti, danahboyd, Becky Herr-Stephenson, Patricia G. Lange, C. J. Pascoe, and LauraRobinson with Sonja Baumer, Rachel Cody, Dilan Mahendran, KatynkaZ. Martínez, Dan Perkel, Christo Sims, and Lisa Tripp
Young People, Ethics, and the New Digital Media: A Synthesis from the Good- Play Project 
by Carrie James with Katie Davis, Andrea Flores, John M.Francis, Lindsay Pettingill, Margaret Rundle, and Howard Gardner
Confronting the Challenges of Participatory Culture: Media Education for the21st Century 
by Henry Jenkins (P.I.) with Ravi Purushotma, MargaretWeigel, Katie Clinton, and Alice J. Robison
The Civic Potential of Video Games
by Joseph Kahne, Ellen Middaugh, andChris Evans

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