“Would you kindly?” Bioshock
Escaping the tyranny of cognitive process pedagogy (Cooper, 1986): writing a social act within complex, networked social systems
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post-process and ecological theories of writing (Cooper, 1986; Edbauer, 2005; Dobrin, Rice, and Vastola, 2011; Dobrin, 2012)
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complex relationships between writers, readers, and the technologies they use (DeVoss, McKee, & Selfe, 2009)
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digital materiality and interface (Bolter and Grusin, 2000; Wysocki, Johnson-Eilola, Self, & Sirc, 2004; Brooke, 2009)
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circulation and remix (Trimbur, 2000; Porter, 2009; Seas, 2012)
Students are now able to compose non-linear, dynamic texts that represent the theory and texts they are studying, and the texts they are composing outside of the classroom.
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39% of 18- to 29-year-old Americans "now go online almost constantly and 49% go online multiple times per day"
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36% of 30- to 49-year-old Americans do the same
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“some 34% of adults with a college education or more go online almost constantly (and 92% go online daily), compared with 20% of adults with a high school education or less.”
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“About a quarter of U.S. adults say they are ‘almost constantly’ online.” (Perrin & Jiang, 2018)
Scholarship moving from player-based to maker-based pedagogies (Sierra 2017)
Using grammar of discourse, or epistemic frames, to track the transfer of learning (Shaffer 2012)
A course studying and practicing ludology and narratology used as a case study for the transfer of interactive writing to other contexts.