Inspired by the popular campus game Humans vs. Zombies, join @Jessifer and@allistelling for an epic zombiefied experiment in Twitter literacy, gamification, collaboration, and emergent learning. Part flash-mob. Part Hunger-Games. Part Twitter-pocalypse. Part digital feeding frenzy. Part micro-MOOC. Part giant game of Twitter tag.
I had no idea what it was, but immediately signed up. I can’t say many of my Twitter followers followed suit. The most common reaction I got was, “You’re doing what?”
On Monday, November 12th Adeline Koh will be interviewing the creators in a livestream through Duke University. Their topic is: Digital Pedagogy, Play, and Mass Collaboration. I was struck by this section of the description:
While institutions ponder how to make excursions into new media more efficient and profitable, the pedagogues at the digital table must push the other side of the envelope. We should be creating critical and reflective sandboxes that invite learners to set their own goals, make mistakes, collaborate, and improvise.
In Deep Play, Diane Ackerman writes, “We may think of play as optional, a casual activity. But play is fundamental to evolution” (4). George Dennison offers a similar account of play in The Lives of Children, in which he describes “children’s natural play” as “expansive and diverse, alternately intense and gay,” whereas more formal play (games with umpires, rules, etc.) becomes “strained and silent,” “serious,” and “uncomfortable” (195-196).
I was struck how quickly once play was mentioned that children were invoked.
Play is obviously important to human beings…and as Rorabaugh and Stommel argue, in the digital era it’s a characteristic of learning…and as Ackerman claims, important to evolution. I am left to wonder: What are the sanctioned ways for adults to play? If it is so important, shouldn’t there be a few? So endless are the ways that imaginative and embodied activities of adults are derided. Why is this so?