Designing for Collaborative Play in New Realities: A Values-Aligned Approach

2019 ◽  
Author(s):  
Marcella Prieto ◽  
Krishnan Unnikrishnan ◽  
Colin Keenan ◽  
Kaochoy Danny Saetern ◽  
Wendy Wei
Keyword(s):  
Collaborative Play

Designing a New Performing Arts Education through Constructing a Global Theatre

2013 ◽  
pp. 314-336
Author(s):  
Goki Miyakita ◽  
Yumiko Murai ◽  
Takashi Tomine ◽  
Keiko Okawa
Keyword(s):  
Learning Environment ◽  
Performing Arts ◽  
Arts Education ◽  
The Internet ◽  
Intercultural Understanding ◽  
Learning Program ◽  
Collaborative Community ◽  
New Learning ◽  
Performing Arts Education ◽  
Collaborative Play

This chapter proposes a new learning infrastructure of performing arts education called Global Theatre. Global Theatre connects students and theatres over the Internet and creates a unique environment to share performing arts. It enables students to enjoy performing arts together, deepen intercultural understanding, and communicate with a global audience in synchronized time, regardless of location and distance. Global Theatre consists of three basic elements: a learning program focused on performing arts; a collaborative community formed by a university, theatre space, and performing group; and an ICT platform that realizes live appreciation of performing arts. In this chapter, two experimental implementations are carried out. The authors conducted a translated play shared by Thailand and Japan in 2009, and an international collaborative play shared by Thailand, Japan, and Malaysia in 2010. Through those experiments, the effectiveness of this new learning environment for performing arts is discussed from the perspective of the three basic elements of this structure.

It is not rocket science. It is collaborative play for old and young!

2018 ◽  
Author(s):  
Moritz Ruehrlinger ◽  
Fabiola Gattringer ◽  
Barbara Stiglbauer ◽  
Juergen Hagler ◽  
Michael Lankes ◽  
...  
Keyword(s):  
Collaborative Play

scholarly journals A Typology of Virtual Worlds: Historical Overview and Future Directions

1970 ◽  
Vol 1 (1) ◽  
Author(s):  
Paul R. Messinger ◽  
Eleni Stroulia ◽  
Kelly Lyons
Keyword(s):  
Social Networking ◽  
Virtual Worlds ◽  
Virtual Communities ◽  
Future Research ◽  
Historical Overview ◽  
Future Directions ◽  
Platform Design ◽  
Profit Model ◽  
Five Elements ◽  
Collaborative Play

Virtual worlds constitute a growing space for collaborative play, learning, work, and e-commerce. To promote study of this emerging realm of activity, we suggest a typology adapted from C. Porter’s (2004) typology of virtual communities. The five elements of the proposed typology include (1) purpose (content of interaction), (2) place (location of interaction), (3) platform (design of interaction), (4) population (participants in the interaction), and (5) profit model (return on interaction). We argue that this five-element typology facilitates identification of (a) the historic antecedents of virtual worlds in gaming and social networking, (b) future applications of virtual worlds for society, education, and business; and (c) topics for future research.

Collaborative Playwriting: The Chettle, Dekker, Heywood Syndicate

1989 ◽  
Vol 14 (1) ◽  
pp. 13-23 ◽  
Author(s):  
Neil Carson
Keyword(s):  
The Public ◽  
Collaborative Play ◽  
Collective Creation ◽  
Made In

That a large number of Elizabethan plays are the product of dramatic collaboration is well known. Just how this process of ‘collective creation’ operated in the public theatres, however, remains something of a mystery. Attempts to explore the mechanics of collaborative play writing have been of different kinds. The most common have been studies of published plays undertaken in the hope that characteristics of style would reveal the shares of contributing dramatists. In spite of valuable work (notably by Cyrus Hoy), however, too many of these studies suffer from the weaknesses described by Samuel Schoenbaum in his analysis of the limitations of conclusions about authorship based on internal evidence. As a consequence, assertions about patterns of collaboration based on the identification of an author's stylistic characteristics, such as those made in the early 19205 by Dugdale Sykes, are not as fashionable as they once were.

Handcrafted gameworlds: Space-time biases in mobile Minecraft play

2018 ◽  
Vol 20 (9) ◽  
pp. 3420-3436 ◽  
Author(s):  
Joel Schneier ◽  
Nicholas Taylor
Keyword(s):  
Personal Computer ◽  
Virtual Worlds ◽  
Space Time ◽  
Collaborative Play

In 2011, Mojang released Minecraft Pocket Edition ( PE), a mobile version of their popular Minecraft franchise for Android and iOS devices that allows the infinitely blocky sandbox worlds to be manipulated directly through touchscreen interfaces. While the virtual worlds created by Minecraft players have drawn attention of various researchers, the configurations of play made possible by different gaming devices—particularly touchscreen devices—have been largely under-examined. Using Barad’s notion of apparatuses to conceptualize gaming interfaces as sites of intra-activity, our study reports on a microethology of young Minecraft PE players engaged in collaborative play sessions. Over seven play sessions, which included two sessions observing Minecraft play on personal computer (PC)- and console-based versions, we examined how players’ bodies and gaming apparatuses collaboratively materialize gaming events that highlight the space-time biases of these different modes of Minecraft play that what we call momentary and monumentary.

‘It'S All about the APPS’: Parental Mediation of Pre-Schoolers' Digital Lives

2014 ◽  
Vol 153 (1) ◽  
pp. 148-156 ◽  
Author(s):  
Donell Holloway ◽  
Lelia Green ◽  
Carlie Love
Keyword(s):  
Semantic Web ◽  
Parental Mediation ◽  
Growing Up ◽  
Young Mother ◽  
Digital Interventions ◽  
First Child ◽  
Collaborative Play ◽  
Distant Relative ◽  
Game Changer

A young mother with a two-year-old and a four-year-old is asked about her experience of parenting. ‘I can't believe how much is different, ‘she says, ‘between the first child and the second. It's all about the apps.’ Elsewhere in the room, the two pre-schoolers are absorbed in collaborative play with an iPad. Across the continent, a distant relative prepares for a pre-arranged Skype session with her young niece and nephew. She wonders whether the youngest, who has never video-conferenced before, will recognise and talk to her. These children are growing up with a game changer. What had been hailed as ‘the Semantic Web’ is turning out to be something creatively different. This article uses a series of vignettes to examine the power of the app, from Playschool Playtime to Skype, to highlight, analyse and discuss young children's (aged from birth to five) digital interventions facilitated by a download and touchscreen technologies.

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