Monthly Archives: May 2013

On being cannon fodder

Cuz I was getting butchered. Geddit??

I played some multiplayer in Modern Warfare 3 the other day because, well, I am a sucker.

Now, I have a not-so-secret aversion to FPS multiplayer. I am absolutely terrible at it, which is a big part of why I dislike it so. I have never been much of a “twitch” gamer, and I love to absolutely jam on every button on the controller as hard as possible, especially in those tense, firefight moments. This is an “end user” problem, to be sure.

However, another reason I am bad at it (and why I don’t enjoy multiplayer) is that it’s often really freakin’ hard to get better at it when I’m thrown in with a bunch of experts and my average life-expectancy is in the sub 10-second mark. While this isn’t an insurmountable hurdle (“rookies” get better all the time by playing with experts – hell, the trailer for the game even points this dynamic out), I find it very difficult and incredibly frustrating.

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Bridging the gap, part 2: Teaching and the “formal”/”informal” divide

I wish I had an "Enter" button in school...

I wish I had an “Enter” button in school…

In part one of this series, I briefly examined some assumptions about the differences between formal and informal learning. This led to some good discussion with my advisor and others in which it became apparent that an underrepresented part of the discussion is on the teaching in these situations.  As my advisor pointed out, often the topic of informal learning operates as if learning just happens on its own instead of as a response to some designed or implied instruction. Focusing on the teaching component of informal learning might provide a more complete picture of the situations, the circumstances, the opportunities, and the outcomes. Indeed, there seems to be a need for a theory of informal teaching to account for any learning that occurs.

In this post I attempt to unpack what “formal” and “informal” might mean by looking at some examples of teaching/learning interactions. In the next part of the series I will attempt to break down some key elements of these interactions and look for similarities and differences which might make up this distinction. My goal overall is to explore what it might mean for teaching and learning to adopt these “formal” and “informal” methods.

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