Digital blurring is an extremely interesting topic as it suggests that skills gained in our digital experiences can translate from those virtual media into our own lives (Howell, 2012). Instances where computer games or programs not specifically designed with an educational purpose in mind have taught a ‘real-life’ skill are being documented increasingly (Gee, 2003). As more people begin viewing digital media as a potential learning tool, the potential for innovation on what is being developed grows; for example a game that involves construction may well be the way for a student to begin developing their architectural vision long before they are officially instructed as part of an educational institution (Pivec, and Dziabenko, 2004).
This concept is fascinating to me, and I hope to be capable in the future of exploring the possibilities of using platforms for learning that students are more naturally inclined to engage with. The idea that technology can change the level to which we interact and engage with real-life situations is incredible.
Now, it may not exactly be digital blurring, but this video showing how story-telling can become a much deeper experience thanks to digital media opened me to the idea that maybe this type of digital interaction could enthuse students to the idea of greater narrative depth.
Howell, J. (2012). Teaching with ICT: Digital pedagogies for collaboration & creativity. South Melbourne, VIC:
Oxford University Press.
Gee, J. P. (2003). What video games have to teach us about learning and literacy. Computers in Entertainment (CIE) – Theoretical and Practical Computer Applications in Entertainment, 1(1), p. 20. doi: 10.1145/950566.950595
Pivec, M. & Dziabenko, O. (2004). Game-Based Learning in Universities and Lifelong Learning: “UniGame: Social Skills and Knowledge Training” Game Concept. Journal of Universal Computer Science, 10(1) (2004), pp. 14-26.