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Learning with the Doctor: Pedagogic Strategies in Transmedia Doctor Who
Abstract
The Doctor may have regenerated on many occasions, but so too has Doctor Who. Moving with the times, the show has evolved across fifty years...New Dimensions of Doctor Who explores contemporary developments in Doctor Who's music, design and representations of technology, as well as issues of showrunner authority and star authorship. Putting these new dimensions in context means thinking about changes in the TV industry such as the rise of branding and transmedia storytelling. Along with its faster narrative pace, and producer/fan interaction via Twitter, 'new Who' also has a new home at Roath Lock Studios, Cardiff Bay. Studying the 'Doctor Who Experience' in its Cardiff setting, and considering audience nostalgia alongside anniversary celebrations, this book explores how current Doctor Who relates to real-world spaces and times. New Directions of Doctor Who is the scholarly equivalent of a multi-Doctor story, bringing together the authors of Triumph of a Time Lord and TARDISbound, as well as the editors of Time and Relative Dissertations in Space, Impossible Worlds, Impossible Things, Torchwood Declassified and Doctor Who, The Eleventh Hour.
It also features contributions from experts on TV brands, bioethics, transmedia and cultural icons. As 'new Who' creates ongoing mysteries and poses exciting questions, this collection demonstrates the vitality of Doctor Who studies.
... Given that LEGO Dimensions mashes up so many franchises, extensive study could be undertaken of the ramifications for each one. Partly due to limitations of space, but also due to my own established research interests (Hills, 2015) as well as an emergent body of work on Doctor Who games (both physical and digital: see Evans, 2013;Perryman, 2014;Booth, 2015), my focus will be on how Doctor Who is remediated in LEGO Dimensions. Originally a BBC TV programme which began in 1963 and was reinvented by BBC Wales in 2005, Doctor Who features a time-travelling 'Time Lord' who can 'regenerate' his body, and who can therefore be played by different actors. ...
... Speaking at the Doctor Who Festival, TT Games producer Mark Warburton suggested that this feature -along with the Level Pack featuring settings from 1960s and 1970s Doctor Who stories -would appeal to "Dads" and older players who could use the game to introduce children to classic episodes of the series (Warburton 2015). Although the game may self-referentially educate younger players about Doctor Who itself, it appears to have little or no other educational aim, contra the BBC's public service mobilization of Who in previous video games such as 'The Gunpowder Plot' (Evans, 2013). In this case, creativity, imagination and playfulness may be celebrated as values, but the celebration is wholly brand-centred, and does not reach educationally outside the worlds of LEGO, Doctor Who, or other featured storyworlds. ...
Este artículo explora la forma en que el videojuego que anima los tradicionales juguetes LEGO, LEGO Dimensions (Warner Bross Interactive Entertainment/Traveller’s Tale/The LEGO Group, 2015) mezcla distintos mundos de ficción y marcas de franquicia. Me centro particularmente en cómo Doctor Who (BBC, 1936—), la serie británica de ciencia ficción, consigue intervenir transmedialmente en el propio Dimensions. Presto atención al modo en que mediante la combinación de distintas propiedades intelectuales, el carácter transmarca de LEGO Dimensions parece apropiarse de cierta “dimensión transgresora del juego” infantil (Nørgård y Toft-Nielsen, 2014), aunque en realidad continúa funcionando desde una lógica de propiedad corporativa compartida en la que muchos de los mundos de ficción combinados son en esencia propiedad de Time Warner (colocando el Dimensions en relación de competitividad con los videojuegos de juguetes animados propiedad de Disney). En cuanto al valor que la marca Doctor Who puede adquirir con su intervención en LEGO Dimesions, lo identifico como un ejemplo particular de un “¿Qué pasaría si...?” transmedial (Mittell, 2015), arguyendo que en todo caso el Doctor Who de LEGO Dimensions fluctúa en términos de la (no)autenticidad de su marca. Mientras el tratamiento de Who en el Pack de Inicio es bastante fiel al formato establecido en los juegos de LEGO/Traveller’s Tales, en el Pack de Nivel, vendido a parte, se integra de forma más precisa la historia de Doctor Who, si bien aquí manifiesta destacables diferencias con la serie de televisión (Booth, 2015). Aunque LEGO Dimensions desafía teorías dominantes sobre narrativa transmedia (Jenkins, 2006; Aldred, 2014), su carácter transmarca y su público potencial infantil/adulto coinciden con los propuestos por las aproximaciones establecidas sobre la concesión transmedia (Santo, 2015) y sobre la socialización del consumidor-fan (Kinder, 1991).
... These games "introduce new facts to the expanding mythos of the fictional universe" (Perryman, 2014, p. 238) as well as educational nonfiction content about history and science. They even come with Teacher Resource Packs for use in schools (Evans, 2013). The BBC produced metatextual websites and blogs intended to "extend audience engagement and encourage a two-way interaction" (Perryman, 2008, p. 25). ...
Buffy, Bella, Veronica, Katniss, Clary, Tris and Saba: 1 For two decades post-feminist heroines have faced life-threatening trials as part of their progress to womanhood. In this chapter I consider how young adult popular fictions operate as forms of pedagogy for young women by offering them particular models of maturity and womanhood.
... These games "introduce new facts to the expanding mythos of the fictional universe" (Perryman, 2014, p. 238) as well as educational nonfiction content about history and science. They even come with Teacher Resource Packs for use in schools (Evans, 2013). The BBC produced metatextual websites and blogs intended to "extend audience engagement and encourage a two-way interaction" (Perryman, 2008, p. 25). ...
As the opening quotation indicates, many Doctor Who fans care about improving lives and curing social ills. Meisner (2011) asserts that the Doctor is “an activist” who is “an example to concerned citizens everywhere” (p. 7). While scholars differ in their interpretations of the show's texts, most agree that many episodes contain overt anti-totalitarian storylines, progressive social messages, and educative political parallels.
... These games "introduce new facts to the expanding mythos of the fictional universe" (Perryman, 2014, p. 238) as well as educational nonfiction content about history and science. They even come with Teacher Resource Packs for use in schools (Evans, 2013). The BBC produced metatextual websites and blogs intended to "extend audience engagement and encourage a two-way interaction" (Perryman, 2008, p. 25). ...
Grounded in the field of adult education, this international compilation offers a range of critical perspectives on popular culture as a form of pedagogy. Its fundamental premise is that adults learn in multiple ways, including through their consumption of fiction. As scholars have asserted for decades, people are not passive consumers of media; rather, we (re)make our own meanings as we accept, resist, and challenge cultural representations.
At a time when attention often turns to new media, the contributors to this collection continue to find “old” forms of popular culture important and worthy of study. Television and movies – the emphases in this book – can be powerful vehicles for helping adults see, experience, and inhabit the world in new and different ways.
This volume moves beyond conceptually oriented scholarship, taking a decidedly research-oriented focus. It offers examples of textual and discursive analyses of television shows and films that portray varied contexts of adult learning, and suggests how participants can be brought into adult education research in this area. In so doing, it provides compelling evidence about the complexity, politics, and multidimensionality of adult teaching and learning.
Using a range of television shows and movies as exemplars, chapters relate popular culture to globalization, identity, health and health care, and education. The book will be of great use to instructors, students, and researchers located in adult education, cultural studies, women’s and gender studies, cultural sociology, and other fields who are looking for innovative ways to explore social life as experienced and imagined.
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