Remixing college English, combining the best of old and new methods, this is from an English teacher of a state university who shared and reflected on gamifying the composition course.
In my last post, I addressed the idea of disrupting the First-Year Composition course. One of those disruptive pedagogies that I’ve been monitoring for some time is gamification. I don’t like jumping on any pedagogical bandwagon until I’ve had some time to observe it from afar for a while and reflect on how it fits within my own teaching philosophy and practices. I’ve been doing so with the concept of gamification for almost two years now and up until recently was still uncertain about how I felt about it and how it would benefit my FYC students, if at all. This post is my attempt to clarify some of my initial conclusions on how game theory might be used to help make the FYC experience more engaging for students.
[Disclaimer: This post will not seek to debate gamification’s merits and/or deficiencies. I have mixed feelings about the application of…
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