Rewarding the Brain through Purposeful Design: Reflections on Week 2 of the Games Based Learning MOOC

For me, the standout resource from the second week of the Games Based Learning MOOC was Tom Chatfield’s TED Talk “7 Ways Games Reward the Brain.” Chatfield’s seven aspects of gaming align with many of the same aspects of gaming that were addressed during our discussion of fun, flow, and fiero during the first week, … Continue reading Rewarding the Brain through Purposeful Design: Reflections on Week 2 of the Games Based Learning MOOC

Fun, Flow, and Fiero: Reflections on Week 1 of the Games Based Learning MOOC

As mentioned in my last post, I am planning to gamify next Fall’s first-semester FYC course, using Interactive Fiction (IF) and the multiplayer classroom model. The decision to do so came completely independently of a new MOOC that started this past week that focuses on Games Based Learning (GBL). I had not intended to take … Continue reading Fun, Flow, and Fiero: Reflections on Week 1 of the Games Based Learning MOOC

Disrupting the First-Year Composition Course

At last week’s THATCamp, one of the stand-out sessions, at least as reflected by the responses of those live tweeting the event, was Mills Kelly’s session on disruptive pedagogy. You can see my Storify of the session here. As the tweets began populating my timeline, I was immediately excited about the idea of disrupting pedagogy … Continue reading Disrupting the First-Year Composition Course

Building a Learning Skatepark, Part 2: Zen and the Art of Failure

In a Chronicle of Higher Education post I read last week, “The Benefits of Making It Harder to Learn,” James M. Lang summarizes a recent study that found that creating cognitive disfluency helps students learn more deeply. In other words, the easier we make things for our students, the less they will learn. This is … Continue reading Building a Learning Skatepark, Part 2: Zen and the Art of Failure