Search results

The purpose of this paper is to describe how videogames can be worked into various courses in a digital humanities curriculum.

The concepts included are drawn from media studies, game studies, and game-based learning.

The Digital Humanities and Social Sciences (DHSS) BS degree will begin enrolling students in the academic year 2016-2017, at which time findings will be available.

The DHSS BS degree is among the first of its kind, and will be a model for other programs to follow.

This paper aims to describe a plan to establish a campus critical gaming group for faculty members to learn about contemporary videogames and how to use them in their classrooms.

The plan is based on the principles of game-based learning, adapting classroom practice to teach faculty about video games.

The group will meet for the first time in the academic year 2015-2016 with findings to be reported at the conclusion of the spring semester.

The desire is that this critical gaming group will become a model for other universities to adopt.

As designed, the critical gaming group should be inexpensive to set up and maintain.

The critical gaming group should foster collegiality among faculty from different disciplines and colleges.

A critical gaming group for faculty is a unique concept, not yet tested.

This purpose of this paper is to introduce innovative ways to design, develop and implement original learning experiences, by defining certain design elements with illustrative vignettes from the classrooms of teacher pioneers.

A new rubric of design elements is presented that synthesizes and illustrates theoretical and empirical research.

Teacher pioneers implement instructional design elements in a manner that supports the subordination of teaching to learning in their classrooms.

The rubric organizes criteria to design, implement, analyze and evaluate the extent to which instructional resources and approaches, at all levels and in all content areas, are likely to foster learners’ independence, autonomy and responsibility.

This paper provides a useful, concise and clearly explained rubric of design elements that, when most effectively implemented, can prepare students to meet, with enthusiasm and confidence, whatever comes their way.