Feminist Games

quo magis speculativa, magis practica

Tag: pedagogy

draft: More in Work than Words RPG

In a continuation of my design-based methodology for understanding games and pedagogy, I lay here my most recent draft of Version 2.0 of More in Work than Words. In this iteration, the game takes a very distinct and recognizable form—not because I set out to copy the genre conventions of table-top RPGs, but because I arrived at various conclusions about the game design that necessitated certain genre-specific elements.

Anyways, I need to get back to finishing up a final exam & second draft of the larger paper this game inspired.

Best regards—

Game Rules
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teaching philosophy statement

The Teaching Philosophy Statement is a document that doctoral students are often asked to iterate throughout their graduate study in order to prepare them for the job market. This is my first crack at it, written at the conclusion of my first term in Ph.D school. 


 

All my life, my education has been greatly informed by an exposure to critical, ethical people, who have been generous with their time and resources as they helped me ascend from various scaffolds to the person I am today. In my classroom, I work to provide those same opportunities that are often afforded to me, but in a context that is always relevant to each individual student. Students, I believe, are their own best teachers; me—I’m at best a facilitator, a classroom-designer. I work diligently to model the praxis of my teachers, but I also demand from my students the time and commitment they need to explore and understand the various facets that define different modes of problem-solving. In my classroom, I value a diverse and broad subset of knowledges, and it is in that space that I simply ask students to relate what they know (or what they think the know) to what I know and what their peers know. Read the rest of this entry »

obligatory pedagogical reflection

janeway 18

This term I spent a lot of time reconfiguring one of the broadest facets of my teaching: the epistemological framework that I use to justify my pedagogical practice. This framework relates how people “produce” knowledge and experience learning; it’s what I use to both predict and design appropriate contexts that facilitate specific learning outcomes. As a tool, I use this framework to make assumptions about the most appropriate course of action when I’m performing as a teacher/facilitator/instructor/etc.—in other words, this framework constitutes a facet of my subjectivity. In working with the course material for P155: Public Oral Communication, I’ve come to appreciate an understanding of how students should embody an ethic and model a literacy in the workshop environment. I have yet, though, to refine the techniques I use to specifically shape a subjectivity for my students that provides them with ethical strategies for both answering self-inspired questions and motivating independent learning. Put another way, I would like to develop strategies for strategies because at the moment, it feels as though I have conditioned my students into utilizing me as their primary tool, rather than as a reference to refine their engagement with course texts and other tools. Read the rest of this entry »