So, yes, I'm only at the end of Week 3 with this gamification idea (which isn't quite the halfway point), but I had to blog about how it feels rather successful at the moment. I am slightly shocked that it's working as well as it is, but in reflecting, maybe I'll realize why it's working better than my other approaches. Benefits: Students are doing well. Only one student is below a B right now, and many are over 100% (due to the extra points gathered from winning contests). I've asked students to be the most concerned with three elements to writing (even if their judges aren't): format, content, and audience . A majority of them take the last two seriously each time they compose. The critical thinking involved with determining what the audience might want to hear, or what the content should contain, can not be undervalued or underestimated! The majority are handing in the contests - or their substitutions - on time, even though I didn't go into a long ...

For a second 8-weeks course (that starts next week), I may try out some gamification. I'm going to "take the temperature" of the classroom Monday and see if that will be something worthy of trying... On Monday, too, I think I could have them fill out the beginning of the semester reflection (might ask specific questions) and then use that as another way to feel out the vibes. The gamification would turn the genres into contests. Extra points could be earned with popular votes from classmates. There might be other ways to earn points, and essentially, the "winner" or "winners" can skip projects and contests or whatever towards the end of our eight weeks together. This gamification process isn't anything new. Many classes in K16 have tried it out and figured out how to do it successfully. One person in the Ungrading Discord server that I participate in does it with her communication students, and she's raved about it. She's also explained it ...