There’s an Ask Slashdot discussion taking place in response to a question regarding computer classrooms and freshman composition. It’s the usual Slashdot mix of helpful and not so helpful comments. Many of the responses address the use of blogs in teaching.
I won’t be in front of a freshman composition class any time soon, but I have been thinking about blogs and teaching. Last week, Jill Walker posted an entry on Alex Halevais’s “grading system based on … karma,” a system which didn’t quite work because students learned how to cheat. I’ve also been thinking about games — thanks to Jason’s recent post in the midst of a larger conversation he TrackBacked himself into — in relation to the kinds of conversations that take place in an academic environment, either online or off. I took a shot at having my students play Ivanhoe this year, an online literary roleplaying game (at least that’s how I describe it), but it didn’t go so well. I’ll try it again, I think, but I need to re-tool my directions and how the game is framed within the rest of the course. I welcome advice from anyone who has experience with the game.
However, the experience did inspire me to think that participation in a conversation can be conceived of as a series of different “moves,” to use a game term, that these moves can be named and classified, and that value might be awarded to each move, allowing participants to score “points” leading toward some sort of goal. How to avoid the potential for cheating? Maybe make the goal unrelated to the grade, count on the motivation provided by a desire to do well in a competition, to enhance one’s reputations with one’s peers. The grade is about my reaction; the competition is about peer reaction. Hmmm. How to put this in action with a blog?