Continuous Improvement, Perhaps

As another semester begins to wind down, I remain convinced that it is always a good idea to tell students what they are doing and why. They are unlikely to figure this out on their own.

For students, my first-year seminar has evolved into a semester-long exercise in problem-solving, yet I don’t mention “problem-solving” anywhere in the syllabus or in the directions for any of my assignments. So as a first-pass attempt at improvement, I’ve yet again tweaked my end-of-semester meta-cognitive Quality of Failure assignment. Directions for the Quality of Failure essay now read as follows:

Read:

Write a 2-3 page essay that analyzes your learning in the course in relation to your Knowledge Plan from the beginning of the semester. Respond to the following questions:

  • What helped or hindered your learning about the problem solving process when reading, writing, and designing games?
  • Are your experiences similar to those of Robert J. Moore and Soledad O’Brien? Why or why not?
 I don’t think the results are ideal, but they are good enough for now.

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