Abstract
This article explored an original graduate-level teaching activity of gamification and ungrading through a feminist instructional design lens. We can understand outcomes of gamified equitable grading experiences by de-centering adult interpretations and habits of colonial educational structures–not only for the learners but as current and future leaders. These strategies were evaluated with student self-evaluations, feedback loops, and reflexivity through modeling and co-reflection. The outcomes and potential for replication of a gamified ungrading experience bring forward a humanized curriculum for all levels of learners and designers.
Recommended Citation
Boutelier, Stefani
(2024)
"Gamified ungrading: Playing with andragogy and feminist instructional design,"
Feminist Pedagogy: Vol. 4:
Iss.
4, Article 7.
Available at:
https://digitalcommons.calpoly.edu/feministpedagogy/vol4/iss4/7
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