Applying Hidden Gaming Eggs as part of Postsecondary Culturally Responsive Online Curricular Transformation

Brief Paper (Asynchronous) ID: 60894
  1. aaa
    EJ Summers
    Texas State University
  2. Cedric Scott
    Texas State University
  3. Danielle McEwen
    Texas State University
  4. Angela Leibold
    Texas State University
  5. Sajjad Mahdavivand Fard
    Texas State University

Abstract: Our paper focused on what we learned from eight semesters of online course data applying the gaming concept of hidden eggs to asynchronous aspects of postsecondary instruction as part of a course transformation process. Our audience for this paper was instructors of asynchronous online courses. We focused on four key aspects: (1) utilizing reiterative online curricular design; (2) creating culturally responsive online courses; specifically through (3) infusing an aspect from students’ real-world gaming experiences into online courses; while (4) challenging exclusionary language practices. We grounded our work in Kitano’s (1997) multicultural curriculum transformation and Young’s (2008; 2009) culture as design constructs focused on culture-based information and communication technologies. Kitano’s work became essential because it anchored our processes within postsecondary contexts. In complement, Young’s culturally-centered instructional framework added elements specific to online course design. Data for this practitioner-based, action research study came from three separate asynchronous graduate-level online courses with at least four semesters of revision and refinement.

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