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