Course Content
Unit 2: Transformative Leisure Role-playing Games
These types of games were not necessarily designed for an educational or therapeutic purpose, but that players might find them transformative in a variety of different ways.
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Unit 3: Therapeutic Role-playing Games
These types of games are designed for a therapeutic purpose or to help participants develop social skills.
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Unit 5: Research Through Design
We will discuss ways to design and iterate role-playing games, but also how to take that process a step further and engage in formalized analysis of the process through academic writing.
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Unit 6: Ritual, Myth and Symbolism
We can consider role-playing games ritual spaces, but rituals can also be embedded into role-playing games for deeper experiences.
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Unit 9: Game Technologies and RPGs
By its very name, analog role-playing emphasizes interactions between people unmediated by technology, but of course in reality, we often use technologies during play.
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Unit 10: Transformative Game Design and You
In this unit, you will reflect upon the course as a whole, as well as your design and playtest experiences.
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Introduction to Transformative Game Design

Discussion 1: Introduce Yourself and Connect!

Let’s get to know each other!

Please read the syllabus and review the course schedule. Then, answer the following questions in complete sentences and paragraph form:

  1. What is your name and what pronouns should we use for you, e.g. they/them, she/hers, he/his, etc.?
  2. Where in the world are you located currently? Feel free to include any other aspects of your cultural background you would like to share.
  3. What is your educational background?
  4. What is your career and current professional affiliations (if relevant)?
  5. Why did you choose to take this course? How do you think you might use the content of this course?

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For all discussion forum assignments, reply to at least two (2) of your peers using the Ask a Question, Answer a Question format:

  • Reply to your peers with at least five (5) substantive sentences based upon the content of their post. Sentences like “Hello” and “Good post” do not count toward this length requirement. 
  • When possible, seek out students who have not yet received a response.
  • One of these sentences should ask a question of each peer to generate further discussion. This question should be related to the substance of their post.
  • Check the discussion forum throughout the week.
  • When your peers respond to your posts, answer their questions, then ask a question in return to further the conversation.
  • Similarly, when you ask a question, monitor the thread for responses, answer their question, and ask another question in return, etc.
  • When responding to your peers, search for posts that do not yet have replies rather than focusing on specific people.
  • Please respond in this manner throughout the week to build community in the online classroom.