يتناول هذا البحث الخطاب الجامعيّ من منظور جديد يتخطّى التصوّر السائد الذي يرى في كتابات الجامعيّين مجرّد نصوص تحمل أفكارا وفرضيّات ونظريّات، إلى تصوّر تفاعليّ يعتبر الخطاب الجامعيّ فعلا اجتماعيّا تحضنه مؤسّسة، ويتبادله مجموعة من الأفراد في إطار اختصاص معيّن وضمن جماعة خطابيّة، على قدر ما يحترم الباحث المواضعات التي تحكم الممارسات الخطابيّة فيها، تُتاح له فرص المشاركة في إنتاج المعرفة داخل تلك الجماعة، وتحظى أفكاره ومزاعمه بقدر من التصديق والاحترام عند أهل الاختصاص.

This paper provides a mixed-method accounting of a midwestern university graduate level course iterating toward a differentiated, "quest-based", self-paced learning experience. Previous research has applied 'game-like' assessment and vocabulary to online course design, but often used traditional pedagogical approaches. Our case was a re-designed online graduate course that employed game-like vocabulary, and continued to product test a "dashboard" user interface and multiple forms of feedback (leaderboards, quest acceptance, and experience points), as other past work has done successfully.

This paper provides a mixed-method accounting of a midwestern university graduate level course iterating toward a differentiated, "quest-based", self-paced learning experience. Previous research has applied 'game-like' assessment and vocabulary to online course design, but often used traditional pedagogical approaches. Our case was a re-designed online graduate course that employed game-like vocabulary, and continued to product test a "dashboard" user interface and multiple forms of feedback (leaderboards, quest acceptance, and experience points), as other past work has done successfully.