In class and studio, I approach each lesson as a dialogue, open for discussion and informed debate. This is then followed by conclusions drawn through hands-on projects, much like any other science relying on hypotheses and experiments, which adds to each student’s sense of ownership over the curriculum. Students have the opportunity to demonstrate the knowledge and research they already bring to the table, as well as being able to learn both from their successes and failures in an authentic situation rather than merely recording notes on a given topic.

I feel discussions free of concrete answers, prior to the projects I assign, are critical in providing encouragement and respect amongst peers and instructor. It is during these conversations that students are inspired and rewarded for reflecting on their own valuable experience in the areas of discourse, and thus feel safe in sharing their opinions and knowledge – it provides empowerment in a way not possible without interactivity. The subsequent projects then solidify outcomes, both positive and negative. Most interestingly, even then there are often no true failures. When a possible solution to the given problem is tested and proves ineffective, students, having been immersed in the relevant topic and invested in the process, find other means to incorporate the less successful solutions in innovative ways and design more effective answers based on the lessons learned.

While correlative discourse proves imperative, assessment of and attention to individual student’s needs are equally crucial. This is one reason why I choose to work at a smaller institution with an excellent student to professor ratio. The more intimate class sizes allow me to identify learning differences in my students and facilitate recognition of how each person’s unique perspective and personality are truly powerful tools and advantages both to learning and in the Game Development field itself. This lesson to my students proves to be just as integral as any on interactive media. Further, when I provide feedback about assignments, projects, and participation to students, I tailor this dialogue to the individual as well. Assessment in Game Development is equally relevant to learning as the material presented, as it reveals areas of excellence and those in need of improvement in one’s process. By approaching evaluations individually, I believe each student will be capable of obtaining the most from the experience.