Date of Award
May 2020
Document Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
Department
Rhetorics, Communication, and Information Design
Committee Member
Jan R Holmevik
Committee Member
Megan Eatman
Committee Member
Danielle Herro
Committee Member
James Gilmore
Abstract
This dissertation proposes the ludic framework for learning as an innovative pedagogical model that privileges play, possibility, failure, and social affinity as states of being and positions for learning. The ludic framework works through rhetorics of play as a frame of reference; rhetorics of possibility and invention as a means of production; the acceptance of transformative failure; and engages with digital communities to further knowledge through social affinity while being grounded in constructionist learning theories. The principles that facilitate this are: curiosity, play, flexibility, metacognition, collaboration, invention, persistence, and creativity. To demonstrate this, the dissertation has two case studies: a semester project that explains the need and procedures for teaching technologies in a workflow and a three-dimensional representation of the research in Minecraft: Education Edition.
Recommended Citation
Stuart, Christopher Michael, "Rhetorical Invention in a 21st Century Technoculture: A New Ludic Framework for Learning" (2020). All Dissertations. 2626.
https://tigerprints.clemson.edu/all_dissertations/2626