In my previous posts, I shared some of the ideas I have been thinking about as I redesign a course I am teaching to be explicitly gamified. One of the crucial decisions I made at an early stage was to divide the work process (the quest lines) into two distinct trees. In my last post, I shared an example of the knowledge tree. In any course, there is content that students should learn and master. There are also skills that a student should learn and master. In both cases, the pathways through the content and skills must be student-directed.
A critical difference between the knowing tree and the doing tree is that students do not earn "points" for completing quests in the knowing tree. Knowing serves itself; it is for its own sake. Doing, however, can be measured.
The doing tree is divided into six branches: critical reading, critical writing, critical speaking, modeling, collaborating and integrating. The doing tree for writing looks like this: