Today’s students face a wide range of complex moral dilemmas, and games have the potential to represent these dilemmas, thereby supporting formal ethics education. The potential of digital games to contribute in this way is being increasingly recognized, but the author argues that those interested in the convergence of games, ethics, and education should more fully consider analog games (i.e., games without a digital component). This argument draws from a qualitative study that focused on the use of an analog roleplaying game in an undergraduate activity that explored ethical issues related to politics, society, and culture. The results of this study are examined through an educational technology lens, which suggests that games (like other educational resources) afford and constrain learning and teaching in certain ways. These results demonstrate that this game afforded and constrained ethics education in both ways similar to digital games and ways unique to analog games.

In this chapter, the authors argue that although portfolios are a popular means of teacher evaluation, they, like any other assessment, must be properly implemented if they are to realize their full potential. Accordingly, they offer seven “pretty good practices” (Mishra, 2008) for designing portfolio courses: peer feedback, authentic audience, diverse resources, learning by doing, open access, confidential spaces, and self-pacing. These practices were developed from the authors’ extensive work helping teachers to develop portfolios that demonstrate their learning in their graduate studies, and they help students create portfolios that have value as both summative assessments and places for formative growth. In the spirit of “pretty good practices,” however, the authors invite others to modify these practices for other contexts or to carry out research that would help refine and improve them.