innovative learning techniques: games, social learning and interactive stories-part i
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Twitter:@kkappBy Karl M. KappJune 2013
Innovative Learning Techniques: Games, Social Learning and Interactive Stories
Tic Tac Toe or Hangman
SM page 3
Rules for Class
• Please, ask questions and participate in the discussions. • Please, try to apply what we are learning to your situation. • Don’t hesitate to make a point or bring up another possibility
or idea. • Items or issues not directly related to the topic will be placed
into a “Parking Lot” to be addressed later.• We will try to take a break about every two hours…please
remind the instructor.
SM page 4
Agenda
ThinkThink about these agenda items and how the tasks we are discussing today will impact your work and how you design instruction.
SM page 5
Questions Answered
• How can I use newer technologies to elongate learning sessions and make them more social for both pre‐work and post‐learning experiences?
• What is the value of a blog, wiki or even an internal messaging system for learning?
• How do I integrate characters and stories into elearning and learning events?
• How do I match the type of content we are teaching with the proper delivery techniques?
SM page 6
Questions Answered
• How can I use newer technologies to elongate learning sessions and make them more social for both pre‐work and post‐learning experiences?
• What is the value of a blog, wiki or even an internal messaging system for learning?
• How do I integrate characters and stories into elearning and learning events?
• How do I match the type of content we are teaching with the proper delivery techniques?
SM page 6
Can we make the learning experience
a little more engaging?
Activity
• Using a card game technique (index cards), identify three of the best facilitation techniques you use and place them on an index card.
• When instructed pair up and discuss the techniques and choose the best two techniques
• Next we will share those techniques with the rest of the class.
Personnel Learning Objective
• What do you want to get out of this workshop?
SM page 7
John Keller’s ARCS Model of Motivation
MotivationMotivation
AttentionAttention
RelevanceRelevance ConfidenceConfidence
SatisfactionSatisfaction
As we discuss, complete page 9.
• What keeps your attention during a learning event?
Attention
AttentionVariability Change of tone, movement,
media, and environment, new challenges. Going from one activity to the next.
Concreteness Use visual images, anecdotes and biographies.
Conflict An adversary, an obstacle to overcome. A challenge that faces the learner.
AttentionHumor Include humor within the
instruction (need to be careful).
Discovery What is over here? What if I try this?
Participation Actively doing something that makes a difference. Social aspects of learning.
Consider using the “En Media
Res” technique
Level One: Talking with the receptionist.
Level Two: Talking with the nurse gatekeeper.
Level Three: Talking with the physician.
Most games have challenges that serve to gain the learner’s
attention. Starting with a challenge encourages action and
curiosity.
Jones, B., Valdez, G., Norakowski, J., & Rasmussen, C. (1994). Designing learning and technology for educational reform. North Central Regional Educational Laboratory. [Online]. Available: http://www.ncrtec.org/capacity/profile/profwww.htm and Schlechty, P. C. (1997). Inventing better schools: An action plan for educational reform. San Francisco, CA: Jossey‐Bass
• How are you going to gain and maintain the ATTENTION of the learner?
• When does the learning event seem relevant to the learner?
Relevance
RelevanceExperience Show how new learning is
related to prior knowledge and related to learner interests.
Present Worth Explain the current value of the instruction.
Future Use Relate information to future goals and activities.
Relevance
Modeling Show how the content or task being learned relates to real-life actions.
Choice Allow learners to make relevant choices throughout the learning event.
What are some specific RELEVANCE activities or content you can add to keep your training motivating for the learner?
What makes a person feel confident when they are learning?
Confidence
Success helps people feel confident.
Scaffolding: Process of controlling the task elements that initially are beyond the learner’s capacity.
Guided Practice. Step‐by‐step instructions and then fading of
instruction
Having different entry points into a learning module provides players with the confidence that they can enter the learning and be successful.
Risk Taking– Good video games lower the consequences of failure; players can start from the Last saved game when they fail.
In fact, in a game, failure is a good thing. Players actually use failure as way of finding out information with the game.
James Paul Gee, University of Wisconsin-Madison
Confidence
Learning Requirements
Inform players of the goals, objectives, and requirements of the learning.
Difficulty Sequence information and action in the order of increasing difficulty at a reasonable pace.
Confidence
Expectations Provide a preview of what is in store for the learner so they can have realistic expectations.
Attributions Help learner attribute their success to the amount of effort they spend. In games, this is translated as coins, points or rewards. In learning it is mastery.
What are some specific CONFIDENCE activities or content you can add to keep your training motivating for the learner?
When do you feel satisfied with learning event?
Satisfaction
20% higher confidence levels.
Simulation/games build more confidence for on the job application of learned knowledge than
classroom instruction.
Sitzmann, T. (2011) A meta-analytic examination of the instructional effectiveness of computer-based simulation games. Personnel Psychology .Review of 65 studies. Chapter 4 “The Gamification of Learning and Instruction.”
Satisfaction
Positive Outcomes Winning, receiving constructive feedback, praise, and personal attention.
Realistic Setting Successfully using skills in a realistic setting.
OvercomingObstacles
When an obstacle is overcome, people feel satisfaction.
What are some specific SATISFATION activities or content you can add to your instruction to keep the training motivating for the learner?
John Keller’s ARCS Model of Motivation
MotivationMotivation
AttentionAttention
RelevanceRelevance ConfidenceConfidence
SatisfactionSatisfaction
Map the content you just learned back to training you
develop. SM page 13
Summary of ARCS Model
Attention Relevance Confidence Satisfaction Variability Concreteness Conflict Humor Inquiry Participation
Experience Present Worth Future Use Modeling Choice
Learning Requirements
Difficulty Expectations Attributions Risk Taking
Positive Outcomes
Realistic Setting Overcoming
Obstacles
Pair up. Explain the ARCS Model and how it is applied to a partner. SM page 14
Levels of Learning and Communication
Extend the Learning
12
34
Learning Points
What Social Learning?
How Do We UseSocial Learning?
Why Should WeUse Social Learning?
Example
Social Learning-RIGHT.
Just what am I supposed to write about?
And just what I need… another item on my to-do list.
WikiQuick, Quick
A wiki is an easy-to-use web
page that multiple people
can edit.
Wiki means Quick in Hawaiian
Control over who posts to the wiki
User Name/Password.You see who participates.
You have a history of every edit
You are notified of every change
Edits are time stamped. You know who made changes and when they were made.
Just like creating a
Word document
Easily insert Images and
Video
Just click and begin
Blogging
A blog is an easy-to-use web page that provides a
chance to quickly add information
and for readers to quickly respond.
Blog is short for the words “Web
Log”…Blog
www.blogger.com
Google “Kapp Notes”
Definition of Terms
Tips and Techniques
Frequently Asked Questions
Posting/Collection ofof ValuableResources
Link to Organizational
Experts
Advice from Experts
Peer-to-Peer Sharing
SM page 19
Creating a bridge to class alumni,
organizational experts and current class.
Continual EducationProvide lecture notes
and slides.
Twitter140 characters
Asks the question: “What’s Happening?”
Nothing?
Eating lunch.
Wasting time.
Nothing?
Eating lunch.
Wasting time.
Change the question.
How do I…?
What are you thinking?
Where can I find…?.
Who knows…?
Did you know …?
Here are some cool resources…
What do learners need to know now?
Is there information I want to share with learners?
What do I want to say to learners between classes?
Real-timeaccess to experts
Quick question
BroadcastingThoughts and
Opinions
SendingReminders.
Research
Answering one questionleads to more questions
Reach outside of the four walls of a classroom
Focused Chats
ChatMore than 140 characters
Bringing It All Together
Take Aways
Take AwaysWrite a blog entry about something for which you are passionate about related to learning
or about a class you teach. SM Page 20
Storytelling
SM page 23
Researchers have found that the human brain has a natural affinity for
narrative construction.
Yep, People tend to remember facts more accurately if they encounter them in a story rather than in a list.
And they rate legal arguments as more convincing when built into narrative tales rather than on legal precedent.
Carey, B. (2007) this is Your Life (and How You Tell it). The New York Times. Melanie Green http://www.unc.edu/~mcgreen/research.html. Chapter 2 “The Gamification of Learning and Instruction.
1. Characters
Story Elements
5. Conclusion
2. Plot (something has to happen).
3. Tension
4. Resolution
Let’s Get Started
meet Hir O’ Winn…(read Heroine)
an accomplishedProfessionalTeam PlayerMember of the OrganizationMember of the Operation’s Team
Slated for Promotion
Too Basic…
Too Advanced…
Too Late…
Sorry, had you on mute, could you repeat the
question.
meet Ann Tagonist…
an accomplished
ProfessionalTeam PlayerMember of the OrganizationMember of Learning and Development Organization
Won Training AWARDS
an accomplished
ProfessionalTeam PlayerMember of the OrganizationMember of Learning and Development Organization
Won Training AWARDSNumerous
They both work for…
Big Corp
Ann’s Job is to create training
E‐learning
Training Manuals
Classroominstruction
Ann created a great library of
courses …
Ann Is… FrustratedStill
Hir O’ Winn… won’t take any classes Ann
Develops
DUH!DUH!
Scary problems…
Timing Issue …
Packaging Problem …
Transfer Problem …
I am frustrated
So am I.
Self Serve Model …
Real‐timeaccess to people
Quick question
BroadcastingThoughts andOpinions
SendingYourself
Reminders.
Mentoring
Reach across silos of information
Answering one questionleads to more questions
Clarification of Terms
Tips and Techniques
Advice from Veteran
Employees
Frequently Asked Questions
Posting/Collection ofof ValuableResources
Listing of Internal Experts
Hir Learns When and how she
wants and gets Promoted…
Ann Tagonist… Becomes CLO
Profits
Increase…
Let’s Discuss how you can benefit from Web 2.0…
The End
Let’s Examine the Elements of the Visual
Story
Parts of a Story…
Stories need
Characters…
Stories need Plot…
What is happening…
Stories need Tension…
Stories need Resolution…
Stories need Conclusion…
1. Characters
Stories Need
5. Conclusion
2. Plot (something has to happen).
3. Tension
4. Resolution
SM page 24
NikePlus Stats for Karl
Character Development who is this?
BackgroundOne of the audience membersSuccessful, Confident
SM page 25
Use Characters to set mood and tone.
Blended Bullets
SM page 26
Connect with a habit of the audience
Additional Character Adds Tension
Link individual and corporate needs…
Graphical Bullets
Image conveys message of old and
outdated approach …
Why? is Ann frustrated …
Why? Won’t she take classes …
Now we provide an answer…
Sort of …
Visual Metaphor…
Visual Contrast…
Individual
Frustration…
More individual
Frustration…
Everybody is Frustrated…
Moment of Calm…
Realization of Solution…
The Resolution…
Happy Conclusion…
Call to Action…
Storytelling Exercise
SM page 27-28
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