innovative learning techniques: games, social learning and interactive stories-part i

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