innovative learning techniques: games, social learning and interactive stories-part i
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DESCRIPTIONThis is part one of a workshop I conducted. The hands-on workshop focused on innovative learning techniques and provided experiences for learners to apply the learning within the context of their daily assignments. The audience was primarily learning professionals.
- 1. Twitter:@kkapp ByKarlM.Kapp June2013 InnovativeLearningTechniques:Games, SocialLearningandInteractiveStories
2. TicTacToeorHangman SMpage3 3. RulesforClass Please,askquestionsandparticipateinthediscussions. Please,trytoapplywhatwearelearningtoyoursituation. Donthesitatetomakeapointorbringupanotherpossibility oridea. Itemsorissuesnotdirectlyrelatedtothetopicwillbeplaced intoaParkingLottobeaddressedlater. Wewilltrytotakeabreakabouteverytwohoursplease remindtheinstructor. SMpage4 4. Agenda Think Thinkabouttheseagendaitemsandhowthe taskswearediscussingtodaywillimpactyour workandhowyoudesigninstruction. SMpage5 5. QuestionsAnswered HowcanIusenewertechnologiestoelongatelearning sessionsandmakethemmoresocialforbothpreworkand postlearningexperiences? Whatisthevalueofablog,wikiorevenaninternalmessaging systemforlearning? HowdoIintegratecharactersandstoriesintoelearningand learningevents? HowdoImatchthetypeofcontentweareteachingwiththe properdeliverytechniques? SMpage6 6. QuestionsAnswered HowcanIusenewertechnologiestoelongatelearning sessionsandmakethemmoresocialforbothpreworkand postlearningexperiences? Whatisthevalueofablog,wikiorevenaninternalmessaging systemforlearning? HowdoIintegratecharactersandstoriesintoelearningand learningevents? HowdoImatchthetypeofcontentweareteachingwiththe properdeliverytechniques? SMpage6 Canwemakethe learningexperience alittlemore engaging? 7. Activity Usingacardgametechnique(indexcards), identifythreeofthebestfacilitation techniquesyouuseandplacethemonan indexcard. Wheninstructedpairupanddiscussthe techniquesandchoosethebesttwo techniques Nextwewillsharethosetechniqueswiththe restoftheclass. 8. PersonnelLearningObjective Whatdoyouwanttogetoutofthis workshop? SMpage7 9. John Kellers ARCS Model of Motivation MotivationMotivation AttentionAttention RelevanceRelevance ConfidenceConfidence SatisfactionSatisfaction Aswediscuss,complete page9. 10. What keeps your attention during a learning event? Attention 11. Attention Variability 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. 12. Attention Humor 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. 13. Consider using the En Media Res technique 14. LevelOne:Talkingwiththereceptionist. 15. LevelTwo:Talkingwiththenursegatekeeper. 16. LevelThree:Talkingwiththephysician. 17. Mostgameshavechallenges thatservetogainthelearners attention.Startingwitha challengeencouragesactionand curiosity. Jones,B.,Valdez,G.,Norakowski,J.,&Rasmussen,C.(1994).Designinglearningandtechnologyforeducationalreform.North CentralRegionalEducationalLaboratory.[Online].Available:http://www.ncrtec.org/capacity/profile/profwww.htm and Schlechty,P.C.(1997).Inventingbetterschools:Anactionplanforeducationalreform.SanFrancisco,CA:JosseyBass 18. How are you going to gain and maintain the ATTENTION of the learner? 19. When does the learning event seem relevant to the learner? Relevance 20. Relevance Experience 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. 21. 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. 22. What are some specific RELEVANCE activities or content you can add to keep your training motivating for the learner? 23. What makes a person feel confident when they are learning? Confidence 24. Successhelps peoplefeel confident. 25. Scaffolding:Processofcontrolling thetaskelementsthatinitiallyare beyondthelearnerscapacity. GuidedPractice.Stepbystep instructionsandthenfadingof instruction Havingdifferententrypointsintoalearningmodule providesplayerswiththeconfidencethattheycanenter thelearningandbesuccessful. 26. 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 27. 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. 28. 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. 29. What are some specific CONFIDENCE activities or content you can add to keep your training motivating for the learner? 30. When do you feel satisfied with learning event? Satisfaction 31. 20%higher confidencelevels. Simulation/gamesbuildmoreconfidenceforon thejobapplicationoflearnedknowledgethan classroominstruction. 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. 32. Satisfaction Positive Outcomes Winning, receiving constructive feedback, praise, and personal attention. Realistic Setting Successfully using skills in a realistic setting. Overcoming Obstacles When an obstacle is overcome, people feel satisfaction. 33. What are some specific SATISFATION activities or content you can add to your instruction to keep the training motivating for the learner? 34. John Kellers ARCS Model of Motivation MotivationMotivation AttentionAttention RelevanceRelevance ConfidenceConfidence SatisfactionSatisfaction Mapthecontentyoujust learnedbacktotrainingyou develop.SMpage13 35. 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 Pairup.ExplaintheARCS Modelandhowitisapplied toapartner.SMpage14 36. Levels of Learning and Communication 37. Extend the Learning 38. 1 2 3 4 Learning Points What Social Learning? How Do We Use Social Learning? Why Should We Use Social Learning? Example 39. Social Learning-RIGHT. Just what am I supposed to write about? And just what I need another item on my to-do list. 40. Wiki Quick, Quick 41. A wiki is an easy-to-use web page that multiple people can edit. 42. Wiki means Quick in Hawaiian 43. Control over who posts to the wiki User Name/Password. You see who participates. 44. You have a history of every edit You are notified of every change 45. Edits are time stamped. You know who made changes and when they were made. 46. Just like creating a Word document Easily insert Images and Video Just click and begin 47. Blogging 48. A blog is an easy- to-use web page that provides a chance to quickly add information and for readers to quickly respond. 49. Blog is short for the words Web LogBlog 50. www.blogger.com 51. Google Kapp Notes 52. Definition of Terms Tips and Techniques Frequently Asked Questions Posting/Collection of of Valuable Resources Link to Organizational Experts Advice from Experts Peer-to-Peer Sharing SM page 19 53. Creating a bridge to class alumni, organizational experts and current class. Continual Education Provide lecture notes and slides. 54. Twitter 140 characters 55. Asks the question: Whats Happening? 56. Nothing? Eating lunch. Wasting time. 57. Nothing? Eating lunch. Wasting time. Change the question. 58. How do I? What are you thinking? Where can I find?. Who knows? Did you know ? Here are some cool resources 59. 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? 60. Real-time access to experts Quick question Broadcasting Thoughts and Opinions Sending Reminders. Research Answering one question leads to more questions Reach outside of the four walls of a classroom Focused Chats 61. Chat More than 140 characters 62. Bringing It All Together 63. Take Aways 64. Take AwaysWriteablogentryaboutsomethingforwhich youarepassionateaboutrelatedtolearning oraboutaclassyouteach.SMPage20 65. Storytelling SM page 23 66. Researchershavefoundthatthe humanbrainhasanaturalaffinityfor narrativeconstruction. Yep,Peopletendtorememberfacts moreaccuratelyiftheyencounter theminastoryratherthaninalist. Andtheyratelegalargumentsasmore convincingwhenbuiltintonarrative talesratherthanonlegalprecedent. Carey,B.(2007)thisisYourLife(andHowYouTellit).TheNewYorkTimes.MelanieGreen http://www.unc.edu/~mcgreen/research.html.Chapter2TheGamificationofLearningand Instruction. 67. 1. Characters Story Elements 5. Conclusion 2. Plot (something has to happen). 3. Tension 4. Resolution 68. LetsGet Started 69. meet Hir O Winn (readHeroine) 70. anaccomplished Professional TeamPlayer MemberoftheOrganization MemberoftheOperationsTeam SlatedforPromotion 71. TooBasic 72. TooAdvanced 73. TooLate 74. Sorry,hadyou onmute,could yourepeatthe question. 75. meet Ann Tagonist 76. anaccomplished Professional TeamPlayer MemberoftheOrganization MemberofLearningandDevelopmentOrganization WonTrainingAWARDS 77. anaccomplished Professional TeamPlayer MemberoftheOrganization MemberofLearningandDe