innovative learning techniques: games, social learning and interactive stories part ii

Download Innovative Learning Techniques: Games, Social Learning and Interactive Stories Part II

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This is part two 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.

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  • 1. Matching Content to Delivery ISD E-Learning SM page 29

2. Designing Performance-Based InstructionFacts Concepts Rules - Elaborating - Organizing - Association - Examples - Non-Examples - Attribute Classification - If-Then - Cause/Effect - Concept Application Procedures Principles Problem-Solving - Whole to Part Review - Learn Parts - Assemble Procedure - Teach Model - Behavior Checklist - Examples - Multiple Scenarios - Professional Experiences - Realistic Application 3. Facts Designing for Facts Elaboration-links new information with relevant prior knowledge Superordinate-context of new fact Coordinate-compare/contrast Additional Detail Jargon Memorization SM page 30 4. Facts Designing for Facts OrganizingPlacing facts into a logical grouping (chunking) Tables Diagrams Lists Models Mnemonics Jargon Memorization Roy G. Biv 5. Facts Designing for Facts AssociationLinking a fact to an image or another term Diagrams Labeling Exercises Jargon Memorization 6. Teaching with Games Employee in Manufacturing Plant Chemistry Safety Science Spelling Terms 7. http://www.kaplaneduneering.com/kappnotes/index.php/2007/05/accidental-learning-and-power-of/ 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. 8. FactExercise SM page 31 9. Concepts Designing for Concepts Concept is a class of items that share common features and is known by a common name. Example, Non-Example Attribute Classification Categories Concrete 10. Tangible Representation of a Concept 11. Conceptual Orienteering 12. Conceptual Orienteering Triggers Episodic Memory 13. ConceptExercise SM page 34 14. Procedures Designing for Procedures Procedure is a sequence of steps the learner performs to accomplish a task. Whole to Part Review Learn Parts Assemble Procedure SOPs Step-by-Step 15. Step Three: Lower Machine 16. SOP Instructions 1. Following your planogram, assemble the columns of cubes on the floor by locking each cube in place 2. After each column is completed place the top plate on the top of each column 3. Continue until you have all the columns built Visual SOP 17. Think radio talk- show, not lecture 18. www.gadgetsgamesandgizmos.com Karl M. Kapp 2007 Rules - If-Then - Cause/Effect - Concept Application Procedures - Whole to Part Review - Learn Parts - Assemble Procedure 19. Create Youtube Moments. 20. ProcedureExercise SM page 36 21. Problem-Solving Designing for Problem-Solving Problem is previously un-encountered situation that requires the application of previously learned concepts, rules, procedures, principles Composition Decomposition Metacognition Teach Model Checklist Examples Ethics Broken Equipment 22. Consider using the En Media Res technique 23. Problem-Based Learning 24. www.gadgetsgamesandgizmos.com Note: Teach Problem-Solving with - Multiple Scenarios - Professional Experiences -Realistic Application - First-Person Thinkers Note: Teach Problem-Solving with - Multiple Scenarios - Professional Experiences -Realistic Application - First-Person Thinkers 25. Create a learning documentary of how to do a job, how decisions are made, how dots are connected. 26. Creating Engaging Instruction Classroom -Group -Individual Compare work Teach a model Co-Create Discuss Answer questions Draw Create a model Develop ideas Fill-in-the-blank Online Mind Map Example Social Learning/ Informal 27. ProblemSolvingExercise SM page 39 28. Universal Rules Distributed Practice Appropriate Use of Questions Focus on Job Specific Performance 29. Say Dadda 30. What are you thinking? What are your choices? Where else does this apply? What are the underlying concepts? What mistakes need to be avoided? Metacognition 31. 10 Things We Know about Games for Learning From Research SM page 42 32. 10. Games Can Influence People to Behave in a Pro- social Manner. 33. First Experiment indicated that playing the game Darfur is Dying resulted in a greater willingness to help the Darfurian people than reading a text conveying same information. Peng, W., Lee, M., & Heeter. (2010) The effects of a serious game on role taking and willingness to help. Journal of Communications. 60, 723-724. Chapter 5 of The Gamificaiton of Learning and Instruction. 34. Second Experiment indicated that playing the game Darfur is Dying resulted in a greater role taking and willingness to help than either game watching or text reading. Peng, W., Lee, M., & Heeter. (2010) The effects of a serious game on role taking and willingness to help. Journal of Communications. 60, 723-724. Chapter 5 of The Gamificaiton of Learning and Instruction. 35. Rosenberg,R.S.Baughman,S.L.,Bailenson,J.N.(2013)VirtualSuperheroes: UsingSuperpowersinVirtualRealitytoEncourageProsocialBehavior.PLOSOne.,8(1),19. Flying around a virtual world as a superhero made subjects nicer in the real world. physical world 36. Greitemeyer, T. & Osswald, S. (2010) Effective of Prosocial games on prosocial behavior. Journal of Personality and Social Psychology. Vol. 98 . No. 2., 211-221. 37. 28% helped to pick up pencils 38. 33% helped to pick up pencils 39. 67% helped to pick up pencils 40. 22% intervened 41. 56% intervened 42. 9. Games Must be Embedded into the Curriculum to be Effective for Learning. 43. Engagement Pedagogy Game Educational Simulation Instructional games should be embedded in instructional programs that include debriefing and feedback. Instructional support to help learners understand how to use the game increases instructional effectiveness of the gaming experience. Hays, R. T. (2005). The effectiveness of instructional games: A literature review and discussion. Naval Air Warfare Center Training Systems Division (No 2005-004). Chapter 4 The Gamification of Learning and Instruction. Sitzmann, T. (2011) A meta-analytic examination of the instructional effectiveness of computer-based simulation games. Personnel Psychology .Review of 65 studies 44. Example Wouters, P., van Nimwegen, C., van Oostendorp, H., & van der Sek E.D. (2013), February 4). A Meta-Analysis of the Cognitive and Motivational Effects of Serious Games. Journal of Educational Psychology. Advanced online publication. Doi: 10.1037/a0031311 39 Studies. 45. 8. Games are more effective than traditional instruction when multiple sessions are involved. 46. Conventional instruction for a one-off is better vs. one game session Multiple game sessions better than multiple conventional sessions Wouters, P., van Nimwegen, C., van Oostendorp, H., & vam der S[el. E.D. (2013), February 4). A Meta-Analysis of the Cognitive and Motivational Effects of Serious Games. Journal of Educational Psychology. Advanced online publication. Doi: 10.1037/a0031311 39 Studies. 47. 7. Games are more effective than traditional instruction when players work in groups. 48. With serious games, both learners playing individually and those playing in a group learn more than the comparison group, but learners who play serious games in a group learn more Wouters, P., van Nimwegen, C., van Oostendorp, H., & vam der S[el. E.D. (2013), February 4). A Meta-Analysis of the Cognitive and Motivational Effects of Serious Games. Journal of Educational Psychology. Advanced online publication. Doi: 10.1037/a0031311 39 Studies. 49. 6. Instruction with serious games yields higher learning gains than conventional instruction. 50. Type of Knowledge /Retention % Higher Declarative 11% Procedural 14% Retention 9% Percentages of Impact Sitzmann, T. (2011) A meta-analytic examination of the instructional effectiveness of computer-based simulation games. Personnel Psychology .Review of 65 studies Wouters, P., van Nimwegen, C., van Oostendorp, H., & vam der S[el. E.D. (2013), February 4). A Meta-Analysis of the Cognitive and Motivational Effects of Serious Games. Journal of Educational Psychology. Advanced online publication. Doi: 10.1037/a0031311 39 Studies. 51. 5. Third person view in a game is better for changing a persons behavior than first person. 52. First Person View 53. Third Person View Carey, B. (2007) This is Your Life (and How You Tell it). The New York Times. And Sestir, M. & Green, M. C. (2010). You are who you watch: Identification and transportation effects on temporary self-concept. Social Influence, 5, 272- 288 and research by Libby, L.K., Shaeffer, E.M., Eibach, R.P., & Slemmer, J.A. ( 2007) Picture yourself at the polls: Visual perspective in mental imagery affects self-perception and behavior. Psychological Science. Vol. 18: 199-203. 54. Third Person View Carey B (2007) This is Your Life (and How You Tell it) The New York Times And Sestir M & Green M CCarey, B. (2007) This is Your Life (and How You Tell it). The New York Times. And Sestir, M. & Green, M. C. (2010). You are who you watch: Identification and transportation effects on temporary self-concept. Social Influence, 5, 272-288 and research by Libby, L.K., Shaeffer, E.M., Eibach, R.P., & Slemmer, J.A. ( 2007) Picture yourself at the polls: Visual perspective in mental imagery affects self-perception and behavior. Psychological Science. Vol. 18: 199-203. Seeing oneself as acting in a movie or a play is not merely fantasy or indulgence; it is fundamental to how people work out who it is they are, and may become. Ben Casey 55. 5. While playing a game, learners will voluntarily do harder problems and more work. 56. A math facts game deployed on a handled computer encouraged learners to complete greater number of problems at an increased level of difficulty. Learners playing the handheld game completed nearly 3 times the numb

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