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

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Twitter:@kkapp By Karl M. Kapp June 2013 Innovative Learning Techniques: Games, Social Learning and Interactive Stories

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This 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.

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Page 1: 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

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Tic Tac Toe or Hangman

SM page 3

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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

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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

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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

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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? 

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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. 

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Personnel Learning Objective

• What do you want to get out of this workshop?

SM page 7

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John Keller’s ARCS Model of Motivation

MotivationMotivation

AttentionAttention

RelevanceRelevance ConfidenceConfidence

SatisfactionSatisfaction

As we discuss, complete page 9.

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• What keeps your attention during a learning event?

Attention

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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.

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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.

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Consider using the “En Media

Res” technique

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Level One: Talking with the receptionist.

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Level Two: Talking with the nurse gatekeeper.

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Level Three: Talking with the physician.

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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

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• How are you going to gain and maintain the ATTENTION of the learner?

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• When does the learning event seem relevant to the learner?

Relevance

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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.

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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.

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What are some specific RELEVANCE activities or content you can add to keep your training motivating for the learner?

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What makes a person feel confident when they are learning?

Confidence

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Success helps people feel confident.

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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.

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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

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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.

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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.

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What are some specific CONFIDENCE activities or content you can add to keep your training motivating for the learner?

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When do you feel satisfied with learning event?

Satisfaction

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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.”

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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.

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What are some specific SATISFATION activities or content you can add to your instruction to keep the training motivating for the learner?

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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

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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

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Levels of Learning and Communication

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Extend the Learning

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12

34

Learning Points

What Social Learning?

How Do We UseSocial Learning?

Why Should WeUse Social Learning?

Example

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Social Learning-RIGHT.

Just what am I supposed to write about?

And just what I need… another item on my to-do list.

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WikiQuick, Quick

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A wiki is an easy-to-use web

page that multiple people

can edit.

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Wiki means Quick in Hawaiian

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Control over who posts to the wiki

User Name/Password.You see who participates.

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You have a history of every edit

You are notified of every change

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Edits are time stamped. You know who made changes and when they were made.

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Just like creating a

Word document

Easily insert Images and

Video

Just click and begin

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Blogging

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A blog is an easy-to-use web page that provides a

chance to quickly add information

and for readers to quickly respond.

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Blog is short for the words “Web

Log”…Blog

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www.blogger.com

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Google “Kapp Notes”

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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

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Creating a bridge to class alumni,

organizational experts and current class.

Continual EducationProvide lecture notes

and slides.

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Twitter140 characters

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Asks the question: “What’s Happening?”

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Nothing?

Eating lunch.

Wasting time.

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Nothing?

Eating lunch.

Wasting time.

Change the question.

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How do I…?

What are you thinking?

Where can I find…?.

Who knows…?

Did you know …?

Here are some cool resources…

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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?

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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

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ChatMore than 140 characters

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Bringing It All Together

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Take Aways

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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

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Storytelling

SM page 23

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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. 

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1. Characters

Story Elements

5. Conclusion

2. Plot (something has to happen).

3. Tension

4. Resolution

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Let’s Get Started

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meet Hir O’ Winn…(read Heroine) 

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an accomplishedProfessionalTeam PlayerMember of the OrganizationMember of the Operation’s Team

Slated for Promotion

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Too  Basic…

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Too Advanced…

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Too Late…

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Sorry, had you on mute, could you repeat the 

question.

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meet Ann Tagonist…

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an accomplished

ProfessionalTeam PlayerMember of the OrganizationMember of Learning and Development Organization

Won Training AWARDS

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an accomplished

ProfessionalTeam PlayerMember of the OrganizationMember of Learning and Development Organization

Won Training AWARDSNumerous

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They both work for…

Big Corp

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Ann’s Job is to create training

E‐learning

Training Manuals

Classroominstruction

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Ann created a great library of

courses …

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Ann Is… FrustratedStill

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Hir O’ Winn… won’t take any classes Ann

Develops

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DUH!DUH!

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Scary problems…

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Timing Issue …

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Packaging Problem …

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Transfer Problem …

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I am frustrated

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So am I. 

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Self Serve Model …

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Real‐timeaccess to people

Quick question

BroadcastingThoughts andOpinions

SendingYourself 

Reminders.

Mentoring

Reach across silos of information

Answering one questionleads to more questions

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Clarification of Terms

Tips and Techniques

Advice from Veteran

Employees

Frequently Asked Questions

Posting/Collection ofof ValuableResources

Listing of Internal Experts

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Hir Learns When and how she

wants and gets Promoted…

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Ann Tagonist… Becomes CLO

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Profits

Increase…

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Let’s Discuss how you can benefit from Web 2.0…

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The End

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Let’s Examine the Elements of the Visual 

Story

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Parts of a  Story…

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Stories need

Characters…

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Stories need Plot…

What is happening…

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Stories need Tension…

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Stories need Resolution…

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Stories need Conclusion…

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1. Characters

Stories Need

5. Conclusion

2. Plot (something has to happen).

3. Tension

4. Resolution

SM page 24

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NikePlus Stats for Karl

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Character Development who is this?

BackgroundOne of the audience membersSuccessful, Confident

SM page 25

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Use Characters to set mood and tone.

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Blended Bullets

SM page 26

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Connect with a habit of the audience

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Additional Character Adds Tension

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Link individual and corporate needs…

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Graphical Bullets

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Image conveys message of old and 

outdated approach …

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Why? is Ann frustrated …

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Why? Won’t she take classes …

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Now we provide an answer…

Sort of …

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Visual Metaphor…

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Visual Contrast…

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Individual

Frustration…

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More individual

Frustration…

Everybody is Frustrated…

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Moment of Calm…

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Realization of Solution…

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The Resolution…

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Happy Conclusion…

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Call to Action…

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Storytelling Exercise

SM page 27-28