Dl10 arg

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  • Transition to ARG – sprinkled ThemesPatient XDr. NoPresident’s Club CrusadeUsesWorld Without OilTraces of Hope – British Red CrossSkeleton Chase – Indiana University
  • Dl10 arg

    1. 1. ARGs for Learning<br />DevLearn<br />November 3, 2010<br />
    2. 2. All About Me<br />Koreen Olbrish, CEO, Tandem Learning<br />koreen.olbrish@ tandem-learning.com<br />SL: Nina Sommerfleck<br />Twitter: @koreenolbrish<br />Blog: www.blogspot.com/learningintandem<br />Website: www.tandem-learning.com<br />
    3. 3. ARG: Alternate Reality Game<br />Mix of real world and online competitive elements<br />Collect clues to solve a mystery/puzzle<br />Played individually or in teams<br />Also called pervasive games<br />
    4. 4. Alternate vs Augmented<br />Let’s not confuse them…<br />
    5. 5. Not Meta Games<br />
    6. 6. ARG Terminology<br />Puppetmaster<br />The Curtain <br />Rabbithole<br />Trailhead <br />This Is Not A Game (TINAG) <br />
    7. 7.
    8. 8. i love bees<br />Chain Factor (Numb3rs)<br />The LOST Experience<br />ARGsfor Entertainment<br />
    9. 9. Serious ARGs<br />Examples:<br />Traces of Hope<br />World Without Oil<br />Evoke<br />
    10. 10. ARGs for Corporate Learning<br /><ul><li>How can games address corporate learning goals?
    11. 11. What are the unique characteristics of ARGs that make them appropriate for corporate learning?</li></li></ul><li>Case Study: DevLearn 2009<br />Goals:<br />Introduce/practice using different social media technologies for communication, collaboration & learning<br />Encourage networking and provide opportunities for relationship building<br /> Game structure:<br />Team play<br />Collecting “clues”<br />
    12. 12. DevLearn 2009 Zombie Apocalypse <br />
    13. 13. DevLearn 2009 Zombie Apocalypse<br />
    14. 14. Conference ARGsvsLearning ARGs<br />
    15. 15. Case Study: Constellation Wine<br />Goals:<br />Reinforce product knowledge and messaging<br />Practice selling skills<br />Encourage networking and provide opportunities for relationship building<br /> Game structure:<br />Team play<br />Collecting “clues”<br />Online and on site game play<br />
    16. 16. Constellation Wine: The Characters<br />
    17. 17. Constellation Wine: The Invite<br />
    18. 18. Constellation Wine: Roots Hotel<br />
    19. 19. Other Recent Examples<br />
    20. 20. DevLearn 2010: Dr. Strangelearn<br />
    21. 21. Corporate Learning Opportunities<br />New hire training<br />Coaching<br />Leadership development<br />Feedback mechanisms<br />Action learning<br />
    22. 22. Contact Me<br />Koreen Olbrish, CEO, Tandem Learning<br />koreen.olbrish@ tandem-learning.com<br />SL: Nina Sommerfleck<br />Twitter: @koreenolbrish<br />Blog: www.blogspot.com/learningintandem<br />Website: www.tandem-learning.com<br />
    23. 23. Let’s Not Forget Adult Learning Principles<br />APPLY / MASTER<br />Cycle of Mastery<br />Reflect on Ideas / Behaviors<br />2<br />LEARN<br /><ul><li>Learning is deepened when the individual has the opportunity to reflect on outcome of the application of new skills or knowledge relative to some set of criteria</li></ul>Absorb and Comprehend New Knowledge/ Skills & Behaviors<br />Become Open to New Ideas / Behaviors<br />Tune In<br />Performance Impact<br /><ul><li>Individual must first turn on his / her “receiver”
    24. 24. Set expectation</li></ul>3<br />1<br /><ul><li>Here the individual takes in the new information or skill
    25. 25. This leads to “knowledge,” the ability to recall and recognize facts and information
    26. 26. If it is a skill area being learned, the new skill is modeled and acquired
    27. 27. Before an individual can take in new ideas s/he must become aware of the limitations of his / her current thinking / behavior; there must be an “unfreezing” of the old ways</li></ul>Assessment and Coaching<br />Practice and Apply Ideas / Behaviors<br /><ul><li>Practice in classroom or with coach allows for testing and experimentation with new skill and behavior
    28. 28. Application of ideas and behaviors in concrete, real-world situations allows individuals to build them into their routine ways of thinking and acting
    29. 29. Feedback is critical to ensure skills are integrated appropriately
    30. 30. To fully integrate the new behavior, the individual must have the opportunity to assess effectiveness of new behaviors
    31. 31. Feedback from coach and manager provides focus, reinforcement of progress to performance expectations</li></ul>Reinforcement<br />Strive for New Insights<br />Source: Synthesis of academic research on learning theories by Kurt Lewin, John Dewey, Benjamin Bloom, The Forum Group and the Merck Science of Training Participation Guide<br />

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