3. Objectives
Match generalized learning needs with the
phases in the life cycle of a job.
At each phase, assess the extent to which
that learning occurs formally.
Describe how games and similar activities
can support workers in achieving learning
needs through informal learning.
4. Let’s go into conceptual
design mode.
1. Break into small groups.
2. As a group, discuss the design scenarios.
3. One at a time:
a. Consider:
– Should you use games or simulations to
achieve the objectives?
– If yes, how would you use games or
simulations?
a. Then, we will discuss thescenario.
5. Situation One
You are preparing orientation for new employees in the
New Product Research and Development division of a
medical device manufacturer (which is heavily
regulated by governments and industry associations).
You have specifically been asked to develop an
overview whose objectives are:
Describe the research and development process
Describe the key products produced by this division.
Recall 75 common acronyms used in daily operations.
Should you use games or simulations to achieve the objectives?
If yes, how would you use games or simulations?
Would learners use these resources in formal training programs or more
independently?
6. Now, let’s debrief.
We’ll discuss a scenario.
Then I’ll present some relevant concepts.
7. Different phases in the life-
cycle of a job demand different
approaches to learning.
Phases in the Life Cycle of a Job
Orient Orient Expand Build Help Update Help Prepare
workers workers the scope workers’ workers workers’ workers workers
to the to the of proficienc deal with skills choose for the
technical values assignme y undocu- career next job
aspects and nts a mented goals
of a job culture of worker problems
the group can
handle
Prepare workers for a change in policies, processes, or technology.
8. Consider the challenges and
opportunities in orientation.
Two types of orientation.
Initial training focuses on lower-order thinking skills
so workers have a basis of knowledge for
considering higher-order skills.
Some regulators require testing of basic knowledge.
Scheduling challenges compromize effectiveness.
Phases in the Life Cycle of a Job
Orient Orient
workers workers
to the to the
technical values
aspects and
of a job culture of
the group
9. What opportunities might exist
for integrating games and
simulations at these phases?
Orientation to the job Orientation to the
organization
? ?
11. Let’s start with basic terms.
Simulation: Model of the key characteristics
of an environment.
Game: A type of interaction in which learners
experience the consequences of their actions.
Gaming-simulation: An activity conducted in
a model of the key characteristics of an
environment and in which learners experience
the consequences of their actions.
Greenblatt
13. Consider this issue.
Would learners use these resources in formal
training programs or more independently?
14. Informal learning involves
learner control over aspects
of:
Process Location Purpose (is Content Consciousn
(who (intended for learning is a (abstract or ess
controls and learning) primary or technical, or (awareness
assesses secondary related to a that learning
the learning goal) practical, occurred)
process) everyday
Colley, H., Hodkinson, P., skill)
& Malcolm, J. (2003). Wihak (2009)
15. Economics, technology, and
research evidence drive
current interest in informal
learning.
Studies show that 56% of work-related learning
occurs outside of formal contexts (Conference
Board, 2009)
Organizations are reducing training
expenditures (Carliner & Bakir 2010) and
shifting expenses.
Belief that informal learning processes can be
harnessed for learning
The Internet has generated hybrid forms of
content that serve many purposes, including
learning
16. Some of the propositions
regarding games suggest
one of their key benefits is
in informal learning.
Examples:
Learning strategy through repeated trial-
and-error efforts.
Increased time on task with “optional” tasks
as a result of higher engagement.
17. Terminology Easily
Common Terms
Confuses
What They Refer to
Formal learning Classroom instruction
Diploma- and degree programs
Certification programs
Certificate programs
Informal learning Programs in which learners define the objectives and determine when they
have achieved them.
Self-study programs with or without a stated goal
Programs offered by arts organizations
Formally structured programs, but outside of a school structure and with no
formal recognition at the end
Nonformal learning Programs offered by arts organizations
Formally structured programs, but outside of a school structure and with no
formal recognition at the end
Accidental learning in non-learning contexts
Incidental learning Accidental learning in non-learning contexts
Self-directed Self-study programs aiming towards a goal (usually overseen by a tutor and
learning formalized with a contract)
Ubiquitous learning Always available learning, especially through social media and mobile
devices
(If you observe duplication, it’s not an accident.)
18. For Our Discussion
Term Use
Formal learning Instruction in which the instructor or some similar “expert” sets the
objectives and determine the requirements for successful completion
Informal learning (Applies only to the workplace.) Instruction in which some combination
of process, purpose, location, content, and consciousness are
determined by learners.
Nonformal Learning that happens incidentally, accidental learning in non-
learning learning contexts
Incidental Same as nonformal learning
learning
Self-directed Self-study programs aiming towards a goal (usually overseen by a
learning tutor and formalized with a contract)
19. So what opportunities exist for
integrating games and
simulations? to the
Orientation to the job Orientation
organization
To what extent can these To what extent do you
activities facilitate want to use mediated
acquisition and recall of interactions? What
basic concepts, policies, messages do these
and procedures? convey?
To what extent can these To what extent can these
activities promote activities facilitate
independence and communication in
engagement in learning awkward situations?
when the need for
feedback, reassurance
are high, but so is the
20. Consider these examples.
Orientation to the job Orientation to the
organization
Power Hour Challenge: Retailer Retailer: Turning introductions into a
provides new workers with a simulated series of “challenges” for which
work environment in which they have participants receive “badges.” When
to serve a particular number of learners receive all of the badges
customers and provide them with the within an established time frame, they
correct service (as defined by a receive a special “prize.”
protocol) within a given time period.
21. Situation Two
You have been asked to develop resources that help
assistant managers of a clothing chain who have
satisfactorily passed the 3-month probation expand their
range of responsibilities. The resources should achieve
these objectives:
Given a report providing information on recent sales
and projected shopping trends, order merchandise for
the store.
Given a list of the 50 most common types of customer
situations, autonomously handle situations 16 through
50. (The mastered situations 1 through 15 in basic
training.)
Autonomously handle shoplifting and credit card fraud.
Should you use games or simulations to achieve the objectives?
If yes, how would you use games or gaming-simulations?
22. Learning at later phases.
Learning needs increasingly individualized.
Learning typically falls into two categories:
- Handling less common and more complex situations
- Handling basic tasks more efficiently
Research suggests less likely to participate in formal
learning
Much learning occurs occurs independently.
Phases in the Life Cycle of a Job
Expand the Build
scope of workers’
assignment proficienc
s a worker y
can handle
23. Would learners use these
resources in formal or
informal learning efforts?
24. Consider some more
learning issues.
When people learn informally, it happens
somewhat haphazardly. Several challenges
exist.
25. Challenge 1: Informal
learners tend to learn on their
own schedule (but games tend
Time)
to tospeed things up).
perfor-
mance
None Extensive
Extent of intervention
26. Challenge 2. Lacking context,
informal learners might reach
incomplete or incorrect
conclusions that need
“unlearning.”
The McDonald’s Hamburger Makers
27. As a result, debriefings play
a central role in clarifying
the learning from games.
Facilitating a debriefing informally almost
contradicts its nature.
Interactions with other players through
discussion boards.
But some teachable moments exist:
– Hints
– Revealing the score
28. So what opportunities exist for
integrating games and
simulations at these phases?
Expand the scope of Build workers’ proficiency
assignments a worker can
handle
? ?
29. So what opportunities exist for
integrating games and
simulations?
Expand the scope of Build workers’ proficiency
assignments a worker can
handle
To what extent can these To what can learners address
activities build on existing their own needs? At their own
skills and knowledge? pace?
How neatly can resources be To what extent do resources
integrated into the pressures promote serendipitous learning?
of the work environment? Unconscious learning?
To what extent can external
factors define the learning
agenda?
To what extent must learners
complete the external
30. Consider these examples.
Expand the scope of Build workers’
assignments a worker can proficiency
handle
Grocer: “Challenges” that Tamaguchi time manager.
workers take on the point-of-
sale system (that is, cash
register).
Nursing home: Simulation of
life as an 85-year-old.
31. Situation Three
In response to a change in testing requirements for
driver’s licenses, the Motor Vehicles Administration has
changed all of its tests and related application
procedures. You have been asked to develop training
for all staff whose responsibilities are associated with
testing that achieves these objectives:
Describe the changes in the requirements.
Explain how the changes in requirements affects the
Administration.
Describe in detail how the changes in requirements
affect the departments in which workers work.
Develop new processes to address the changes.
Should you use games or simulations to achieve the objectives?
If yes, how would you use games or simulations?
32. Learning for a skills upgrade.
External agenda drive the general objectives.
Objectives require individualized adaption to apply.
Programs rarely guide this adaptation.
Motivational issues often affect success technical
issues.
Phases in the Life Cycle of a Job
Update
workers’
skills
Prepare workers for a change in policies, processes, or technology.
33. Would learners use these
resources in formal or
informal learning efforts?
34. Consider some additional
learning issues.
Particular types of activities are particularly
well-suited to particular types of situations.
35. Concept: Bloom’s
Taxonomy (the original)
Evaluation
Synthesis
Higher order skills
Analysis
Lower-order skills
Comprehension
Comprehension
Knowledge
36. Several gaming activities
promote learning
Type of Activity
informally.
Phase(s) in the Life Cycle Class of
Objective(s)
“Board” games Technical orientation Lower-order
Social orientation
Expanding skill base
Change initiative
Preparing for next job
Case studies Expanding skill base Higher-order
Expanding scope of assignments
Handling un-documented problems
Preparing for the next job
“Challenges” Technical orientation Lower- and higher-
(webquests) Expanding skill base order
Choosing next job
Mentors (virtual) Orientation Higher-order
Expanding scope of assignment
Choosing next job
37. Consider these additional
activities.
Type of Activity Phase(s) in the Life Cycle Class of
Objective(s)
Multi-player games Social orientation Higher-order
Expanding skill base
Handling undocumented challenges
Change initiative
Stories (scenario- Expanding skill base Higher-order
based games) Expanding scope of assignments
Handling undocumented problems
Trivia games Technical orientation Lower-order
Expanding skill base
Change initiative
Virtual worlds Social orientation Higher-order
Expanding scope of assignment
Handling undocumented problems
38. So what opportunities exist for
integrating games and
simulations?
Upgrade workers’ skills Prepare workers for a change
in policies, processes, or
technology.
To what extent can these activities build on existing skills and
knowledge?
How neatly can resources be integrated into the pressures of the
work environment?
To what extent can external factors define the learning agenda?
To what extent must learners complete the external agenda?
To what extend do the resources let workers tailor the content to
their own work situations (usually in ways not anticipated by the
champions of change)?
39. Consider these examples.
Upgrade workers’ skills Prepare workers for a
change in policies,
processes, or technology.
Game-based software Bank of America, Equal
application training for a Opportunity Lending
major bank, which resulted Procedures training. Given
in higher engagement only documentation, cheat
without sacrificing learning. sheets, and inspirational
quotes, earn a certain
amount of commission
without violating federal
lending laws.
40. Other phases in the life-cycle of
a job demand different
approaches to learning.
Phases in the Life Cycle of a Job
Orient Orient Expand Build Help Update Help Prepare
workers workers the scope workers’ workers workers’ workers workers
proficien deal with skills choose for the
to the to the of
cy career next job
technical values assignme undocu- goals
aspects and nts a mented
of a job culture of worker problems
the group can
handle
Prepare workers for a change in policies, processes, or technology.
41. Take-Aways
Name one or two insights you will take from
this presentation to your workplace.
For a copy of the slides, visit
http://informallearningbasics.wordpre
ss.com
42. Learn More about Informal
Learning
Cross, J. (2006.) Informal learning: Rediscovering
the natural pathways that inspire innovation and
performance. San Francisco, CA: Pfeiffer.
Enos, M.D., Kehrhahn, M.T., & Bell, A. (2003).
Informal learning and the transfer of learning:
How managers develop proficiency. Human
Resources Development Quarterly, 14(4), 369-387.
Marsick, V. & Watkins K. (2001). Informal and
incidental learning: The new update on adult
learning theory. New Directions For Adult and
Continuing Education, (89), 25-34.
