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Unique file 7

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  • 1. Note to the Presenter: You may choose which slides you want to use and which to skip within this prepared presentation. The Polls and Questions are offered as suggestions, you may omit them or create your own interactive activities. Remember, your goal is to engage the audience every 5 minutes. Your presentation should last about 5 minutes, including the participatory activities . 1
  • 2. ID: Andrea Hildreth Client: Walden University, Capstone Project Item: Book Review, Reality is Broken by Jane McGonigal
  • 3. Covering pages 52 -115
  • 4. Fix #3: More Satisfying Work “Compared with games, reality is unproductive. Games give us clearer missions and more satisfying, hands-on work.” (p. 55) 4
  • 5. A. Meaningful instruction is an unachievable goal B. Only experiential instruction can be made meaningful (not memorization-based exercises) C. Technology can help us engage learners in most subject areas D. I am uninterested in this poll question 5
  • 6. Fix 4: Better Hope of Success “Compared with games, reality is hopeless. Games eliminate our fear of failure and improve our chances for success.” (p. 68) 6
  • 7. Inclusion of an Outside Resource: TED Keynote Featuring McGonigal Tinyurl: http://tinyurl.c om/y9bkj96 7
  • 8. Do you think that reading McGonigal’s book would change the way you approach Instructional Design? 8
  • 9. Fix #5: Stronger Social Connectivity “Compared with games, reality is disconnected. Games build stronger social bonds and lead to more active social networks. The more time we spend interacting within our social networks, the more likely we are to generate a subset of positive emotions known as “prosocial emotions” (p. 82) 9
  • 10. Considering social connectivity in learning. In designing online instruction we talk about the importance of learning communities. Does McGonigal’s description of “prosocial emotions” seem aligned with our discussion of learning communities? 10
  • 11. Fix #6: Epic Scale “Compared with games, reality is trivial. Games make us a part of something bigger and give epic meaning to our actions.” (p. 98) 11
  • 12. About designing meaning into instruction. How can we know that the learners will share our interpretation of “meaning”? 12
  • 13. Final comments or questions? 13

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