This document describes the rules and objectives of a board game called Learnopoly that is intended to simulate the design of learning activities. Players draw topic cards and use a spinner to determine a learning solution approach. They then select a learning activity card to design an activity and earn points by creating as many valid activities as possible or designing the most effective one. The game provides cards, boards, and tools to facilitate this process and helps players practice designing educational activities in a competitive game format.
3. Learning activities
Online
Discussion
forums
Ques3on-‐
naires
and
surveys
Tutorials
Wikis
and
other
collabora3ve
documents
Sharing
screens
and
annota3on
tools
Small
groups
Polling
Quizzes
Offline
work
uploaded
for
review
4. Rules
Tools
• Topic
and
Learning
Ac3vity
cards
(shuffled)
• Learning
Solu3on
spinner
• Game
board
Goals
&Points
Goal
1:
Design
as
many
as
possible
valid
learning
ac3vi3es.
Goal
2:
Design
the
most
effec3ve,
prac3cal,
and
engaging
ac3vity.
First
Turn
• Draw
3
Topic
cards
• Spin
to
decide
a
Learning
Solu3on
• Select
top
Learning
Ac3vity
card
• Create
and
document
your
ac3vity
Next
Turns
&
Game
over
• Use
same
or
one
of
the
other
2
topics
• Spin
for
a
new
Learning
Solu3on
• Select
NEXT
Learning
Ac3viiy
card
• Game
ends
when
3me
is
up
+ 1 point+ 2 points
6. Group
1
Group
2
Group
3
Group
4
Group
5
Group
6
Goal
1
Number
of
learning
ac3vi3es
Goal
2
Winning
learning
ac3vi3es
Learnopoly scoring results
Editor's Notes
https://flic.kr/p/cdVB9h
Learning solutions is a term we use to describe the modes of learning used (e.g., online learning or classroom) and the environments that provide opportunities to learn (e.g., a course, self-directed study, on-the-job mentoring or coaching).
Learning activities are planned interactions between learner and the instructor/content/or other learners that intend to facilitate learning. They ask learners to go beyond just memorizing or understanding, but to also engage in analytical thinking, decision making, creative thinking, problem solving, evaluation, or practical tasks that require some combination of these. These forms of learning activities develop deeper knowledge and knowledge that can be more easily applied to tasks.
https://flic.kr/p/4mY8du
Discussion: Based on a scenario, participants recommend solutions or approaches in an open or structured discussion (Facilitator’s Gym, Learning Needs Assessment reflection problem)
Questionnaire: Provide sets of constraints for decision-making practice, like choosing a learning solution or classifying items (time limitation, lower complexity)
Tutorials: Teaching about quiz question design through a series of quiz items.
Wikis and Collaborative documents: Brainstorming the advantages and disadvantages of a variety of learning solutions.
Choice or Polling (kicking off a discussion or activity, or collecting information on learning backgrounds): Which of these learning solutions have you experienced? How many of you are involved in course administration?
Offline work: Training Development Plan
Small group exercise: Divide by topic or region or interest. In WMO TtT we tried to divide groups by topic to write test items for each session of the course (but ran out of time).
Screen sharing: Monthly weather briefings, participants can analyze data products.
Learnopoly Rules of Play (Face-to-face Edition)
1. Break into groups of 4-6 people at a table. Each group has a team captain that is responsible for ensuring that rules are followed and scores are calculated.
2. Each team receives 2 sets of cards (Training Topics & Learning Activities) and one Learning Solution Spinner. Cards are shuffled and kept face down.
3. There are two goals of the game.
Goal 1: Design as many as possible valid learning activities. Valid activities offer all information required on the submission form, and are judged valid by the facilitators.
Goal 2: Design the most effective, practical, and engaging activity. Effective means “able to generate deep learning.” Practical means “able to be implemented efficiently.” Engaging means “able to generate student interest and involvement.” These qualities are judged by the facilitators and by the other participants.
4. Each team begins by drawing 3 Topic cards from the top of the deck. These are the topics you will work with for the entire game. You can decide to use any one of them or all three in designing your activities.
5. Each team spins to decide a Learning Solution for their first turn. Possible solutions include Classroom, Online synchronous, and Online asynchronous.
6. Each team takes the top card from their stack of Learning Activities. This is the type of activity they must design for their first turn. Using a form provided for documenting activity proposals, teams work together to generate and describe a learning activity for their teaching their topic, using the Learning Solution decided by their spin.
7. Once the form is complete, the team submits the description to be evaluated by facilitators and places the used Learning Activity card at the bottom of the pile.
8. The second turn for the team can begin as soon as the form is submitted. Using one of the three topics they originally chose, a Learning Solution determined by a NEW spin, and the NEXT card in their activity stack, the team works to design a new learning activity and, once completed, submits it as before.
9. Teams continue taking turns in this way for as many turns as possible before the time is up.
10. Game play ends when time is up. Judges tally the total valid Learning Activities for each team and declare a winner for Goal 1.
11. Teams review the activities they generated and select ONE as their best—most effective, practical, and engaging—to be placed into the large group competition. The team captain reads this Learning Activity aloud to all workshop attendees. Each workshop participant rates the read Activity from 1-5 for its overall level of quality, considering “effective, practical, and engaging.” Teams do NOT rate their own solution.
12. Team captains share the average of the ratings from their team for EACH of the Learning Activities read aloud by the other teams. The facilitators then add the ratings from each team for each Activity read and declare a workshop winner.
