Innovative Learning Techniques: Games, Social Learning and Interactive Stories-Part I

1,350 views

Published on

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.

Published in: Education, Technology

Innovative Learning Techniques: Games, Social Learning and Interactive Stories-Part I

  1. 1. Twitter:@kkapp By Karl M. Kapp June 2013 Innovative Learning Techniques: Games,  Social Learning and Interactive Stories
  2. 2. Tic Tac Toe or Hangman SM page 3
  3. 3. 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
  4. 4. Agenda  Think Think about these agenda items and how the  tasks we are discussing today will impact your  work and how you design instruction.  SM page 5
  5. 5. 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
  6. 6. 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? 
  7. 7. 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. 
  8. 8. Personnel Learning Objective • What do you want to get out of this  workshop? SM page 7
  9. 9. John Keller’s ARCS Model of Motivation MotivationMotivation AttentionAttention RelevanceRelevance ConfidenceConfidence SatisfactionSatisfaction As we discuss, complete  page 9.
  10. 10. • What keeps your attention during a learning event? Attention
  11. 11. Attention Variability 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.
  12. 12. Attention Humor 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.
  13. 13. Consider using the “En Media Res” technique
  14. 14. Level One: Talking with the receptionist.
  15. 15. Level Two: Talking with the nurse gatekeeper.
  16. 16. Level Three: Talking with the physician.
  17. 17. 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
  18. 18. • How are you going to gain and maintain the ATTENTION of the learner?
  19. 19. • When does the learning event seem relevant to the learner? Relevance
  20. 20. Relevance Experience 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.
  21. 21. 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.
  22. 22. What are some specific RELEVANCE activities or content you can add to keep your training motivating for the learner?
  23. 23. What makes a person feel confident when they are learning? Confidence
  24. 24. Success helps  people feel  confident.
  25. 25. 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.
  26. 26. 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
  27. 27. 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.
  28. 28. 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.
  29. 29. What are some specific CONFIDENCE activities or content you can add to keep your training motivating for the learner?
  30. 30. When do you feel satisfied with learning event? Satisfaction
  31. 31. 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.”
  32. 32. Satisfaction Positive Outcomes Winning, receiving constructive feedback, praise, and personal attention. Realistic Setting Successfully using skills in a realistic setting. Overcoming Obstacles When an obstacle is overcome, people feel satisfaction.
  33. 33. What are some specific SATISFATION activities or content you can add to your instruction to keep the training motivating for the learner?
  34. 34. 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
  35. 35. 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
  36. 36. Levels of Learning and Communication
  37. 37. Extend the Learning
  38. 38. 1 2 3 4 Learning Points What Social Learning? How Do We Use Social Learning? Why Should We Use Social Learning? Example
  39. 39. Social Learning-RIGHT. Just what am I supposed to write about? And just what I need… another item on my to-do list.
  40. 40. Wiki Quick, Quick
  41. 41. A wiki is an easy-to-use web page that multiple people can edit.
  42. 42. Wiki means Quick in Hawaiian
  43. 43. Control over who posts to the wiki User Name/Password. You see who participates.
  44. 44. You have a history of every edit You are notified of every change
  45. 45. Edits are time stamped. You know who made changes and when they were made.
  46. 46. Just like creating a Word document Easily insert Images and Video Just click and begin
  47. 47. Blogging
  48. 48. A blog is an easy- to-use web page that provides a chance to quickly add information and for readers to quickly respond.
  49. 49. Blog is short for the words “Web Log”…Blog
  50. 50. www.blogger.com
  51. 51. Google “Kapp Notes”
  52. 52. Definition of Terms Tips and Techniques Frequently Asked Questions Posting/Collection of of Valuable Resources Link to Organizational Experts Advice from Experts Peer-to-Peer Sharing SM page 19
  53. 53. Creating a bridge to class alumni, organizational experts and current class. Continual Education Provide lecture notes and slides.
  54. 54. Twitter 140 characters
  55. 55. Asks the question: “What’s Happening?”
  56. 56. Nothing? Eating lunch. Wasting time.
  57. 57. Nothing? Eating lunch. Wasting time. Change the question.
  58. 58. How do I…? What are you thinking? Where can I find…?. Who knows…? Did you know …? Here are some cool resources…
  59. 59. 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?
  60. 60. Real-time access to experts Quick question Broadcasting Thoughts and Opinions Sending Reminders. Research Answering one question leads to more questions Reach outside of the four walls of a classroom Focused Chats
  61. 61. Chat More than 140 characters
  62. 62. Bringing It All Together
  63. 63. Take Aways
  64. 64. 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
  65. 65. Storytelling SM page 23
  66. 66. 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. 
  67. 67. 1. Characters Story Elements 5. Conclusion 2. Plot (something has to happen). 3. Tension 4. Resolution
  68. 68. Let’s Get  Started
  69. 69. meet Hir O’ Winn… (read Heroine) 
  70. 70. an accomplished Professional Team Player Member of the Organization Member of the Operation’s Team Slated for Promotion
  71. 71. Too  Basic…
  72. 72. Too Advanced…
  73. 73. Too Late…
  74. 74. Sorry, had you  on mute, could  you repeat the  question.
  75. 75. meet Ann Tagonist…
  76. 76. an accomplished Professional Team Player Member of the Organization Member of Learning and Development Organization Won Training AWARDS
  77. 77. an accomplished Professional Team Player Member of the Organization Member of Learning and Development Organization Won Training AWARDSNumerous
  78. 78. They both work for… Big Corp
  79. 79. Ann’s Job is to create training E‐learning Training Manuals Classroom instruction
  80. 80. Ann created a great library of courses …
  81. 81. Ann Is… Frustrated Still
  82. 82. Hir O’ Winn… won’t take any classes Ann Develops
  83. 83. DUH!DUH!
  84. 84. Scary problems…
  85. 85. Timing Issue …
  86. 86. Packaging Problem …
  87. 87. Transfer Problem …
  88. 88. I am  frustrated
  89. 89. So am I. 
  90. 90. Self Serve Model …
  91. 91. Real‐time access to people Quick question Broadcasting Thoughts and Opinions Sending Yourself  Reminders. Mentoring Reach across silos of  information Answering one question leads to more questions
  92. 92. Clarification of  Terms Tips and  Techniques Advice from  Veteran Employees Frequently  Asked Questions Posting/Collection of of Valuable Resources Listing of Internal  Experts
  93. 93. Hir Learns When and how she wants and gets Promoted…
  94. 94. Ann Tagonist… Becomes CLO
  95. 95. Profits Increase…
  96. 96. Let’s Discuss how you can benefit from Web 2.0…
  97. 97. The End
  98. 98. Let’s Examine the  Elements of the Visual  Story
  99. 99. Parts of a  Story…
  100. 100. Stories need Characters…
  101. 101. Stories need Plot… What is happening…
  102. 102. Stories need Tension…
  103. 103. Stories need Resolution…
  104. 104. Stories need Conclusion…
  105. 105. 1. Characters Stories Need 5. Conclusion 2. Plot (something has to happen). 3. Tension 4. Resolution SM page 24
  106. 106. NikePlus Stats for Karl
  107. 107. Character Development who is this? Background One of the audience members Successful, Confident SM page 25
  108. 108. Use Characters to set mood and tone.
  109. 109. Blended Bullets SM page 26
  110. 110. Connect with a habit of the audience
  111. 111. Additional Character Adds Tension
  112. 112. Linkindividual and corporate needs…
  113. 113. Graphical Bullets
  114. 114. Image conveys message of old and  outdated approach …
  115. 115. Why? is Ann frustrated …
  116. 116. Why? Won’t she take classes …
  117. 117. Now we provide an answer… Sort of …
  118. 118. Visual Metaphor…
  119. 119. Visual Contrast…
  120. 120. Individual Frustration…
  121. 121. More individual Frustration… Everybody is Frustrated…
  122. 122. Moment of Calm…
  123. 123. Realization of Solution…
  124. 124. The Resolution…
  125. 125. Happy Conclusion…
  126. 126. Call to Action…
  127. 127. Storytelling Exercise SM page 27-28

×