The Power of Play: The Gamification of Instructional Design

1. The Power of Play The Gamification of Instructional Design

2. @phylisebanner #LearningBattleCards Master Craftswoman eLearning Craft

3. GOALS FOR TODAY 1. Learn 2. Play 3. Share 4. Win

4. Shout it out! Icon created by Magicon from Noun Project

5. What is YOUR name?

6. What do you DO best?

7. What does PLAY mean to you?

8. “Anything that spontaneously is done for its own sake” He also says that play: “Appears purposeless, produces pleasure and joy, and leads one to the next stage of mastery” As defined by Stuart Brown, the founder of the National Institute of Play:

9. RESEARCH TELLS US Pleasurable: We must enjoy the activity. Intrinsically motivated: We do it just to do it. Process oriented: The means are more important. Freely chosen: We can opt in or out. Actively engaged: We must be involved. Non-literal: It’s only a paper moon!

10. RESEARCH TELLS US Play can help us regulate our emotions by providing an outlet to exert control over our environments and deal with stress in the moment.

11. HOW WE PLAY Solitary: We play alone. Parallel: We do the same thing, but separately. Associative: We do the same thing separately, but we share. Cooperative: We play together with a common goal.

12. “PLAY makes learning something that happens naturally and joyfully, when we laugh, wonder, explore, and imagine.” Quote adapted from the Minnesota Children’s Museum

13. How can we PLAY at work?

14. Who here PLAYS cards?

15. LEARNING BATTLE CARDS to share . to understand . to use

16. I am an independent design consultant and I do NOT represent any vendors!

17. THE XYLearning TEAM … and a CROWD of hundreds!

18. To deliver a uniform ecosystem and handy artifacts helpful in designing instruction

19. To promote rich LEARNING, or (maybe even better) to promote a rich Instructional Design process based on the understanding of a large VARIETY of training and development methods. To train the trainers; give educators INSPIRATION, knowledge, and a FRAMEWORK of thinking in a Learning Battle Cards way.

20. CAN DESIGNING LEARNING BE A GAME? START Organizational goals define the “win” of the game. Organizational or project constraints define the deck. Time and budget scope out the rules of the game. Ideas and approaches are thrown around throughout the process. Strategies are used to continuously revise and adapt. There is a finish line for delivery. WIN

21. Ready to PLAY?

22. ANATOMY OF A CARD

23. GRANULARITY The level of practical complexity that a given card has. • Component • Mechanism • Form

24. GRANULARITY

25. HOW WE PLAY Solitary: We play alone. Parallel: We do the same thing, but separately. Associative: We do the same thing separately, but we share. Cooperative: We play together with a common goal.

26. GAME 1

27. Appoint a DEALER and a LEAD VOCALIST in your group

28. Deal ONE card to each person

29. Each person needs to share 2 benefits and 2 drawbacks to implementing the approach on their card. 15 MINUTES

30. Time to SING! 5 MINUTES

31. GAME 2

32. The DEAL passes to the left

33. Get into groups of 5 Appoint a VOCALIST and REALIST

34. REALIST worry about budget, time, client demands IDEALISTS shoot for the moon, dream big

35. Deal out 5 random cards to each group

36. Design a LEARNING solution

37. Each group needs to design a LEARNING solution using at least four approaches in your hand, while being “inspired” by the REALIST. 15 MINUTES

39. GAME 3

40. The DEAL passes to the left

41. Deal FIVE cards to each person

42. Who has the best HAND for building a learning community?

43. 1. Royal flush 2. Straight flush 3. Four of a kind 4. Full house 5. Flush 6. Straight 7. Three of a kind 8. Two pairs

45. “PLAY makes learning something that happens naturally and joyfully, when we laugh, wonder, explore, and imagine.” Quote adapted from the Minnesota Children’s Museum

46. http://learningbattlecards.com http://store.learningbattlecards.com LBC#PHYLISE pbanner@gmail.com @phylisebanner