Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.

Gamesimtraining

628 views

Published on

Published in: Business, Technology
  • Be the first to comment

  • Be the first to like this

Gamesimtraining

  1. 1. Games  and  Simula-ons    for  Training  in  Libraries   Sco6  Nicholson   Syracuse  University  School  of   Informa-on  Studies  
  2. 2. Overview  of  Morning  •  Introduc-ons  •  Overview  of  games  and  simula-ons  for   training  •  Play  “Idea  Farm”  simula-on  •  Debrief  (and  discuss  debriefing)  •  Discussion  of  how  I  made  “Idea  Farm”  •  Working  lunch  in  groups  
  3. 3. Overview  of  AMernoon  •  Develop  and  pitch  first  ideas  for  games  •  Develop  deeper  ideas  for  games  •  Present  ideas  to  group  •  Wrapup  discussion  
  4. 4. Introduc-ons  Icebreaker  •  Everyone  find  something  you  have  that  is   important  to  you   –  Nothing  with  your  name  or  picture  •  (note:  you  will  be  sharing  why  it  is  important   to  you)  
  5. 5. Rules  for  Icebreaker  •  Select  an  item  from  the  middle  •  Deliver  the  item  to  the  “owner”  and  explain  why   you  are  making  that  decision   –  “Owner”  should  comment  on  the  reasoning  and  how   it  applies  (or  doesn’t)  to  his/her  life.  •  If  wrong,  that  person  will  deliver  it  to  the  correct   “owner”  and  explain  why.  •  AMer  three  a6empts,  the  real  owner  claims  the   item,  introduces  him/herself,  and  explains  the   item.   –  That  person  then  selects  the  next  item.  
  6. 6. Overview  of  Training  Ac-vi-es  
  7. 7. Why  use  these  things?  •  Different  terms,  same  concept:   –  Games   –  Simula-ons   –  Experien-al  Learning  •  Engagement  and  mo-va-on  •  Safe  space  to  fail  •  Situated  Cogni-on  
  8. 8. Seven  Laws  of  Learning  (Thiagi,  p.3)  •  Reinforcement  •  Emo-onal  Learning  •  Ac-ve  Learning  •  Prac-ce  and  Feedback  •  Previous  Experience  •  Individual  Differences  •  Relevance  
  9. 9. Scenarios  for  Training  Ac-vi-es   Related  to  Materials    •  A6endees  need  to  engage  with  specific  materials   (pedagogy)  •  A6endees  need  to  learn  concepts  through   experiences    (forma-ve)  •  A6endees  need  to  demonstrate  mastery   (summa-ve)  
  10. 10. Thiagi’s  Book  
  11. 11. Idea  Farm  •  Goal:  Make  the  most  money  •  Businesses  making  Doodads  •  Available  posi-ons:   –  Driver:  Collect  blocks  from  Bins  and  deliver  to  Loader   –  Loader  (1):  Accept  blocks  and  deliver  to  Assemblers   –  Assembler  (2):  Create  Doodads  from  blocks   –  Loader  (again):  Deliver  Doodads  to  Store  •  One  minute  to  plan,  one  minute  to  run  •  Warning:  Health  and  Safety  Inspec-ons!  
  12. 12. Debriefing  •  How  do  you  feel?  •  What  happened?  •  What  did  you  learn?  •  How  does  this  relate  to  the  real  world?  •  What  if?  •  What  next?  
  13. 13. Developing  Idea  Farm  •  Select  key  points  and  develop  learning  outcomes   –  Innova-on  is  inven-on  plus  introduc-on   –  Produc-on  oriented  economy  is  producing  more  of  the   same.  Innova-on  is  not  acceptable  here.    Culture  and   innova-on  are  linked.   –  The  needs  to  be  intermediaries  between  science  and   business.    Policy  makers  can  develop  these  infrastructures.   –  Science  and  business  need  to  be  independent,  new   discoveries  are  not  always  new  products.     –  There  is  a  need  for  intermedia-ng  ins-tu-ons  that   successfully  align  individual  self  interest  with  the  broader   objec-ve  of  bringing  a  new  technology  to  market.    
  14. 14. Learning  outcomes  •  Par-cipants  will  be6er  understand  the  roles  of   business,  science,  and  government  in   innova-on  •  Par-cipants  will  experience  the  limita-ons  of   innova-on  in  a  produc-on-­‐based  economy  •  Par-cipants  will  explore  different  forms  of   engagement  between  science  and  business  •  Par-cipants  will  develop  models  of  how   government  can  aid  innova-on  
  15. 15. Considering  the  Templates  •  Framegame  or  Simula-on?   –  Extrinsic  vs.  Intrinsic  integra-on  of  content    •  High-­‐fidelity  vs.  Low-­‐fidelity  simula-ons  •  Reflec-ve  Teamwork  Ac-vity   –  Groups  with  roles   –  Repeated  ac-vity  with  changes  and  improvement   –  Reflec-on  upon  changing  situa-on   –  Groups:  Not  everyone  has  to  do  everything   –  Reflec-on/Debrief:  Par-cipants  learn  from  each   other  
  16. 16. Considering  the  Roles  •  Companies  –  star-ng  point  •  Inventors  –  came  out  during  game  •  Government  –  facilitator  (considered..)  •  Keep  par-cipants  engaged!   –  Simulate  or  facilitate  boring  roles  
  17. 17. Three  aspects  (Jenkins)  •  Focus  on  one,  use  the  other  two  to  support:  •  Goals  –  what  is  the  transforma-on?  •  Roles  –  who  are  the  players   becoming?  •  Means  –  what  tools  to  the  players   use?  
  18. 18. Biggest  Challenge  •  KEEP  IT  SIMPLE!  •  Focus  on  outcomes  •  Remove  complexity  •  Focus  on  rules  =  focus  away  from  learning  
  19. 19. Over  Lunch  •  Look  over  your  materials  •  Work  through  the  work  sheet  •  Goals  by  the  end  of  lunch   –  Review  materials   –  Determine  point  of  training  ac-vity   –  Select  key  points  and  determine  learning   outcomes   –  Extrinsic  or  Intrinsic  

×