Games and Simula-ons for Training in Libraries Sco6 Nicholson Syracuse University School of Informa-on Studies
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
Overview of AMernoon • Develop and pitch ﬁrst ideas for games • Develop deeper ideas for games • Present ideas to group • Wrapup discussion
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)
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.
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)
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!
Debrieﬁng • How do you feel? • What happened? • What did you learn? • How does this relate to the real world? • What if? • What next?
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.
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
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
Considering the Roles • Companies – star-ng point • Inventors – came out during game • Government – facilitator (considered..) • Keep par-cipants engaged! – Simulate or facilitate boring roles
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?
Biggest Challenge • KEEP IT SIMPLE! • Focus on outcomes • Remove complexity • Focus on rules = focus away from learning
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