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  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