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![!
!
!
! !
Normally, learning in CodeSpells is
encouraged by way of a series of quests
that must be completed with the use of
Java-based spell crafting…
[In our version], players could walk up
to in-game gnome-like characters who
would give various spells to the player,
along with simple explanations. Our
hope was that these spells would serve
as starting points for code exploration.
from “On the Nature of Fires and How to Spark Them When You’re Not There”](https://image.slidesharecdn.com/frompathstosandboxes-ias14-140402113255-phpapp02/85/From-Paths-to-Sandboxes-74-320.jpg)
![The idea for knowledge
games… [came] from watching
people at the cutting edges of
new disciplines; people who
are entrepreneurs, creators,
designers and innovators.
Watching them work,
watching them play, and
sometimes having difficulty
telling the difference.
– Dave Gray](https://image.slidesharecdn.com/frompathstosandboxes-ias14-140402113255-phpapp02/85/From-Paths-to-Sandboxes-106-320.jpg)
Uploaded byStephen Anderson
From Paths to Sandboxes
The document explores the contrast between 'paths' and 'sandboxes' in design and learning experiences, emphasizing how paths shape behavior with predictable outcomes, while sandboxes foster creativity and self-directed exploration. It highlights the importance of creating environments that encourage autonomy and learning through discovery, reflecting on the influence of play in education and innovation. Influential thinkers like Montessori and Piaget are cited to support the idea that playful learning leads to greater engagement and understanding.
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From Paths to Sandboxes
- 1. From Paths ToSandboxes.@stephenanderson | #ias14 t
- 2. PSYCHOLOGY &DESIGN How we canuse to more fun, engaging (& effective) interactions
- 3. PSYCHOLOGY &DESIGN How we canuse to more fun, engaging (& effective) interactions
- 6. Three games I’vebeen playing…
- 12.
- 14.
- 15.
- 16. DIRECT THE RIDER (conscious thought) MOTIVATE THEELEPHANT (automatic systems) SHAPE THE PATH (the environment)
- 23. Paths are designedto lead people along, for better or worse.
- 24.
- 27. Paths are prevalentin our work…
- 28. Customer Journey Maps,Service Blueprints, Scenarios…
- 30. Lockton, D., Harrison,D.J., Stanton, N.A. (2010). The Design with Intent Method: a design tool for influencing user behaviour. Applied Ergonomics, Vol.41 No.3, 382-392.
- 31. Behavioral Goals (which shouldalign w/ User Goals!) Business Goals Psychology
- 32. Behavioral Goals (which shouldalign w/ User Goals!) Business Goals Psychology NEW SKILLS assistindeveloping HABITS assistinestablishing (orputtinganendto) COMPLETION nudgepeopletoward
- 33. Paths aren’t necessarilybad, but…
- 37. PATHS SHAPE BEHAVIOR END INAN EXCHANGE HAVE PREDICTABLE OUTCOMES ARE GAMES TO BE PLAYED DESIGN EVERY DETAIL ARE MEASURABLE LEAD TO COMPLETION LEAD PEOPLE ALONG ARE CONSUMPTIVE CREATE DEPENDENCY (ON DIRECTIONS) HAVE A CLEARLY DEFINED PURPOSE BEST FOR INSTRUCTION
- 38. Is there somethingmore?
- 39.
- 40.
- 41. Why do somany people find these experiences maddeningly addictive?Q:Q:
- 42. Why do somany people find these experiences maddeningly addictive?Q:Q: ‣Pick one of these online experiences ‣List WHY you think people find them addictive (list as many reasons as you can) ‣You have 90 seconds ‣GO!
- 43. Why do somany people find these experiences maddeningly addictive?Q:Q: ‣Pick one of these online experiences ‣List WHY you think people find them addictive (list as many reasons as you can) ‣You have 90 seconds ‣GO! Set Completion Sequencing Appropriate Challenges Status Positive Mimicry Self-Expression Curiosity Collecting Autonomy Visual Imagery Pattern Recognition Feedback Loops Reputation Competition Achievements Status-Quo Bias Surprise Variable Rewards Scarcity
- 44. What do allthese experiences have in common?Q:Q:
- 45. 2 OBSERVATIONS: 1. Theseare Platforms You can make of them what you want. There is no prescribed way to use these system.
- 46.
- 47.
- 48. 2 OBSERVATIONS: 1. Theseare Platforms You can make of them what you want. There is no prescribed way to use these system. 2. These are Social Spaces People learn from each other how to use the system. Many of the psychological nudges that follow stem from observing others.
- 49. While MineCraft isa place for exploration and self-expression (perhaps survival!), it’s watching others that inspires new ideas and creates personal challenges. The hashtag in twitter was an emergent element. It wasn’t until I saw my wife pinning decorating ideas that I saw Pinterest as a visual bookmarking system.
- 50. “A sandbox isa style of game in which minimal character limitations are placed on the gamer, allowing the gamer to roam and change a virtual world at will. In contrast to a progression-style game, a sandbox game emphasizes roaming and allows a gamer to select tasks. Instead of featuring segmented areas or numbered levels, a sandbox game usually occurs in a “world” to which the gamer has full access from start to finish. A sandbox game is also known as an open-world or free-roaming game. http://www.techopedia.com/definition/3952/sandbox-gaming
- 51. Sandboxes create openspaces for self- directed play and creativity.
- 55. Children’s toys andorganization:
- 56. Children’s toys andorganization:
- 57. Architecture: “Adventure Playground” “Acastle, made of carton, rocks and old branches, by a group of children for themselves, is worth a thousand perfectly detailed, exactly finished castles, made for them in a factory.” And the proposed solution: “Set up a playground for the children in each neighborhood. Not a highly finished playground, with asfalt and swings, but a place with raw materials of all kinds—nets, boxes, barrels, trees, ropes, simple tools, frames, grass, and water—where children can create and re- create playgrounds of their own.”
- 58. I am convincedthat standardised playgrounds are dangerous, just in another way: When the distance between all the rungs in a climbing net or a ladder is exactly the same, the child has no need to concentrate on where he puts his feet. Standardisation is dangerous because play becomes simplified… - Helle Nebelong “
- 59. PATHS SHAPE BEHAVIOR END INAN EXCHANGE HAVE PREDICTABLE OUTCOMES ARE GAMES TO BE PLAYED DESIGN EVERY DETAIL ARE MEASURABLE LEAD TO COMPLETION LEAD PEOPLE ALONG ARE CONSUMPTIVE CREATE DEPENDENCY (ON DIRECTIONS) HAVE A CLEARLY DEFINED PURPOSE BEST FOR INSTRUCTION SANDBOXES CREATE ENGAGEMENT END IN LEARNING & DISCOVERY HAVE UNKNOWN OUTCOMES ARE SPACES IN WHICH TO PLAY UNDERSPECIFY THE DESIGN ARE OBSERVABLE LEAD TO UNDERSTANDING LET PEOPLE EXPLORE ARE GENERATIVE ENCOURAGE AUTONOMY PURPOSE IS SELF-DETERMINED BEST FOR PEFORMANCE
- 60.
- 61. The jockey offersa piece of sugar to his horse before jumping into the saddle, the coachman beats his horse that he may respond to the signs given by the reins; and, yet, neither of these runs so superbly as the free horse of the plains. –MARIA MONTESSORI
- 62. …we have preparedthe environment and the materials –MARIA MONTESSORI
- 63. ■ Mixed ageclassrooms ■ Specialized educational materials ■ Student choice of activity from within a prescribed range of options ■ Uninterrupted blocks of work time ■ A Constructivist or "discovery" model, where students learn concepts from working with materials, rather than by direct instruction
- 64.
- 65. Google’s founders LarryPage and Sergei Brin Amazon’s Jeff Bezos Wikipedia founder Jimmy Wales Julia Child rapper Sean “P.Diddy” Combs videogame pioneer Will Wright Montessori taught me the joy of discovery… It’s all about learning on your terms, rather than a teacher explaining stuff to you. SimCity comes right out of Montessori…
- 66. videogame pioneer WillWright Amazon’s Jeff Bezos Wikipedia founder Jimmy Wales Julia Child rapper Sean “P.Diddy” Combs Google’s founders Larry Page and Sergei Brin We both went to Montessori school, and I think it was part of that training of not following rules and orders, and being self-motivated, questioning what’s going on in the world, doing things a little bit differently.
- 67. A “sandbox” educationteaches you to play at life.
- 70. Human beings havean inherent tendency to seek out novelty and challenges, to extend and exercise their capacities, to explore, and to learn. Edward Deci psychologist
- 71. EQUATE TO INFORMAL (NON-INSTITUTIONAL)LEARNING VIEW STUDENTS AS “VESSELS TO BE FILLED” VIEW STUDENTS AS “FIRES TO BE KINDLED” SANDBOXESPATHS EQUATE TO FORMAL (INSTITUTIONAL) LEARNING SPECIFY PERFORMANCE GOALS LEAD TO LEARNING CHALLENGES Getting an A in French Learning to speak French
- 72. EQUATE TO INFORMAL (NON-INSTITUTIONAL)LEARNING VIEW STUDENTS AS “VESSELS TO BE FILLED” VIEW STUDENTS AS “FIRES TO BE KINDLED” SANDBOXESPATHS EQUATE TO FORMAL (INSTITUTIONAL) LEARNING SPECIFY PERFORMANCE GOALS LEAD TO LEARNING CHALLENGES Getting an A in French Learning to speak French FALSEDICHOTOMY
- 73.
- 74. ! ! ! ! ! Normally, learningin CodeSpells is encouraged by way of a series of quests that must be completed with the use of Java-based spell crafting… [In our version], players could walk up to in-game gnome-like characters who would give various spells to the player, along with simple explanations. Our hope was that these spells would serve as starting points for code exploration. from “On the Nature of Fires and How to Spark Them When You’re Not There”
- 75.
- 76.
- 77.
- 78. Practical Takeaways Underspecify features ThankKars Alfrink for this one!
- 80. “As a userI want a way to flag interesting tweets for reviewing later…” or “As a user I want a way to give kudos to people for sharing something interesting….” or “As a user I want a way to save positive tweets for later use as testimonials…” or…? “As a (user role), I want (function) so that (benefit)”
- 81. Practical Takeaways Avoid longworkflows. (AKA Short Paths vs Long Paths)
- 86. Practical Takeaways Build andconsume your own APIs
- 87. A SANDBOX, ATDIFFT LEVELS SCRIPTING LAYER / ABILITY ADD “MODS” INTERFACE LAYER API / DATA LAYER OPEN SOURCE THE CODE BASE
- 88. Practical Takeaways Back off. Letpeople make mistakes and learn through trial and error.
- 91. Practical Takeaways Direct Manipulationis best! (AKA “No more wizards!!)
- 96. Practical Takeaways Help peopleunderstand through Playful Interactions
- 97.
- 99. “The approach toteaching without words that I’m proposing makes heavy use of interactivity and instant informative feedback.” http://www.creativitypost.com/education/teaching_without_words STMath
- 100. SANDBOXESPATHS SHAPE BEHAVIOR CREATEENGAGEMENT END IN AN EXCHANGE END IN LEARNING & DISCOVERY HAVE PREDICTABLE OUTCOMES HAVE UNKNOWN OUTCOMES ARE GAMES TO BE PLAYED ARE SPACES IN WHICH TO PLAY DESIGN EVERY DETAIL UNDERSPECIFY THE DESIGN ARE MEASURABLE ARE OBSERVABLE LEAD TO COMPLETION LEAD TO UNDERSTANDING LEAD PEOPLE ALONG LET PEOPLE EXPLORE ARE CONSUMPTIVE ARE GENERATIVE CREATE DEPENDENCY (ON DIRECTIONS) ENCOURAGE AUTONOMY HAVE A CLEARLY DEFINED PURPOSE PURPOSE IS SELF-DETERMINED BEST FOR INSTRUCTION BEST FOR PEFORMANCE
- 101. SANDBOXESPATHS SHAPE BEHAVIOR CREATEENGAGEMENT END IN AN EXCHANGE END IN LEARNING & DISCOVERY HAVE PREDICTABLE OUTCOMES HAVE UNKNOWN OUTCOMES ARE GAMES TO BE PLAYED ARE SPACES IN WHICH TO PLAY DESIGN EVERY DETAIL UNDERSPECIFY THE DESIGN ARE MEASURABLE ARE OBSERVABLE LEAD TO COMPLETION LEAD TO UNDERSTANDING LEAD PEOPLE ALONG LET PEOPLE EXPLORE ARE CONSUMPTIVE ARE GENERATIVE CREATE DEPENDENCY (ON DIRECTIONS) ENCOURAGE AUTONOMY HAVE A CLEARLY DEFINED PURPOSE PURPOSE IS SELF-DETERMINED BEST FOR INSTRUCTION BEST FOR PEFORMANCE To quote Kathy Sierra… which of these will “help users kick ass?” The BIG Practical Takeaway:
- 102. One Last PracticalTakeaway…
- 103. …we have preparedthe environment and the materials –MARIA MONTESSORI
- 104. Environment Objects Rules …we have preparedthe environment and the materials –MARIA MONTESSORI
- 106. The idea forknowledge games… [came] from watching people at the cutting edges of new disciplines; people who are entrepreneurs, creators, designers and innovators. Watching them work, watching them play, and sometimes having difficulty telling the difference. – Dave Gray
- 107.
- 108. How do youapproach LIFE? Like a Path to follow, or a Sandbox in which to play?
- 110. What we learnedfrom that project then allowed us to…” –?? (WETA DOCUMENETARY) “
- 111. Play is theanswer to how anything new comes about. –JEAN PIAGET
- 115.
- 116. Yes, this wasmy book proposal!
- 117. Humanity has advanced,when it has advanced, not because it has been sober, responsible, and cautious, but because it has been playful, rebellious, and immature.” –TOM ROBBINS QUOTES (AMERICAN NOVELIST. B.1936) “
- 118. Q:Are you designingPaths or Sandboxes?
- 119. Q:Are you designingPaths or Sandboxes? Are you following a path or playing in a sandbox?
- 120. Thank you! getmentalnotes.com Design for Understanding StephenP. Anderson @stephenanderson www.poetpainter.com | www.slideshare.net/stephenpa
- 121.
- 122. The cutting roomfloor:
- 123. http://www.dvice.com/archives/2012/10/ethiopian_kids.php What happens ifyou give a thousand Motorola Zoom tablet PCs to Ethiopian kids who have never even seen a printed word? Within five months, they'll start teaching themselves English while circumventing the security on your OS to customize settings and activate disabled hardware. Whoa. The One Laptop Per Child project started as a way of delivering technology and resources to schools in countries with little or no education infrastructure, using inexpensive computers to improve traditional curricula. What the OLPC Project has realized over the last five or six years, though, is that teaching kids stuff is really not that valuable. Yes, knowing all your state capitols how to spell "neighborhood" properly and whatnot isn't a bad thing, but memorizing facts and procedures isn't going to inspire kids to go out and learn by teaching themselves, which is the key to a good education. Instead, OLPC is trying to figure out a way to teach kids to learn, which is what this experiment is all about.
- 124. The mind, basically,is a pattern-seeking machine… We tend to seek patterns… and then we tell stories about them. I think we’re pretty much conditioned to look for a pattern and to try to interpret it in terms of certain stories.
- 125. “… the nativeand unspoiled attitude of childhood, marked by ardent curiosity, fertile imagination, and love of experimental inquiry, is near, very near to the attitude of the scientific mind.” -John Dewey
- 126. 'Fun from gamesarises out of mastery. It arises out of comprehension. It is the act of solving puzzles that makes games fun. With games, learning is the drug.' -Raph Koster x