Games, Simulations and Interactives: Strategies for Designing eXtension Learning Tools
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The document discusses the design of educational games and interactive learning tools, emphasizing the importance of creating experiences that promote self-directed learning and problem-solving. It outlines various strategies for engaging learners, highlights the role of intrinsic motivation, and stresses the need for realistic simulations that reflect real-life scenarios. Additionally, it addresses questions regarding audience engagement, measuring success, and the evolution of game ideas into final products.
Games, Simulations and Interactives: Strategies for Designing eXtension Learning Tools
- 1. games, simulations interactives and strategies fo r d e s i g n i n g eXtension learning tools Je an n e Gl e a s o n • j g l e a s o n @ n m s u . e d u Ba r bar a C h a m b e r l i n • bc hamber@nmsu.edu #690, #NeXC2012, @bchamber
- 4. mathsnacks.org #690, #NeXC2012, @bchamber
- 6. Treadsylvania.org #690, #NeXC2012, @bchamber
- 8. NinjaKitchenGame.org #690, #NeXC2012, @bchamber
- 15. Demographica for iOS (free today!) #690, #NeXC2012, @bchamber
- 16. Volunteerica for iOS (free today!) #690, #NeXC2012, @bchamber
- 17. I h a v e a n IDEA great for a game . #690, #NeXC2012, @bchamber
- 18. I h a v e something that must be learned, and I’m not sure how. #690, #NeXC2012, @bchamber
- 19. game at best when you learn for yourself by problem solving measures define goals score progress to accomplish replicates real life through play process with realistic data you DO ‘real’ stuff in motivation: intrinsic and pretend environment extrinsic get info you need when you want it. YOU control choices #690, #NeXC2012, @bchamber
- 20. game at best when you learn for yourself by problem solving measures define goals score progress to accomplish replicates real life through play process with realistic data simulation you DO ‘real’ stuff in motivation: intrinsic and pretend environment extrinsic get info you need when you want it. YOU control choices #690, #NeXC2012, @bchamber
- 21. game measures progress replicates real life process with realistic data simulation you DO ‘real’ stuff in motivation: intrinsic and pretend environment extrinsic get info you need when you want it. YOU control choices interactive #690, #NeXC2012, @bchamber
- 22. how do I make good games? #690, #NeXC2012, @bchamber
- 23. how do I think learning happens? #690, #NeXC2012, @bchamber
- 24. learning external little answering from memorization rewards guidance questions experiences succeed lots of opportunities positive at one thing discipline guidance to fail reinforcement then the next reading teaching opportunities asking watching fun others to reflect questions observing understand why and internal adversity set own goals consequences how they motivation are learning #690, #NeXC2012, @bchamber
- 25. opportunities to ask questions discover new things reflect on what I’ve learned understand concepts share what I know with others #690, #NeXC2012, @bchamber
- 26. opportunities to ask questions discover new things reflect on what how do I I’ve learned make good games? understand concepts share what I know with others #690, #NeXC2012, @bchamber
- 27. opportunities to ask questions discover new things reflect on what how do I I’ve learned make good games? understand concepts share what I know with others how does this app or game facilitate learning? #690, #NeXC2012, @bchamber
- 28. what do they already know? why this audience? self-directed or teacher led? audience why aren’t the learning this another way? why would they want to use this? #690, #NeXC2012, @bchamber
- 29. what types of what other computers will learning be used to access what other strategies wil be this? things will be used before, with vying for the or after this? user’s attention? how long will this be used for? environment where used what is learner’s will users return motivation to use? who will be to it repeatedly or with the user just use once? when this is used? #690, #NeXC2012, @bchamber
- 30. what does work with other approaches? What would this do? what isn’t working with other why is technology approaches? Why? needed? How is this better than other approaches? outcomes how will we know if we are successful? conceptual understanding? practice or application? after using, what can the user do? behavior change? #690, #NeXC2012, @bchamber
- 31. define design prototype idea refine for rethink the communicate thing make the audience thing environment for use outcomes platform game, sim, or interactive #690, #NeXC2012, @bchamber
- 32. How do we find out what people know? testing How do we facilitate learning? teaching #690, #NeXC2012, @bchamber
- 33. testing is NOT teaching #690, #NeXC2012, @bchamber
- 35. what I see when p e o p l e learn sustains interest long enough to reach understanding driven by learner’s interest opportunity for learning offered in appropriate place and time gives practice and application when needed is relevant #690, #NeXC2012, @bchamber
- 36. To make the best educational games... don’t try to just teach, don’t try to just make a game, think about how to design a learning experience #690, #NeXC2012, @bchamber
- 37. initial idea = final product idea evolves into final product #690, #NeXC2012, @bchamber
- 38. Rangelands, Zuni Tribe Virtual Science Labs, North & South Dakota HuNoV, North Carolina State U Exergames Unlocked, West Virginia U Lobster Diver, Tourism, US Commerce U of Maine Matrix, US Dept. of Education Product Bone Health, Purdue Elderly Care, Clemson We’re Fresh Produce, The Ohio State U Proud Of Iraq Communications , Texas A&M Food Prep., Navajo Tribe Just in Time Parenting, eXtension Livestock Diseases, U of Hawaii Parenting, CYFAR Math Snacks, NSF Child Care Safety, Michigan State U Salmonella, Drexel Spanish Videos, USDA-FSIS Ninja Kitchen, Rutgers Tread-sylvania, National 4-H #690, #NeXC2012, @bchamber
- 39. $ No one will pay you to make a game. Ask for money to educate. shape attitudes. change behavior. #690, #NeXC2012, @bchamber
- 40. Continuum of Development Demographics Calculator Food Safety Sim iPhone App Web-Based Interactive Landscaping Tool Database (Web and Mobile) $ $$$ Exergaming Case Studies 3 Minute Videos Financial Literacy 2-10 hour game #690, #NeXC2012, @bchamber
- 41. Continuum of Development Food Safety Sim Web-Based Interactive $ $$$ #690, #NeXC2012, @bchamber
- 42. Technology b e t t e r . doesn’t make it mobile devicer . Being on a doesn’t make it bette Being better makes it better. -- Barbara Chamberlin, Educational Designer #690, #NeXC2012, @bchamber
- 43. games, simulations interactives and strategies fo r d e s i g n i n g eXtension learning tools Je an n e Gl e a s o n • j g l e a s o n @ n m s u . e d u Ba r bar a C h a m b e r l i n • bc hamber@nmsu.edu #690, #NeXC2012, @bchamber
Editor's Notes
- #2: instuctional design process - sabbatical\n\nguiding questions, into user testing.\n
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- #4: Our learning games lab at NMSU is part of our coopeartive extension service, this is kind of my baby... the lab is a space where kids come and play games and engage in development and we have all sorts of curriculum to build their skill, we teach them programming and such, but really we use the term to talk about the development we do. And we’ve been doing it for 20 years... first on kiosks for museum exhibits, then floppy disk, then cd-rom, then the internet came arounda d we did that... more recently, \n
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- #7: We’ve gotten pretty good at teaching weird content... stuff that you might not think you need to know, stuff that you prolly won’t learn else where... stuff most people don’t want to teach you... so it makes snese to go to math which is stuff you need to know but may not want to learn, people want to teach you but may not know how. \n
- #8: vocabulary is very casual... they answer questions, they test and answer. We don’t tell them what a hyptohesis is. We don’t have them read about independent and dependent variables... ist’s scaffolded.\n
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- #10: This is a diner dash... time management. \n
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- #17: Our ideas are a starting point, but we don’t think about them in terms of what makes a good game, what is a good experience...w e think about what could be a game, or what is like a game we’ve played and how we could maybe throw education into it... it may not be a good game... it may just be a game we’ve played and we can see how it is adapted. Regardless... \n
- #18: Our ideas are a starting point, but we don’t think about them in terms of what makes a good game, what is a good experience...w e think about what could be a game, or what is like a game we’ve played and how we could maybe throw education into it... it may not be a good game... it may just be a game we’ve played and we can see how it is adapted. Regardless... \n
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- #24: The truth is... you don’t need to know how I think learning happens, and I don’t need to know how you think learning happens, but you need to know how you think learning happens, and apply it in a meaningful way.\n
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- #34: If these conditions are met... a magazine article on an inflight magazine may be all that is needed... it can be educational... but too often, we design from our perspective of what we want to teach, rather than what the learner’s perspective is, of what they want to learn... But of course... our job is to teach content to people they don’t necessarily want ot know, certainly, don’t think they need to know, may not even understand that they don’t know it.\n
- #35: and to do this, you have to start with what you want your learner to do. Now where you want a game delivered, not that you even want a game, not that you want to be on the iPad, not that you have a game idea... but what you want your learner to know or do... \n
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- #39: We don’t usually do $15k apps\n
- #40: We don’t usually do $15k apps\n
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- #42: instuctional design process - sabbatical\n\nguiding questions, into user testing.\n