Learning Made Fun

Editor's Notes

• #2: BOTH IAN AND TRACY?IntroductionTracyIan WeejeeWhy do we do what we do? We want to see ho hum learning vanish from the face of the earth. We think learning should be fun.We’re beginning to see more and more evidence that fun learning is more effective than ho hum learning.
• #3: IAN’S SLIDEWe wanted to start with an example of using fun to change behavior.The objective of most training is to change behavior – for the learner to do something or remember something they didn’t do before.This is from The Fun Theory, which was a contest by Volkswagen where they recognized THOUGHT and IDEAS and INVENTIONS that proved what they called the fun theory – that fun is the easiest way to change people’s behavior for the better.We thought this would be a fun way to start our presentation.
• #4: IAN’S SLIDETRACY TO ASSISTStudies, statistics, science, dopamine, etc. – We can look at the science behind fun learning, but the studies that should mean the most to us are the ones centered around the results of fun learning.“Fun means engagement, doing and learning what has meaning and purpose, and it means being challenged.” – Valerie Strauss, who???
• #5: TRACY’S SLIDEContrary to Clark’s assertion, there is solid research and overwhelmingly compelling evidence that games can and do teach a variety of subjects effectively. In fact, there is a rapidly growing body of empirical evidence that repudiates Clark’s claim. Let’s look at just a few pieces of this evidence. In a paper titled “Does Game-based Learning Work? Results From Three Recent Studies,” the author, Richard Blunt of the Advanced Distributed Learning (ADL) group, reported on three causal-comparative exploratory studies. ADL, founded in 1997, works with business and university groups to develop consensus around standards for training software as well as associated training services purchased by federal agencies. ADL reported on studies that examined the difference in academic achievement among students who did and did not use video games for learning. Researchers added three different video games to approximately half the classes of freshman introduction to business and technology courses, third-year economics courses, and third-year management courses. All courses imposed identical testing situations, while data collected included game use, test scores, gender, ethnicity, and age. Analytic methods testing game-use effectiveness included ANOVA, chi-squared, and t-tests. The findings indicated that the mean scores of students in classes using the game were significantly higher than those of students in classes that did not. There were no significant differences between genders, yet both genders scored significantly higher with game play. There were no significant differences between ethnicities, yet all ethnic groups scored significantly higher with game play. Students 40 years and under scored significantly higher with game play, while students 41 and older did not. Blunt further indicates that “these studies add definitive research in the area of game-based learning. The DoD now has studies proving the efficacy of digital game-based learning and how it can improve learning.”While three studies indicating learning from games is a start, and already debunks the myth that “games don’t teach,” one could make an argument that it is hardly a foundation for making the assertion that games teach. True, but this is not the only research indicating games are effective teachers. Connolly, et al. (2011) looked at more studies and reached the same conclusion. They conducted a meta-analysis (study of studies) by reviewing 129 papers reporting evidence related to the impacts and outcomes of computer games and serious games with respect to learning and engagement. The majority of the studies reviewed—121 (94 percent)—reported quantitative data, with eight (six percent) reporting qualitative data. One strong conclusion they reached was that the most “frequently occurring outcomes and impacts were knowledge acquisition/content understanding and affective and motivational outcomes.” Certainly, knowledge acquisition and content understanding are learning—learning from games. In the two meta-analysis papers Clark reports on, both authors indicated that games teach (see comments on original article). These findings from Blunt, Connolly, et al., Hays, Sitzmann, and others support the argument that games teach and positively impact motivation. This isn’t looking at one isolated study. It is looking at over a hundred studies both qualitative and quantitative, from different meta-analysis studies and individual studies. The evidence is clear and compelling. So the statement “games don’t teach” is simply not supported by the evidence. The preponderance of evidence is that games can and do teach. Now does every game teach? No. Neither does every lecture or every online course. Games also have the additional benefit of changing behavior. See research studies outlined in “Can a Video Game Make Someone Nice? T…
• #6: TRACY’S SLIDETracy to address Instructional strategies for making learning fun, including gamification and game mechanics. And the Why. Also, build anticipation for Tracy’s list later in the presentation.Instructional strategies for making learning fun, including gamification and game mechanicsPOLL: From Rick’s article which are game mechanics? (List)Discuss game mechanics—leader boards, mini goals, etc. from Rick’s article POLL: WHICH ARE GAME MECHANICS
• #7: BOTHIAN STARTS, THEN TRACYProbably the easiest place to start when talking about fun learning is gamification. It’s not the only way to make learning fun, but in the last year there’s been a huge increase in gamification in learning.By definition, gamification is “the use of game thinking and game mechanics in a non-game context in order to engage users and solve problems.” – WikiPediaGamification-- engages people--motivates action--promotes learning and problem solvingExamples of gamification and game mechanics would be--Leaderboards-- Badges-- Quests-- Levels-- Character upgrades-- Breaking up the content into small chunks-- Non-linear goal progression-- Appointments-- Bonuses-- Countdown-- Discovery-- Reward schedulesA good resource for understanding gamification is the website gamification.org3. Which of the following is not a game mechanic that can be used to enhance e-learning?Break up the content into small chunksNonlinear goal progression*Linear flow of goalsCharacter upgrades
• #8: TRACY’S SLIDE4. Which of the following features has been shown to increase e-learning engagement by 300%?*LeaderboardsVideosResourcesAvatars
• #9: TRACY’S SLIDEThrow out a challenge (Compliance from DaVita), ask the attendees to brainstorm solutions for making it fun, then show the solution we created CHAT FEATURE
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• #14: TRACY’S SLIDEThrow out another challenge (Abbott), ask the attendees to brainstorm solutions for making it fun, then show the solution we created CHAT FEATURE
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• #20: TRACY’S SLIDEIAN TO ASSISTAsk for a challenge from the audience and brainstorm as a group using chat: What’s a topic you currently have as a challenge that you’d like to make more fun? CHAT
• #21: IAN’S SLIDENow, let’s move beyond gamification and look at other emerging tools and and technologies and strategies that are helping to diversify learning and that can help build engagement.In this next section, we’re going to talk about -- the 70 – 20 – 10 model-- Authoring tools-- Next gen LMSs - Wisetail – competitive, collaborative, exploratory-- Creative use of Sharepoint-- Approaches - Instructional design-- How mobile playing big part of putting fun in learningHow to use existing tools and technologies to build innovative learning environments that are collaborative, competitive, and exploratoryAsk participants which tools they are using to develop, deliver e-learning. Is there a button I can press to make it fun? Not exactly. It’s all in the design, but there are a few tools that give you better design capabilities. POLL: Articulate Studio, Storyline, etc.; Social Media – Yammer, LinkedIn,
• #22: IAN’S SLIDEONE QUICK WORD ABOUT MOBILE.Last Oct, Strategy Analytics reported that the number of smartphones in the world climbed over 1 billion. It took just over a decade to get to that number. By way of comparison, it took the personal computer THREE decades to achieve the same penetration.WE’RE A MOBILE SOCIETY. AND SUCCESSFUL ORGANIZATIONS ARE ADDRESSING THIS WITH THEIR LEARNING INITIATIVES. PEOPLE LIKE MOBILITY. AND THEY LIKE BEING ABLE TO ACCESS THINGS ON THE GO.Learning can now be delivered anywhere. Which in and of itself is FUN -- for the learner-- APPS-- GAMESWe’re going to take a look at some of the tools and new technologies that allow us to get learning to people when and wherever they need it.
• #23: TRACY’S SLIDEGet list of features from Articulate site – list next to them why it adds to FUN???Mobile and desktop development toolExports to mobileHTML5, Flash, and Mobile DevicesLightboxDrag-and-Drop InteractionsRobust Multimedia Support
• #24: IAN’S SLIDE70 – 20 – 10 Model (based on research by Michael M. Lombardo and Robert W. Eichinger for the Center for Creative Leadership)-- 70 of learning – Informal – On-the-job experiences, tasks, and problem solving-- 20 of learning – Relationships – Networks,feedback and mentoring-- 10 of learning – Formal – Delivered via formal training processes, from courses and readingTRADITIONAL LMS:Course ManagementUser ManagementReportingOnline AssessmentsCertificatesSCORM CompliantNEXT GEN LMS:All of the above PLUS ...The ability to more easily collaborate ...User generated contentCollaboration toolsVirtual classroomsSocial media – for that inherent social nature of learning --Most importantly, the focus is on the learner, not the content. --And inherent in these new sets of features is the ability to make learning fun.--So how do we measure that 70%?
• #25: IAN’S SLIDEA new learning technology specification has been developed called the Experience API.STARTActivity streams – As a society, we’re just at the beginning– just scratching the surface in understanding and using activity streams. If you have a LinkedIn profile, or a Facebook page or a Twitter channel, then you generate and see activity streams.And we’re able to parse and learn from the important components of those activity streams.And so this is the approach that ADL (Advanced Distributed Learning) – the organization that brought us SCORM – decided to take with what some think of as the new SCORM. -- Overseen by DoD -- An initiative to standardize and modernize training and education management and delivery-- We’re no longer restricted by tradition learning formats – so new and innovative types of learning can be delivered to the learner-- Learning happens anywhere – 70% is informal – and now a portion of that can be encouraged, and even tied in with other initiatives to improve culture and individual performance and company performanceSo that’s a look at one technology that has huge implications for better understanding the learner – where they are, how they learn, and how important FUN is to them.Now let’s look at some of these new environments where learning can be made more fun.5. Which of the following learning technology specifications enables tracking and reporting of learner activity in both formal and informal settings?SCORM 1.2SCORM 2004*The Experience API (Tin Can)Articulate Storyline
• #26: IAN’S SLIDETRACY TO ASSISTTRADITIONAL LMS:Course ManagementUser ManagementReportingOnline AssessmentsCertificatesNEXT GEN LMS:All of the above PLUS ...User generated contentCollaboration toolsVirtual classroomsSocial mediaFocus is on the learner, not the content
• #27: IAN’S SLIDETRACY TO ASSISTLearners can comment and rate the formal training – as so the dialogue is not strictly between the learner and learning administration, it’s a conversation among learners. One learner’s insights are there for another to see. It doesn’t have to be instantaneous – it can be moderated. But it shortens the distance and the time frame for that outcome, or the change in behavior.
• #28: IAN’S SLIDETRACY TO ASSISTHere’s the Share portal of this LMS – where users can quickly upload any media – video, documents, links to websites.The ability to share and collaborate in this kind of environment extends that inherent social nature of learning – that 70% -- to team members and employees wherever they are.A quick word about security– one of the main objections to environments like these has always been corporate security. Fear of company information getting out, or the wrong information floating around the organization.-- These services are cloud based, they’re fully locked down with regard to authentication-- And -- as has always been the case -- there’s more vulnerability in a company cubicle than in a learner record on a service like WisetailCheesecake Factory example.BACKGROUND:ScoopsLive is the The Cheesecake Factory's communication and SSO portal for it's 34,000 team members. Backend access is managed real-time via an integration with their employee record system. Once logged into ScoopsLive, team members can move seamlessly amongst their cloud-based systems.
• #29: IAN’S SLIDETRACY TO ASSIST70 – 20 – 10 Model-- 20 of learning – Relationships – Networks,feedback and mentoring
• #30: TRACY’S SLIDEIAN TURNS IT OVER TO TRACY: Here’s an example of using SharePoint to promote a fun learning initiative. SharePoint typically exists independently of an LMS, but it’s a great environment for collaboration and taking advantage of relationships and networks for learning.
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• #32: TRACY’S SLIDEIAN TO CHIME INCreat list of Sharepoint features from Jeff’s screenshots and Sharepoint website.
• #33: IAN’S SLIDEThis SharePoint example gives us a window into how fun learning can have an effect on the culture of an organization. For fun learning to have an impact on company culture, it’s important that that learning be provided in environments where the learners already are. And in many organizations it’s a place like SharePoint.And it’s a good idea to engage influencers in the environments first, because they’re the ones who can champion the learning campaign to the greatest number of users.And one more point – if there are any policy changes or changes in the organization, these environments are very useful for showing the realities of why that change is necessary. And it can be done in a manner that’s fun and engaging like Mission: Possible.So:It’s about engaging existing communities where learners already areEngaging influencers in your learning campaignAnd using these environments to find creative ways to educate on the realities of why a particular change is necessary6. Which of the following strategies would be least likely to produce positive organizational change as it relates to learning?Engaging influencers in your learning campaignFinding creative ways to educate on the realities of why change is necessaryEngaging existing communities where learners already are*A top down directive from the head of learning
• #34: TRACY’S SLIDEGain clarity on how to evaluate good learning solutions from ineffective onesWalk through the ho-hum list – checklist for things to think ofYou might see this, but you should strive for thisCan you think of other examples? CHAT2. What is one way to increase e-learning engagement/excitement?Linear navigation structureUse a templated approachAdd a multiple choice quiz*Allow the learner to choose their own path
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• #40: SummarizeRepeat all questions in paraphrase – emphasize correct answer.