Wednesday, June 04, 2008

Games, Gadgets and Gizmos for Knowledge Transfer

Games, Gadgets and Gizmos for Knowledge Transfer
Presenter: Karl Kapp, Bloomsburg University

(Of course, I screwed up the title. Sorry Karl!)

1946-2007 - unprecedented scientific and engineering growth.

Defining tech moment for the boomer generation - Man on the moon
-Killer ap - color TV Esp. Disney's Wonderful world of color
- 64-77 mil americans. Last year - 1st boomer receive Social security.

By 2010 - more jobs than people.

Our old knowledge transfer message not scalable.

Also, people retiring younger. Currently - avg. age - 59 from original organization.

Boomers individualistic, driven, loyal, idealistic, skeptical, hierarchical, formal learners (very general, as he admits)

Gamers - 8-10 1 hr a day, 13 hr a week. (Male). 43% gamers female. 26% women over 18. Majority casual gamers - women over 40. majority of PC gamers.

Hottest seller - Princess Fashion Boutique
- Highlights a stereotype
- Yet his boys playing madden spend a lot of time "dressing the player."

eMail - 400,000 of new information per year worldwide.

Gamers need background noise to attend to certain info. Others argue can't
- If they think can multitask - will BEHAVE like they can multitask.

Snail Mail - now seen as eMail - something you send to "old people."
- Remember - VA Tech - want text system, when they can get it, rather than eMail - less synchronous.

84% of all teenagers have desktop, cell phone, pda. 44% have 2.
- 15% of 2-5 year olds have a cell phone (dang!)

How technologically savvy will they be when they grow up?

More than 50% of teenagers spend over $100 on next technology purchase.

Kids now carrying around 32MB - PSP ROM vs Apollo - 36,846 words.

1994 - Internet person of the year. Playstation. In 4 years - people who have never known a world without the internet joining the workforce.

Gamers
- Problem solvers - (gotta solve the problem to get to level 2)
- Confident
- Resilient - fail forward fast. Try it, see if it works, move forward.
- Social - can socially network wherever they are through the applications online. (remember, mySpace, Console games (now have online access through console games), World of Warcraft. Also form self-directed teams (at least for brief periods)
- Think can multitask
- Very informal learners

Gamer 1.0 - Pong.
- Where is my opponent going to go next
- How will ball bounce?
- Questions not generalizable outside of pong

Gamer 2.0 - Space invaders
- What are the patterns (aliens in middle or end)
- Start of pattern recognition
- PacMan - some can play with eyes closed

Gamer 3.0 - Myst
- Exploring environments - where to first?
- What are the most valuable activities?
- What do I need to do to achieve goal?

Gamer 4.0 - Second Life
- What activities give me most return?
- Can I trust this person?
- What can we create together?
- More strategic thinking - still need to teach how to apply to different areas.

3 mil kids in Nicktropolis. Playing social game.

Where 41-62 has advantage - inactivity.
- Kids really participating in online activities.

We need to be able to incorporate the tools into what we are doing?

How do we transfer knowledge?
- Casual Games - Word search, hangman, etc.
+ Don't need to build something complicated.
+ can grow them up to match environment. Use different characters.

- Leverage Gadgets
+ If you need SOPs - why not visual? Why not mobile device?
+ Leverage what may be using at point of need.
+ If using mobile - chunk carefully and short. Design carefully.
+ Can also text small pieces of info.
+ Gadget - think performance support. Very small pieces.
+ can also set up so will call you - notifications and alerts can be considered part of performance support.

Remember - right tool for right type of teaching.

- Simulations
+ Save zone to practice. A virtual apprenticeship.
+ Ideal way to do training - mentorship. Problem - doesn't scale.
+ Try to codify through video and virtual simulation.
+ Problem after develop branching simulation - either know or none. Maybe have a real person behind them.

+ Novice to expert - can build 3 level interaction. Novice can have demo first. Then guided practice, then test. The expert can go straight to the test to see what they know. Can add further info. Can embed the expertise into the simulation.

+ Can also embed video. Remember video does not equal interactive.
+ Video best when people have knowledge already.
+ If only thing moving person's lips - don't need video.

If software more intutive - we would need less training.
(Obtuse software keeps me employed)

Need to transfer the knowledge into the systems that we use.
- Can the application teach the learner at the moment of need?
- How close can we get to Workflow learning.

Provide feedback
- Try to give more instantaneous feedback. Happens right away. Just like in games.
- Think about how adding feedback for learners.
- Feedback allows learners to make small adjustments

Remember - we are trying to change or influence behavior.

Summary
- Casual games
- Leverage gadgets
- Build community
- Reconfigure training program
- Simulations / Virtual apprenticeships
- Consider 3D worlds
- Information is the interface (eg Liveplasma.com)
- Provide feedback
- Reverse mentoring (Novice/expert pairing - both learn from each other)
- Be a strategy guide - have them try strategies!

Gamers like objectives - work towards the objective. Don't like directions on HOW to achieve the objectives. Especially if the directions are wrong or missing important information.

----------------------
Questions

Bridging creativity with design
- Karl - look at good examples in entertainment. Use those elements.
- Start with a problem. Have them work backwards and investigate. Then lead to the knowledge you want them to have. See it in practice.
- What makes professional video, radio interesting?

Don't just take what you do in classroom and put in another media.

Communities - User-generated information and policed (Wikis)
- Orgs are worried about legal implications of information
- But Wikis capture and audit trail information.
- People generally going to put out information and if using own name, claim responsibility.
- many orgs using tiered communities of practice. One level wiki, one level phone then wiki, one level vet information with experts before wiki and formal process.

Codifying the information allows it to live longer.

Remember - only a handful make the most contributions. Rest just follow.

1 comment:

Paula said...

My husband loves his gadgets and is always messing about with something new. He has some gizmo's to do with his computer but I have no idea what they are or what they do. Our son Ryan is also starting to show an interest in these things too so I guess the place is going to be a mess for some time to come.