Wednesday, June 02, 2010

#IeL2010 Gaming to Go

Presenter: Clark Quinn

It's not about learning!
- We don't learn for intellectual self-gratification.
- We learn to do stuff we can't do now.

Knowledge doesn't lead to much without application.
- Inert knowledge. Take the course, pass the test, can't activate the knowledge.
- Big on applying what we know.

How do we design games properly?
- Design for how people REALLY think.
- Design for how people REALLY learn.
+ Focus on achieving organizational outcomes.

It's really about the outcomes.

What is learning?
- How did we learn before school snuffs out love of learning.

Goals for learning
- Retention over time - when learn to when apply
- Transfer to ALL appropriate situations, and identify inappropriate ones.

THIS IS NOT AN EVENT

Mickey Chi + Army - Found the event model is the WORST thing you can do for retention.

Events make sense if actively engaged in process. Then THINK about what doing.
- Not best way for developing ability to do.

Elements that lead to long-term retention and transfer.
We choose what we are interested in
We commit because it is what we have chosen
We create - apply knowledge, try things
Occasionally - we crash. That's OK. Failure is a necessity.

You can't learn without failing.
Failing first leads to better outcomes.

We copy - we don't do it alone
- Models, role models
We converse - we put the knowledge out there for response.
- negotiate understanding
We collaborate - work TOGETHER to create
- refine understanding and ability to apply.

What is gaming?
- play, recreation, experimentation, competition, discovery, rules
- Have to explore and discover
- Have a goal
- We have feedback
- Strategic, tactical or just silly

A game is a series of interesting decisions - Sid Meier

What is game learning?
- Use the repetitive nature of games to build skills
- Experimenting with wrong solutions / explore and fail
- Picking up objects / active experimentation
- Change natural behaviors and attitudes to succeed
- It is safe learning
- Learning in context / contextualized performance
- Non-linear / probabilistic

Simulation vs. Game
- Objectives
- Simulations are just a model of an environment.
+ Powerful - if self-directed and self-motivated
- Most of the time, we can't guarantee that learners are that self-capable.
- They cannot get to goal state without understanding the relationships (scenario).
+ Tune this into the game
- You can't decide it is a game - your PLAYERS will tell you.
+ Tuning is 9/10 of the work

Environment where the decisions are directly mapped to what needs to happen afterwards.

Games are not about tarted up quiz shows!!!!
- That's rote knowledge.
- Or ...you need to know this...that...etc. But never used

We over-resort to knowledge.

The real value is in meaningful decisions and enough practice so they can make those decisions when they count.
- The decision is the center

Decisions travel in packs. Good decision, goes well. Bad decision - need consequence. (Don't make dumb bad decisions)

Good educational practices - same as engaging experience
- goals
- balanced challenge
- context
- relevant
- manipulation
- feedback
- attention-getting

Learning should be 'hard fun'

Games are not full learning.
- Don't try to make the game the whole thing.
- Reflection - outside until they figure out a better way to do it. Not everything has to be in game.

What is common between all of these mobile devices (PDAs etc)?
- Input
- Output
- Connect to world
- Increasingly, sense the world.
- By next year - smart phones overtake regular phones.

We are tool-using animals.
- Mobile is a different augmentation - to the brain.
- We are really good pattern matchers. We are really bad at repetitive tasks.
- If we augment with devices good at rote stuff - we become much more powerful problem solver.

Advanced chess - Deep blue won by ability to compute.
- Now a form of chess - person with computer.
- Best teams - with the player who understood how to use the computer as augmentation.

4cs of mobile
- Content
- Computation
- Capture (photos, video, etc)
- Communicate

Typical Mobile Learning
- Performance support.
- Augment the brain....
- cognitive augmentation

What is Mobile Learning?
- How do we augment the learning process?
- Reconceptualization.
+ Multiple representations = better chance to apply and models to help
- Recontextualization
+ Concept in multiple context.
- Reapplication
+ Apply knowledge to new problems

60 seconds civics podcasts
- Multiple contexts for Civics information

Mobile learning is about learning augmentation
- Can put course on cell phone. It works. But can use other media.
- Best at supporting performance and augmenting learning process.

Mobile learning games?
- Can be about spaced practice
+ Short drills and practice scenarios.
- Don't need full sentences to communicate ;)
- Can use different paths. See what happens.

Gaming is about cognitive engagement - not about twitch.
- Twitch is for automating the process

Assessment
- Can the person do x

Beyond convenience
- Most mobile learning is convenience. "I have a moment"
- Podcasts are convenience

Context
- Where are we now?
- Mobile affordances - remember, our cell phones now have sensors. We can see where you are.
- Can give specific advice based on where you are.
- Can give advice based on When - calendar, in meeting. Can create support based on the calendar event (meeting)
- Real opportunity - afterwards! Mentors, self-evaluation, etc. Not enough taking advantage of that.

In formal learning - we create artificial experiences.

Mobile devices, allow us to make reality a learning experience.

Can we do org specific learning?

Ideal: Contextualized augmentation.

Mobile games (ideal) - contextualized, challenging, meaningful and augmented application.

Examples
- Augmented reality game (on treo)
+ took camera and randomly generated aliens.
+ Click fire.

- Distributed games
+ Send text message to start. Hunt around and figure out what to text back.
+ San Francisco Art Hunt.
+ Leads you around the exhibit

Virtual worlds
- Principles of augmented and virtual reality the same.
- Why classroom in virtual world?
- Let's use storyline and take advantage!
- Use context. Give them meaningful decisions!

Alternate Reality Games
- example - The Game
- The game came into his life! Didn't go anywhere else or have a special event.
- Did a sales training game in email - some participants
+ have to be persistent to pursue.
+ You can use the same tools as your job!
- Marathon

Social goals - we know there is power in social learning
- Competition can be valuable
- Cooperation
- Collaboration

I Love Bees - Jane McGonigle

ARG (Alternate Reality Game) Design
- You don't quite clue in that it is a game. Real life is the medium.
- Collaborative storytelling

What do we do with this?
- How do we do this with a learning goal?
- Can do this for team-building.
- How do we wrap decisions in here?

Social Learning
- Reexpression
+ When we put ideas out there - taking a risk, but also committing
- Renegotiation
+ through expressing yourself (putting something down in any way) - forces your thinking to get a little tighter
- Reconstruction
+ Can rebuild based on what happens during renegotiation.

Learning ARG design (CQ - still open for negotiation)
- Decisions lead
- Story setting - real context
- Require negotiation
- Seduce misconceptions - lure them to the wrong place
- Leverage context
- Be unpredictable
- Killer backstory
- Unfold strategicaly
- ?

The dream - transformational learning
- What matters is the outlook you bring to it (Alan Kay)
- How can we get people to adopt the attitudes (not just skills) that will make them successful

Games are the next best thing to mentored real life practice
- mentoring does not necessarily scale
- Safe place to practice and replay

Consider mobile to help re-activate the knowledge on the go.
- Contextualized mobile if you can.

Consider mobile games

Consider social, augmented reality, learning beyond the event!

Develop people slowly over time.

No comments: