Quitting any and all funny business with eLearning Utilizing Genuine Gaming and Web 2.0 Instruments in Learning - PowerPoint PPT Presentation

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Quitting any and all funny business with eLearning Utilizing Genuine Gaming and Web 2.0 Instruments in Learning PowerPoint Presentation
Quitting any and all funny business with eLearning Utilizing Genuine Gaming and Web 2.0 Instruments in Learning

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Quitting any and all funny business with eLearning Utilizing Genuine Gaming and Web 2.0 Instruments in Learning

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  1. Using Knowledge to Build Media • Getting Serious with eLearning • Using Serious Gaming and Web 2.0 Tools • in Learning Kelly Juhasz April 24, 2008 www.juhaszdevelopment.com

  2. Using Knowledge to Build Media www.juhaszdevelopment.com

  3. Using Knowledge to Build Media Who needs to know about Serious Games? • Games designers who are being asked to includeinstructionalelements within game play and are looking for guidance on how to make those additions. • Learning designers who are interested in adding computer games and simulations to their learning designs. • Line of business decision-makers who are exploring ways to reach an increasingly wired, hyper-connected workforce already accustomed to anytime, anywhere access to ideas, information and each other. • Educators - at all levels. Anne Derryberry, 2007 www.juhaszdevelopment.com

  4. Using Knowledge to Build Media • Serious Games • Play is an important contributor to human development and learning • Play is a mandatory element of serious games • Anne Derryberry, 2007 www.juhaszdevelopment.com

  5. Using Knowledge to Build Media Serious Games • Benefits • The benefit of simulated experiences and serious games is that failure doesn't mean a life-destroying professional disgrace or suffer dangerous consequences of a wrong decision with life or death • Focus on specific and intentional learning • Ability to change beliefs, skills, behaviours • Engaging and entertaining • Pressure and demand from learners for more engaging training Challenges • Cost • Lack of understanding of design and how learners learn • Lack of experience in playing games • Lack of experience in education and instructional design • Lack of support from senior management to explore the gaming ideas and how they can benefit the company. • Lack of standards in design and platforms (industry) • Upcoming lack of skilled game developers (industry) www.juhaszdevelopment.com

  6. Using Knowledge to Build Media • Game-based software  that takes students inside cells to experience the structures and processes of cell biology. It uses: • Current scientific literature • 3D interactive environment called the cellscape • Online learning community • Uses state-of-the-art computer gaming technology • Augments current teaching practices with virtual environments • Users to learn through exploration, interaction, and manipulation. www.juhaszdevelopment.com

  7. Using Knowledge to Build Media The Agricultural Institute of Canada • Standards of Professionalism and Ethics • Create a simulation that would give professionals that experience without the consequences.        • Create an interactive scenario in which the learner had to go through a day in the life of a farm consultant. • The game laid a number of ethical traps. • Most people who played the simulation would find themselves in an unethical situation from which they could not escape. www.juhaszdevelopment.com

  8. Using Knowledge to Build Media Second Life www.juhaszdevelopment.com

  9. Using Knowledge to Build Media http://en.wikipedia.org/wiki/Image:Web_2.0_Map.svg www.juhaszdevelopment.com

  10. Using Knowledge to Build Media • Web2.0 • Asecond generation of web-basedcommunities and hosted services. • Web 2.0 tools facilitate: • creativity • collaboration • sharing between users www.juhaszdevelopment.com

  11. Using Knowledge to Build Media • Web2.0 Technologies • Technologies such as: • Weblogs (blogs), • Social bookmarking, • Wikis, • Podcasts, • RSS feeds (and other forms of many-to-many publishing), and • Social software • ....provide enhancements over read-only websites and create communities. www.juhaszdevelopment.com

  12. Using Knowledge to Build Media www.juhaszdevelopment.com

  13. Using Knowledge to Build Media www.juhaszdevelopment.com

  14. Using Knowledge to Build Media • Blog (Web-log) • An online diary • A personal chronological log of thoughts published on a Web page • Typically updated daily or weekly • Often reflect the personality and viewpoint of the author • Falls under Web 2.0 www.juhaszdevelopment.com

  15. Using Knowledge to Build Media Benefits • CEO/Director: • Evoke discussion • Catalyst for change • Way to connect to staff • Promote transparency in the workplace • Method to recognize and reward staff • Employer of Choice • Senior Staff/Natural Leader: • Share knowledge • Capture knowledge • Process mapping • Sharing personal experiences • Risk/reward stories • Safety issues/compliance - why adhere? • More personalized • Increases reputation • Increases leadership and confidence Blogs Challenges • ROI more complicated • Evaluation more complicated • Lack of understanding in learning & design departments on how they work and how to design • Resistance to give up power and control of management • Afraid of empowering subordinates • Lack of funding to build and support www.juhaszdevelopment.com

  16. Using Knowledge to Build Media http://breakoutperformance.blogspot.com/ www.juhaszdevelopment.com

  17. Using Knowledge to Build Media www.juhaszdevelopment.com

  18. Using Knowledge to Build Media www.juhaszdevelopment.com

  19. Using Knowledge to Build Media • Wiki • Software that allows users to create, edit, and link web pages easily • Used to create collaborative websites and to power community websites • Being installed by businesses to provide affordable and effective Intranets and for Knowledge Management • A virtual notebook or workbook www.juhaszdevelopment.com

  20. Using Knowledge to Build Media Benefits Challenges • ROI more complicated • Evaluation more complicated • Lack of understanding in learning & design departments on how they work and how to design • Technology departments will not encourage it or say that they don’t have time or funds to build it • Possible security issues and leaks of corporate proprietary information • Not part of the technology departments strategic plan (must come from Training, HR, Sales, etc.) • Anyone can edit it • Contribution must be monitored by leader • Software can be difficult to set-up • Editing syntax can also be difficult to use • Asynchronous • One stop information source • See common questions/feedback/issues • Gives people a chance to contribute • Easy to edit • Reduces paper documents/handouts in training/classroom/etc. • Must have set editing rules • Project Teams: • Evoke discussion • Way to connect to staff • Share and create knowledge • Capture knowledge • Process mapping • Produces openness within a team Wikis www.juhaszdevelopment.com

  21. Using Knowledge to Build Media www.juhaszdevelopment.com

  22. Using Knowledge to Build Media Jason Nolan School of Early Childhood Education Ryerson University • Develop and maintain an on-line community of users • Work together to write and share kids songs • Foster an Open License Music Project (Open Source: Creative Commons) • Build upon and create public domain material available to share and with children everywhere • Uses a wiki, website, open source, community, media files, YouTube, Garageband, and more. www.juhaszdevelopment.com

  23. Using Knowledge to Build Media Using Wikis to Co-Design Scripted Activities for Secondary School Biology (Vanessa Peters & James D. Slotta, University of Toronto, 01/15/08) www.juhaszdevelopment.com

  24. Using Knowledge to Build Media Social Networks Social Software • del.icio.us • Polling • Voting Linkedin MySpace Facebook YouTube (media) Friendster www.juhaszdevelopment.com

  25. Using Knowledge to Build Media Sources Breakout Performance, Eric Jackson Conference Board of Canada, Laura Garton Corporate Training and e-Learning Blog, Jenna Sweeney, http://www.cramersweeney.com/cs_id/trainingblog/ I’mSerious.net, Anne Derryberry Interactive Ontario - ONeLearning Ryerson University, Jason Nolan Knowledge Media Design Institute, University of Toronto, Gale Moore, Barbara Soren, Vanessa Peters & James Slotta My Pet Brain, Sabstien Chorney Vive Technologies, Dr. Jeremy Friedberg (Spongelab Interactive) Wikipedia Zapdramatic, Michael Gibson www.juhaszdevelopment.com

  26. Using Knowledge to Build Media Contact Kelly Juhasz Tel: 416-929-7193 2003-50 Prince Arthur Avenue, Toronto, Ontario, Canada M5R1B5 kelly@juhaszdevelopment.com www.juhaszdevelopment.com www.juhaszdevelopment.com

  27. Using Knowledge to Build Media http://freakonomics.blogs.nytimes.com/2008/01/08/ www.juhaszdevelopment.com

  28. Using Knowledge to Build Media • Centre for Internationally Educated Nurses (Toronto) • Interactive audio platform for English as a Second Language (ESL) instruction • Immigrant nursing professionals CARE e-Learning Lounge (pilot project) The platform also supports video, and is ideally suited to such applications as corporate ESL, cross-cultural awareness in the workplace, as well as training and simulation in a variety of settings. The vendor also provides customized curriculum development to accompany the platform. Sabstien Chorney My Pet Brain www.juhaszdevelopment.com

  29. Using Knowledge to Build Media www.juhaszdevelopment.com

  30. Using Knowledge to Build Media What are communities of practice? • A domain of knowledge, which defines a set of issues; • A community of people who care about this domain; and • The shared practice that they are developing to be effective in their domain • (Wenger, McDermott & Snyder, 2002) www.juhaszdevelopment.com

  31. Using Knowledge to Build Media Communities of Practice Benefits Challenges • Solve problems quickly • Fulfill requests for information • Satisfy experience seeking • Transfer best practices • Assist in recruiting and retaining talent • Build coordination and synergy • Form a venue for discussion • Provide documentation for projects • Map knowledge and identifying gaps • Carve out business process • Feed innovation • Create a competitive advantage • Increases analytical skills • Resistance to give up power and control of management • Afraid of empowering subordinates • Not interested in change or innovation • Lack of funding to build and support • Disallowance of work-time to participate • Not an open organization or a ‘knowing company’ • Self-selected members not appointed (also a benefit) www.juhaszdevelopment.com

  32. Using Knowledge to Build Media Communities of Practice Xerox’s Eureka Agent Network at Clarica Loblaw Co. Ltd. http://www.cpsquare.org/ www.juhaszdevelopment.com

  33. Using Knowledge to Build Media Sources Breakout Performance, Eric Jackson Conference Board of Canada, Laura Garton Corporate Training and e-Learning Blog, Jenna Sweeney, http://www.cramersweeney.com/cs_id/trainingblog/ CP Squared, http://www.cpsquare.org/ Etienne Wenger, http://www.ewenger.com/theory/index.htm Freakonomics, Steven Levitt, New York Times - http://freakonomics.blogs.nytimes.com/2008/01/08/ I’mserious.net, Anne Derryberry Interactive Ontario - ONeLearning Ryerson University, Jason Nolan Knowledge Media Design Institute, University of Toronto, Gale Moore, Barbara Soren, Vanessa Peters & James Slotta My Pet Brain, Sabstien Chorney Vive Technologies, Jeremy Friedberg Wikipedia Zapdramatic, Michael Gibson www.juhaszdevelopment.com