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Related: Applied Game DesignNetworked Learning Design - Find out what people like Problem summary The challenge of producing learning experiences that learners will genuinely engage with is getting increasingly complex. As technology allows for learning resources to be ever more closely embedded into peoples’ lives, these experiences have to compete for attention directly. If an online learning resource isn’t as engaging as a news site, the learner’s favourite chat room, doing the shopping or watching football, the close box is only a click away.
Assessing Informal Learning For March the LCBQ is: How do you assess whether your informal learning, social learning, continuous learning, performance support initiatives have the desired impact or achieve the desired results? My response to the question – I think we should assess informal learning but I don't think I want to asses informal learning using the same set of parameters often used for formal learning. Need to assessTo me, the objective of all learning (including formal and informal) is to achieve the 'desired' change in behaviour and performance. 8 Reasons that We Should Teach to the Game (#GBL) from James Paul Gee, David Williamson Shaffer : Looking where the light is bad: Video games and the future of assessment Abstract In the past we have referred to games as good “learning engines.” Here we argue that games are good learning engines because they are first good assessment engines. Games require the kind of thinking that we need in the 21st Century because they use actual learning as the basis for assessment.
Education Links - Second Life Resources Sloodle connects Second Life to Moodle cms. Some very handy tools indeed. Arwenna Stardust's blog post on SL Core Education UK Moodle site with Core Competency Networked Learning Design - Make learners drive your design The learning problems that designers need to tackle are becoming more complex. As this happens, it is more important than ever for designers to get to the root of learning needs; to deeply understand the learners, their environment and what needs to change. And this focus on learner needs should be sustained throughout the learning design process, not just during an initial analysis phase. However, learning designers face a number of obstacles in getting to the root of learning needs, not least current practice. It is common for learning designers either to over-analyse, using traditional training needs analysis methods, or largely ignore learner needs, relying instead on clients and subject matter experts.
ADKAR Change Management Model Overview - Change Management Learning Center Overview This tutorial presents an overview of the ADKAR model for change management. ADKAR is a goal-oriented change management model that allows change management teams to focus their activities on specific business results. The model was initially used as a tool for determining if change management activities like communications and training were having the desired results during organizational change. The model has its origins in aligning traditional change management activities to a given result or goal. The Five Myths of Informal Learning There are misunderstandings about this critical approach. Informal learning is emerging as one of the most powerful disciplines in our industry. The tools and methodologies that have been developed over the past several years are changing the learning landscape in amazing ways. But there are a number of misunderstandings about this critical approach. I’d like to share some myths I’ve encountered when trying to intentionally implement a successful informal learning strategy. 1.
How Gamification Works - 3D GameLab Instead of courses consisting mainly of textbook learning and lectures, classes built using game mechanics such as badges, experience points, levels and leaderboards, boost student engagement by allowing students to choose from “quests” and progress at their own pace through a series of educational activities. Students are motivated due to personal choice and meaningfulness, real-time feedback, the ability to collaborate or compete, and over time, they learn stay persistent in learning due to prior successes. Quest tasks can range from listening to a podcast, collecting and analyzing real-time data, or watching a short video to partnering with a classmate for discussion or writing a short essay. As students complete each quest, they can level up to new assignments on their journey toward an “A.”
Networked Learning Design - Understand the context Problem summary Learning needs arise in specific contexts. So to truly understand a learning need, a learning designer needs to gain a deep understanding of the context in which the need arises. Discussion Simbeck-Hampson Consultancy I set out to discover the purpose of ‘education’ after hearing about the purposed campaign. After reviewing some quotes from influential scholars and some definitions on the web, a four-sided picture of education’s purpose came to mind. I began with the Wikipedia definition of education.
How to Become a Game Designer You’ve been called a “gamer” for as long as you can remember, so you might as well make a career out of it, right? Well, it might all sound like fun and games, but game design has evolved from the days of scribbling a great idea on the back of a napkin into an elaborate process involving a specialists trained in a variety of disciplines who collaborate and sometimes work long hours to create great computer or video games replete with state-of-the-art animation and visual effects. According to the U.S. Bureau of Labor Statistics, 59 percent of multimedia artists and animators, which includes computer and video game designers, are self-employed, often working from home but also in offices. It goes without saying that it is helpful to possess artistic ability and talent, but people lacking in those areas may compensate with robust technical and computer skills, preferred by some employers.
Networked Learning Design - Understand the constraints Problem summary Effective design in any discipline demands that a designer is skilled in identifying constraints, and comfortable with accommodating shifting constraints throughout the process. For various reasons – pragmatic, technological and philosophical – learning designers are being required to take into account ever more complex constraints. Well-established instructional design methodologies and processes tend to assume that design options are fairly limited, and constraints are clear. Yet the environment in which learning designers operate is one in which design options are greatly increasing and constraints are unclear.
Kemp design model This article or section is a stub. A stub is an entry that did not yet receive substantial attention from editors, and as such does not yet contain enough information to be considered a real article. In other words, it is a short or insufficient piece of information and requires additions. 1 Definition The Jerold Kemp instructional design method and model defines nine different components of an instructional design and at the same time adopts a continous implementation/evaluation model. Kemp adopts a wide view, the oval shape of his model conveys that the design and development process is a continuous cycle that requires constant planning, design, development and assessment to insure effective instruction.