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#LSCON day 3: Scenario based assesments and Choices – Challenge to learn
Recap of two LSCON presentations, one on scenario-based learning and the other on limiting choices to avoid choice overload
<p>One of the practical things I took from this session is that she writes the scenario’s out divided in 5 elements:</p>
<ol>
<li>The <strong>tasks</strong> that you need to be able to perform</li>
<li>The <strong>procedures</strong> you need to know</li>
<li>The <strong>tools</strong> that you have to use</li>
<li>The <strong>knowledge</strong> you need to have</li>
<li>The <strong>performance</strong> you have to deliver</li>
</ol>
<p>A very helpful scheme to use when you set up a scenario based learning experience. She starts out with a global storyline and character description, than she defines a sequence of events that contain a number of action points. She divides the scenario into smaller parts each containing a few action points. She only scores on action points and on good choice.</p>
Does Teaching Online Really Take More Time? - Faculty Focus | Faculty Focus
According to this survey, rethinking pedagogy for online takes longer than learning technology. Developing online courses does take longer, especially the first time, but as faculty gain experience, they become more efficient.
<p>In Freeman’s research, it appears that it takes an instructor a little longer to figure out what they want to do with the course pedagogically than to become comfortable with the technology. </p>
<p>“That’s one of the biggest things, that the technological learning curve is shorter than the pedagogical learning curve,” Freeman says. “The technology’s not the problem. It’s not what’s making people take longer when they teach.” </p>
Freeman was able to demonstrate that, once past the first online course, there is a significant reduction of instructor time. This leads him to believe that much of the complaint of excessive time consumption probably comes from the first-time experience.
Freeman’s data doesn’t challenge the assumption that it takes longer to develop an online course than a face-to-face course. What he has established is that the teaching, as well as the development, become less time consuming, and that that change can come as early as the second or third time out.
Clive on Learning: Learning, learners and logistics
Questions to ask during the needs analysis phase, in three categories: learning, learners, and logistics. Some additional questions are in the comments, including some good questions about consequences for performance (very helpful, especially for developing scenarios).
The Ultimate eLearning Design and Development Checklist « Flirting w/ eLearning
Checklist for e-learning design and development, with points in many categories: instructional design, technical issues, accessibility, assessment, navigation, design, videos & animation, audio, graphics, text, fonts, testing (QA). This would be a nice starting point for customizing a checklist for a specific organization, tweaking it for particular needs.
Why Games Don't Teach
Ruth Clark claims that "games don't teach," an obviously false statement. She has some legitimate points about matching the game design to the learning outcomes, but her claim that no research supports using games for anything other than "drill and practice" type activities is clearly incorrect. She makes this claim without addressing any work by Squire, Aldrich, etc., so it appears she didn't do a literature review prior to writing.
She cites one study with two games that were less effective at helping learners remember, and she believes that discounts the dozens of other studies on the topic. First, maybe those games were poorly designed. Second, if you're just measuring "transfer and retention" rather than application, I wouldn't be surprised that a game didn't do as well. Games are often better at moving from recall to application--but of course, she didn't measure application.
The goal of the research was to compare learning efficiency and effectiveness from a narrative game to a slide presentation of the content. Students who played the Crystal Island game learned less and rated the lesson more difficult than students who viewed a slide presentation without any game narrative or hands on activities. Results were similar with the Cache 17 game. The authors conclude that their findings “show that the two well-designed narrative discovery games…were less effective than corresponding slideshows in promoting learning outcomes based on transfer and retention of the games’ academic content” (p. 246).
Often the features of a game are at counter-purposes to the learning objectives. For example, many games incorporate an onscreen clock requiring the learner to achieve the goal in seconds or minutes. For learning outcomes that are based on understanding and critical thinking, games with time goals that reinforce fast responses are a poor match.
Despite the uncontested popularity of commercial games and a lot of hype in the training community, the reality is that there is scarce credible evidence on how and when to best use games to improve instructional outcomes and motivation. At this stage, I recommend games to implement drill and practice exercises for tasks that require immediate and accurate responses.
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Reset? - Games In Learning | EPPIC - Pursuing Performance
Guy Wallace makes some ad hominem attacks against me for my criticism of Ruth Clark's claim that "games don't teach" (although he doesn't mention me by name or link to me, it's pretty clear that he is talking about my post). Once you get past the part where he says that Clark has made so many contributions to the field that it's not fair to attack her, especially if you're someone like me who isn't a "star," there are some valid points. He's correct that "popularity is not evidence" and that games can be more expensive than other solutions that might be just as effective.
Games Teach! | Kapp Notes
Karl Kapp responds to Ruth Clark's claim that "games don't teach" and Richard Clark's claim that no research supports gaming with a review of the research and what it actually does and doesn't tell us.
Instructional games seem to foster higher-order thinking such as planning and reasoning more than factual or verbal knowledge.
Specifically, learning from simulation games was maximized when trainees actively rather than passively learned work-related competencies during game play, trainees could choose to play as many times as desired, and simulation games were embedded in an instructional program rather than serving as stand-alone instruction.
Challenge, interactivity and continual feedback can be applied to a classroom exercises, a paper and pencil activity or used online. The design is universal while the delivery vehicle can change. It is not technology that makes a game a game—it’s the design, the inclusion of a challenge and interactivity that make a game a game.
Will at Work Learning: Case Question -- Concept Mapping, Question Answering, Multiple Sessions
Research on the effectiveness of concept mapping, answering retrieval questions, and reading in multiple sessions. I like the presentation of this in a scenario where you are asked to predict the results of research rather than simply summarizing the study.
Are You Meeting All Five Moments of Learning Need? by Conrad Gottfredson & Bob Mosher : Learning Solutions Magazine
Looking at the role of performance support at different places in the workflow, what the author calls the "five moments of need": New, More, Apply, Solve, and Change
<p> These
“Five Moments of Need” provide an overarching framework for helping learners
become and remain competent in their individual and collective work.</p>
<p>Here
they are:</p>
<ol>
<li>When people are learning how to
do something for the first time (<b>New</b>);</li>
<li>When people are expanding the breadth
and depth of what they have learned (<b>More</b>);</li>
<li>When they need to act upon what
they have learned, which includes planning what they will do, remembering what
they may have forgotten, or adapting their performance to a unique situation (<b>Apply</b>);</li>
<li>When problems arise, or things
break or don’t work the way they were intended (<b>Solve</b>); and,</li>
<li>When people need to learn a new
way of doing something, which requires them to change skills that are deeply
ingrained in their performance practices (<b>Change</b>).</li></ol>