Visuals -serious-games

Informal Learning: Games and the Life Cycle of a Job

Saul Carliner, PhD, CTDPGraduate Program in Educational Technology

Concordia UniversityMontreal, Quebec

[email protected] a copy of the slides, visit

http://informallearningbasics.wordpress.com

Copyright. Saul Carliner, 2010-2012. All rights reserved.

Question

What do you hope to learn from this presentation?

Objectives

Match generalized learning needs with the phases in the life cycle of a job.

At each phase, assess the extent to which that learning occurs formally.

Describe how games and similar activities can support workers in achieving learning needs through informal learning.

Let’s go into conceptual design mode.

1. Break into small groups.2. As a group, discuss the design scenarios.3. One at a time:

a. Consider:– Should you use games or simulations to

achieve the objectives?– If yes, how would you use games or

simulations?a. Then, we will discuss thescenario.

Situation OneYou are preparing orientation for new employees in the New Product Research and Development division of a medical device manufacturer (which is heavily regulated by governments and industry associations). You have specifically been asked to develop an overview whose objectives are:Describe the research and development processDescribe the key products produced by this division.Recall 75 common acronyms used in daily operations.

Should you use games or simulations to achieve the objectives?If yes, how would you use games or simulations?Would learners use these resources in formal training programs or more independently?

Now, let’s debrief.

We’ll discuss a scenario. Then I’ll present some relevant concepts.

Different phases in the life-cycle of a job demand different

approaches to learning.

Phases in the Life Cycle of a JobOrient workers to the technical aspects of a job

Orient workers to the values and culture of the group

Expand the scope of assignments a worker can handle

Build workers’ proficiency

Help workers deal with undocu-mented problems

Update workers’ skills

Help workers choose career goals

Prepare workers for the next job

Prepare workers for a change in policies, processes, or technology.

Consider the challenges and opportunities in orientation.

Two types of orientation. Initial training focuses on lower-order thinking skills

so workers have a basis of knowledge for considering higher-order skills.

Some regulators require testing of basic knowledge. Scheduling challenges compromize effectiveness.



What opportunities might exist for integrating games and

simulations at these phases?Orientation to the job Orientation to the

organization

? ?

Consider some learning issues.

Let’s start with definitions.

Let’s start with basic terms.

Simulation: Model of the key characteristics of an environment.

Game: A type of interaction in which learners experience the consequences of their actions.

Gaming-simulation: An activity conducted in a model of the key characteristics of an environment and in which learners experience the consequences of their actions.

Greenblatt

Some fundamental characteristics of games from

which people learn. Goal Challenge “Flow”

Consider this issue.

Would learners use these resources in formal training programs or more independently?

Informal learning involves learner control over aspects

of:

Process (who controls and assesses the learning process)

Location (intended for learning)

Purpose (is learning is a primary or secondary goal)

Content (abstract or technical, or related to a practical, everyday skill)

Consciousness (awareness that learning occurred)

Colley, H., Hodkinson, P., & Malcolm, J. (2003). Wihak (2009)

Economics, technology, and research evidence drive

current interest in informal learning. Studies show that 56% of work-related learning

occurs outside of formal contexts (Conference Board, 2009)

Organizations are reducing training expenditures (Carliner & Bakir 2010) and shifting expenses.

Belief that informal learning processes can be harnessed for learning

The Internet has generated hybrid forms of content that serve many purposes, including learning

Some of the propositions regarding games suggest

one of their key benefits is in informal learning.

Examples:Learning strategy through repeated trial-and-error efforts.Increased time on task with “optional” tasks as a result of higher engagement.

Terminology Easily Confuses

Common Terms What They Refer to

Formal learning Classroom instructionDiploma- and degree programsCertification programsCertificate programs

Informal learning Programs in which learners define the objectives and determine when they have achieved them.Self-study programs with or without a stated goalPrograms offered by arts organizationsFormally structured programs, but outside of a school structure and with no formal recognition at the end

Nonformal learning Programs offered by arts organizationsFormally structured programs, but outside of a school structure and with no formal recognition at the endAccidental learning in non-learning contexts

Incidental learning Accidental learning in non-learning contextsSelf-directed learning

Self-study programs aiming towards a goal (usually overseen by a tutor and formalized with a contract)

Ubiquitous learning Always available learning, especially through social media and mobile devices(If you observe duplication, it’s not an accident.)

For Our DiscussionTerm Use

Formal learning Instruction in which the instructor or some similar “expert” sets the objectives and determine the requirements for successful completion

Informal learning (Applies only to the workplace.) Instruction in which some combination of process, purpose, location, content, and consciousness are determined by learners.

Nonformal learning

Learning that happens incidentally, accidental learning in non-learning contexts

Incidental learning

Same as nonformal learning

Self-directed learning

Self-study programs aiming towards a goal (usually overseen by a tutor and formalized with a contract)

So what opportunities exist for integrating games and

simulations?Orientation to the job Orientation to the organization

To what extent can these activities facilitate acquisition and recall of basic concepts, policies, and procedures?

To what extent can these activities promote independence and engagement in learning when the need for feedback, reassurance are high, but so is the motivation to learn?

To what extent do you want to use mediated interactions? What messages do these convey?

To what extent can these activities facilitate communication in awkward situations?

Consider these examples.

Orientation to the job Orientation to the organization

Power Hour Challenge: Retailer provides new workers with a simulated work environment in which they have to serve a particular number of customers and provide them with the correct service (as defined by a protocol) within a given time period.

Retailer: Turning introductions into a series of “challenges” for which participants receive “badges.” When learners receive all of the badges within an established time frame, they receive a special “prize.”

Situation TwoYou have been asked to develop resources that help assistant managers of a clothing chain who have satisfactorily passed the 3-month probation expand their range of responsibilities. The resources should achieve these objectives:Given a report providing information on recent sales and projected shopping trends, order merchandise for the store. Given a list of the 50 most common types of customer situations, autonomously handle situations 16 through 50. (The mastered situations 1 through 15 in basic training.)Autonomously handle shoplifting and credit card fraud.

Should you use games or simulations to achieve the objectives?If yes, how would you use games or gaming-simulations?

Learning at later phases.

Phases in the Life Cycle of a Job Expand the

scope of assignments a worker can handle


Learning needs increasingly individualized. Learning typically falls into two categories:

- Handling less common and more complex situations- Handling basic tasks more efficiently

Research suggests less likely to participate in formal learning

Much learning occurs occurs independently.

Would learners use these resources in formal or

informal learning efforts?

Consider some more learning issues.

When people learn informally, it happens somewhat haphazardly. Several challenges

exist.

Challenge 1: Informal learners tend to learn on their own schedule (but games tend

tospeed things up).Time)toperfor-mance

None Extensive

Extent of intervention

Challenge 2. Lacking context, informal learners might reach

incomplete or incorrect conclusions that need

“unlearning.”

The McDonald’s Hamburger Makers

As a result, debriefings play a central role in clarifying the learning from games.

Facilitating a debriefing informally almost contradicts its nature.

Interactions with other players through discussion boards.

But some teachable moments exist:– Hints– Revealing the score


simulations at these phases?Expand the scope of assignments a worker can handle


? ?


simulations?Expand the scope of assignments a worker can handle


To what extent can these activities build on existing skills and knowledge?

How neatly can resources be integrated into the pressures of the work environment?

To what extent can external factors define the learning agenda?

To what extent must learners complete the external agenda?

To what can learners address their own needs? At their own pace?

To what extent do resources promote serendipitous learning? Unconscious learning?




Grocer: “Challenges” that workers take on the point-of-sale system (that is, cash register).

Nursing home: Simulation of life as an 85-year-old.

Tamaguchi time manager.

Situation ThreeIn response to a change in testing requirements for driver’s licenses, the Motor Vehicles Administration has changed all of its tests and related application procedures. You have been asked to develop training for all staff whose responsibilities are associated with testing that achieves these objectives:Describe the changes in the requirements. Explain how the changes in requirements affects the Administration.Describe in detail how the changes in requirements affect the departments in which workers work.Develop new processes to address the changes.

Should you use games or simulations to achieve the objectives?If yes, how would you use games or simulations?

Learning for a skills upgrade.

Phases in the Life Cycle of a Job Update

workers’ skills


External agenda drive the general objectives. Objectives require individualized adaption to apply.

Programs rarely guide this adaptation. Motivational issues often affect success technical

issues.

Would learners use these resources in formal or

informal learning efforts?

Consider some additional learning issues.

Particular types of activities are particularly well-suited to particular types of situations.

Concept: Bloom’s Taxonomy (the original)

EvaluationSynthesis

Higher order skills Analysis Lower-order skills Comprehension

ComprehensionKnowledge

Several gaming activities promote learning

informally.Type of Activity Phase(s) in the Life Cycle Class of Objective(s)

“Board” games Technical orientationSocial orientationExpanding skill baseChange initiative Preparing for next job

Lower-order

Case studies Expanding skill base Expanding scope of assignmentsHandling un-documented problemsPreparing for the next job

Higher-order

“Challenges” (webquests)

Technical orientationExpanding skill baseChoosing next job

Lower- and higher-order

Mentors (virtual) OrientationExpanding scope of assignmentChoosing next jobPreparing for next job

Higher-order

Consider these additional activities.

Type of Activity Phase(s) in the Life Cycle Class of Objective(s)

Multi-player games Social orientationExpanding skill baseHandling undocumented challengesChange initiative

Higher-order

Stories (scenario-based games)

Expanding skill base Expanding scope of assignmentsHandling undocumented problems

Higher-order

Trivia games Technical orientationExpanding skill baseChange initiative

Lower-order

Virtual worlds Social orientationExpanding scope of assignmentHandling undocumented problems

Higher-order


simulations?Upgrade workers’ skills Prepare workers for a change

in policies, processes, or technology.

To what extent can these activities build on existing skills and knowledge?

How neatly can resources be integrated into the pressures of the work environment?

To what extent can external factors define the learning agenda? To what extent must learners complete the external agenda? To what extend do the resources let workers tailor the content to

their own work situations (usually in ways not anticipated by the champions of change)?


Upgrade workers’ skills Prepare workers for a change in policies, processes, or technology.

Game-based software application training for a major bank, which resulted in higher engagement without sacrificing learning.

Bank of America, Equal Opportunity Lending Procedures training. Given only documentation, cheat sheets, and inspirational quotes, earn a certain amount of commission without violating federal lending laws.

Other phases in the life-cycle of a job demand different approaches to learning.





Help workers deal with undocu-mented problems

Update workers’ skills

Help workers choose career goals

Prepare workers for the next job


Take-AwaysName one or two insights you will take from

this presentation to your workplace.

For a copy of the slides, visit http://informallearningbasics.wordpre

ss.com

Learn More about Informal Learning

Cross, J. (2006.) Informal learning: Rediscovering the natural pathways that inspire innovation and performance. San Francisco, CA: Pfeiffer.

Enos, M.D., Kehrhahn, M.T., & Bell, A. (2003). Informal learning and the transfer of learning: How managers develop proficiency. Human Resources Development Quarterly, 14(4), 369-387.

Marsick, V. & Watkins K. (2001). Informal and incidental learning: The new update on adult learning theory. New Directions For Adult and Continuing Education, (89), 25-34.

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