Index - Learning Circuits

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March 2009

Blog Watch

Big Question: Workplace Learning in 10 = Years
>> from the Learning Circuits = Blog

E-Learning Tools List - Top 10 = for 2009
>> from the E-Learning Curve = Blog

The Power of iTunes
>> = from the New Learning Playbook

Survey: Workers Spend 3 = Hrs a Day Worrying about Job Security
>> = from the ASTD = Blog

Survey: 2009 LMS Survey
In = 2005, Learning Circuits, ran its first survey on learning management = systems (LMSs). We asked such questions as: Do you build or buy? What = system do you use? What are the must-have features? We're asking the = same questions this year, and will post responses in May.

Feature: Authoring Tool Tips and Tricks
By Paul = Schneider
Here a few tips and tricks for = using Articulate, Lectora, and Captivate = that should make your life easier and point you in the right = direction for solving development problems.
Webinar: GeoLearning is sponsoring a webinar = on this topic March 19.

Feature: Training Professionals = Gain Agility and Power from LCMS Technology
By Bill = Perry
One of the most powerful learning technologies on = the market today is also one of the least understood. It’s the = learning content management system, or LCMS. Buyers—who understand = what an LCMS is capable of—have increasingly looked to the = technology as a first step in developing training = initiatives.

Feature: It’s [Not] the = Technology, Stupid T+D = Article
By Nanette Miner and Jennifer Hofmann
While = new technologies in your blended learning approach can be a great asset, = it pays to be mindful of common pitfalls.

Case Study: Apria Healthcare = Taps LCMS
By Bill Perry
Apria Healthcare taps its = learning content management system (LCMS) to rapidly create, reuse, and = track training in order to meet the challenges created by a new bidding = structure mandated by the Centers for Medicare & Medicaid Services. =

Tech Tool: Microsoft Office = OneNote
By Darin Hartley
As organizations challenge to = cut costs, drive efficiencies, and create learning that is as sticky as = possible, any tool that can embody and enable these tenets will become = extremely sought after and valued. Microsoft’s OneNote application is a tool that = when used properly—leveraging sound instructional design = techniques—can play that role.

Downloads: Open Source = LMSs
Each month LC links to offerings from = a new suite of solutions. This month we link to open source learning = management systems: Moodle, aTutor, and Sakai. =

ASTD Economic Survival = Guide

How will your learning department adapt during these difficult = economic conditions?

Action Plan
ASTD has compiled a = list of action items to help your learning department be as efficient = and effective as possible when you face the possibility of slimmer = resources.

Survey: E-Learning and the = Economy
How will your learning department adapt during = these difficult economic conditions? Please take Learning = Circuits' short poll so we can share results with your = peers.
=
Additional Resources
Use these free tools and resources = to help find efficiency in your departments and programs and to drive = performance in your organization. =

Industry Headlines

Here's the latest news headlines:

Training is a Major Focus of the U.S. Stimulus = Package=20
Baker’s Dozen in Learning = Outsourcing=20
BEST Awards Now Accepting = Applications=20
Entertainment, Engagement & Education = Survey=20
NAM to Offer Manufacturing Skills = Training

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"; post =3D "

"; break; case "SingleParagraph": headerSep =3D " "; first =3D ""; pre =3D ""; post =3D " "; end =3D "
"; break; } s =3D ""; if (typeof(summary.headertext) =3D=3D "string") { s +=3D summary.headertext + headerSep; } s +=3D first; for (i=3D0; i Make Games Fun -- and = Effective - 2008 - ASTD

=20

Home > Learning=20 Circuits > 2008 > = ;Make=20 Games Fun -- and Effective=20

Make Games Fun=E2=80=94and = Effective
By Cheryl=20 Johnson

A recent Forrester = Research report=20 argues that within five years the 3D Internet will become as important = to=20 companies as the web is today.

As we move closer to the = time when=20 virtual reality, intelligent tutoring, 3D gaming, and just plain games = inundate=20 the training space, it would serve us well to examine exactly why games = are=20 beneficial. More importantly, we need to understand why games work. = Contrary to=20 current hype, people won=E2=80=99t want to play something just because = it is in fact a=20 game.

Why=20 games?

One of the key questions = any good=20 instructional designer will ask before they develop a course is = =E2=80=9Cwhat=E2=80=99s in it=20 for the learner?=E2=80=9D More commonly, we learner=E2=80=99s ask = =E2=80=9CWhat=E2=80=99s in it for me?=E2=80=9D To be=20 sure, motivation is a key element in getting learner=E2=80=99s engaged.=20

Motivation is key to any = successful=20 learning experience. If the learner does not have a desire to learn the=20 information, most any approach will fail. The learner needs to = understand what=20 benefit they will derive from participating in the learning event.=20

There are numerous ways to = motivate=20 learners. One of the more prevalent ways is to make the learning = experience=20 =E2=80=9Cfun,=E2=80=9D which can be defined in several capacities, only = one of which means=20 =E2=80=9Cpleasurable=E2=80=9D. The American Heritage=20 Dictionary defines fun as =E2=80=9Ca source of enjoyment, amusement, = or=20 pleasure.=E2=80=9D

A sense of enjoyment can = come from=20 solving complex problems, overcoming challenges, or performing = challenging=20 tasks. Fun does not have to mean pleasure or light hearted = entertainment. As a=20 matter of fact, if you are trying to sell your game to decision makers = who hold=20 the purse strings, you might reserve the word fun for your development = group and=20 use other terms that are more strategically appealing. =

When developing games for = learning=20 we in essence are striving to create an environment where students = become=20 enthralled with the content and motivated to engage in the learning = process. You=20 want an environment where learners seek out and gain knowledge that may = not have=20 been presented in the original curriculum. In such an environment, = learners=20 hunger and thirst for knowledge rather than passively absorb the = information=20 presented. They question, research, and challenge the subject = matter=E2=80=94and by so=20 doing, ingrain the material deep in their minds and increase the = likelihood that=20 they will use new knowledge after the actual learning event.=20

In the article = =E2=80=9CWhy Education Needs=20 to Embrace Videogames Instead of Fighting Them=E2=80=9D gaming guru = James Paul Gee=20 contends, =E2=80=9CReal learning is not about = =E2=80=98facts=E2=80=99=E2=80=94but about having such deep=20 experiences of the world=E2=80=A6that the facts become part of what it = takes to =E2=80=98play=20 the game=E2=80=99 or take on the identity. Real learning means learners = cannot just talk=20 about what they have learned, but actually do things with it.=E2=80=9D =

Have you ever been so = captivated by=20 some topic that you go above and beyond the material presented to learn = more and=20 engage at a higher level? The experience can be exhilarating.=20

Social = learning=20

In addition to the fun = factor,=20 people like to socialize and learn from one another. But how do we = accomplish=20 both motivation and socialization in the same experience? =

One solution is to give = the player=20 an identity they can relate to. Allow them to customize the look and = feel and=20 truly make it their own. Create challenges and obstacles that engage the = learner=20 and give them the tools they need to succeed. Provide resources to = enhance the=20 knowledge they come to the game with. Allow them opportunities to think = about=20 the outcomes and develop their own path to success, when and where = possible. In=20 other words, let the game grow with the learner. Develop a strategy for=20 systematically challenging the learner as they acquire new skills and=20 information. In addition, don=E2=80=99t use the online world exclusively = for learning.=20 It should provide experiences and challenges that are then brought to = the table=20 outside the game for discussion and resolution.

If you are on a tight = budget or time=20 restricts your ability to develop well planned and thought out games, = here are=20 some simple ideas to make your learner feel like they are in a game as = opposed=20 to the traditional online learning module.

=C2=A7 =20 Script=20 your learning from a first person point of view graphically. The = developer does=20 not need to animate the scene, just simply act as if they learner is in = the=20 scene and their eyes become the camera view so they can scan the = environment and=20 feel as if they are walking around.

=C2=A7 =20 Use lip=20 synching and simple gestures that your characters exhibit to give your=20 characters life. There is inexpensive software with libraries of = characters that=20 speak. You simply type in the text and the avatar adapts its gestures = and lips=20 to match the text. If you can afford to spend a bit more, you can use = your own=20 designed characters and simply buy the code to create your own unique = look and=20 feel. There are limitations to using this software, but overall it adds = a nice=20 touch.

=C2=A7 =20 Avoid=20 using the =E2=80=9CNext=E2=80=9D button. (This is true for almost all = online learning today.)=20 Script your learning in terms of scenes rather than screens. Use = transitions=20 such as =E2=80=9Cfade in=E2=80=9D or =E2=80=9Cfade out=E2=80=9D to move = from one scene to the next.=20

=C2=A7 =20 Graphically design your = experience=20 so the learner feels as if they are in real environment where they will = be=20 working when they move from training back to the job. =

Leading the=20 way

What can we learn from = pioneers=20 forging the way in the game industry? Let=E2=80=99s first explore an = example of a great=20 game, created for learning that did not meet with immediate success. = Then we can=20 outline the process for developing a game (from an instructional = perspective)=20 and define the competencies necessary to build the game. =

The game, called Arden, the = World of=20 Shakespeare, was a project out of Indiana = University funded with a = $250,000=20 MacArthur Foundation grant. Its creator, Edward Castronova, an associate = professor of telecommunications at the university, wanted to use the = world to=20 test economic theories. By manipulating the rules of the game, he hoped = to find=20 insights into the way that money works in the real world. Players enter = the game=20 and explore a town called Ilminster, where they encounter characters = from=20 Shakespeare, along with many plots and quotations. They answer trivia = questions=20 to improve their characters and play card games with other players. = Coming from=20 Castronova, a pioneer in the field, the game was expected by many to = show the=20 power of virtual-world-based research. But according to Castronova there = was a=20 problem with the game: It was no fun.

In the Learning Circuits article, = =E2=80=9CGet in the Game! The Cisco Binary=20 Game,=E2=80=9D Cisco developer Jerry Bush explains that there are = three essential=20 components to making a successful learning game. First you need a = skilled=20 educator, a knowledgeable subject matter expert, and a technical game=20 development team. Without the three components you will likely develop a = game=20 that truly does not teach or a teaching experience that doesn=E2=80=99t = motivate.=20

=E2=80=9CCisco=E2=80=99s = most successful learning=20 game is one developed by Bush to teach individuals how to perform binary = calculations, and to improve that skill. The simple yet engaging online = Binary=20 Game enables students to quickly gain proficiency with a vital skill. = "It=20 develops their ability to think in binary, as well as notice patterns = and=20 develop strategies," says Bush. Experienced players can work 50 problems = in five=20 minutes, far faster than they could in a classic homework situation, and = with=20 much greater enjoyment.=E2=80=9D

The world of academia or = corporate=20 education is not totally ready to embrace and fund such projects on a = large=20 scale. But preparing now for the inevitable future will allow you to = make=20 informed choices, develop or hire competencies necessary and keep your = costs=20 under control. Rather than plunge into the deep end of the pool, like = many of us=20 did with e-learning, we can learn to swim first and be better prepared = for the=20 currents that will drag us under if we are not skilled and adept and=20 manipulating this complex opportunity.

What does it = take?=20

A successful development = team will=20 be staffed with experienced instructional designers and subject matter = experts.=20 These are people we are accustomed to working with during development. = As=20 e-learning entered the playing field, we introduced some new players to = game:=20 developers, who typically come with a set of technical skills and = graphic art or=20 design skills.

In addition, you need a = lead=20 designer or project manager. This person oversees the whole design and=20 development process. This is similar to e-learning development, but this = lead=20 designer must have a thorough knowledge and background in the game = development=20 process, not just content authoring tools.

The game designer defines = and=20 documents how the game actually functions. They conduct background = research to=20 make sure the games assets and elements are consistent with the time = period, for=20 example. This is a key position in the fun factor. They must know how to = develop=20 games that will intrigue and capture their target audience. This = position is=20 similar to your storyboard developer but requires much more skill in = creating=20 complex scenario mapping, and researching to make sure the elements are=20 consistent with the message being delivered. Subject matter experts can = assist=20 in validating the designer=E2=80=99s research.

The level designer uses = game engine=20 tools and incorporates the components defined by the game designer in to = the=20 level. Similarly, interface designers define the layout of the = environment and=20 the screens in various gameplay modes.

The role of writer is = critical to=20 adding fun. Your writer must be able to develop a compelling storyline = and=20 capture the players interest for a long periods of time. The graphic = artist=20 creates all the assets and designs the physical environment. This person = needs=20 to have 3D graphic development experience. Once again, this is critical = in=20 developing a sense of fun. The visual appeal of the game is a primary=20 consideration to players and will be important in maintaining interest = in the=20 game. Finally, you need a sound technician. In addition to dialog and = narration,=20 ambient sounds can add a significant element to make the game more = immersive.=20

Defining online = worlds,=20 games, and simulations

There are stark = differences between=20 simulations, games, and online worlds. Yet we tend to use these terms=20 interchangeably. These concepts are often used in conjunction with one = another,=20 but they do not represent the same concept.

Simulations are primarily = driven by=20 one person who interacts with characters (avatars) or scenarios. = Simulations can=20 occur within an online world, but are not an online world. An online = world is=20 typically a 3D representation of the real world and a place to host = events or=20 learning experiences.

Games can be incorporated = in to an=20 online world or build from scenarios or simulations. The game itself may = not be=20 a simulation or an online world. For example, it may a modified version = of a=20 television game show.

There are many types of = online=20 worlds, and understanding their differences will help you better = communicate=20 with your developer and their team.

MMOFPS = (massively=20 multiplayer first-person shooter). These are first person shooter games = and are=20 not typically used in education. A popular example is the game Halo.=20

MMORPG = (massively=20 multiplayer online role-play games). This virtual world allows you to = play the=20 role of a defined character in a virtual world. Everquest and The Planes = of=20 Power were two of the first in the US to develop in this = environment.=20 Disney=E2=80=99s Toontown Online is another example. =

3DToontown=20

Disney=E2=80=99s Toontown

MMORTS = (massively=20 multiplayer real-time strategy). These strategy games that allow more = than one=20 player to interact with each other online. Saga is an example of this = type of=20 game.

Metaverses are = environments where players=E2=80=94under the guise of an = avatar=E2=80=94interact with each other=20 socially in a virtual world that mimics a real place. Often, these = virtual=20 worlds are created by those who would like to define an alternate = reality space=20 for their character to socialize. Second Life is the most popular of = this type=20 of environment. This has been used mostly as a meeting place for = learning. Some=20 small adaptations have been to create training, but it primarily feeds = the need=20 for socialization and learning through interaction with others.=20

Second Life

MMOLE=20 (massively multilearner online learning environment). The MMOLE can be = any=20 online virtual world environment where learning is the primary = objective.=20 Learning can occur in classrooms, webinars, simulations, or role play = exercises.=20 Games can also be placed in this 3D learning environment. Players, = cloaked as=20 avatars, can interact and have engaging discussions via chat or VoIP. = Proton=20 Media=E2=80=99s Protosphere is one example.

Ready to=20 build?

Once you have assembled a = team, the=20 process becomes as important as the team. Here are four steps you will = generally=20 need to follow when developing a game=E2=80=94these may look familiar.=20

Design. A = prototype is=20 typically developed at this juncture to give the reviewers a quick = glance at the=20 look and feel of the game, as well as help you uncover additional = functionality=20 that will require testing. In this step, you define the games goals and=20 objectives, victory conditions, termination conditions, outline = scenarios at a=20 high level and layout any rules required to play the game. For example, = what=20 obstacles will the player face and how will they overcome them? Is there = more=20 than one way to succeed?

At this stage, it is also = helpful to=20 identify whether the game is going to be action-based, role-based, a = puzzle, or=20 simulation. This helps your developer identify the development tools = necessary=20 to create the game. Most corporate games will be developed for a PC but = if you=20 are considering any other platform such as the Xbox, Playstation or Wii, = it is=20 critical to specify that at this point in time. Looking at the Wii as an = option=20 is an interesting proposition. That platform has opened new avenues = previously=20 not interesting to corporate learning developers.

If you opt to use a = storyline it may=20 present challenges. You need a writer who can create interesting and = relevant=20 content. They need to create characters that are believable to your = audience.=20 The story needs to engage the learner and be relevant to the subject = matter. It=20 takes a skilled professional with extensive knowledge about the subject = matter=20 to make a story concept work.

Finally, your game = environment (or=20 look and feel) will be identified at this stage, along with any = graphical or=20 auditory elements you want to incorporate.

Development. = Games are=20 built in levels. It is helpful to build each level separately and test = each one=20 thoroughly before connecting them. This is the stage in which you will = flesh out=20 much of the content and your graphic elements and assets. You should = also use=20 this stage to refine your scenarios with prototyping and playtesting. = The=20 complete story will be developed and character types incorporated into = the=20 story.

Testing. Once = again,=20 make this available to your SMEs, as well as your target audience to = ensure you=20 are on the right track and that their needs and wants are being met. = Sometimes=20 we get so involved in the development that fresh eyes and a differing=20 perspective will help make sure you are meeting the outcomes.=20

Evaluation and = Refining.=20 This is the stage in which all feedback from testers is = addressed=E2=80=94either fixed=20 or revised to meet the technical requirements as well as the learning=20 objectives. Usability is typically tested at this point in time. = Although=20 usability should be a key concern from the beginning and early testing = should=20 flesh out some usability issues, this is where the real in depth = usability=20 testing is conducted with your target audience.

As your skilled team = follows these=20 processes, it increases the probability that your game will not only = meet the=20 desired outcomes, but make people want to play it again and again. Once = you have=20 followed all the necessary guidelines to develop an immersive and = challenging=20 game that is sure to motivate your players to learn, ask yourself and = your=20 players:

=C2=A7 =20 Did it=20 meet the fun factor?

=C2=A7 =20 Was it=20 engaging?

=C2=A7 =20 Did your=20 player feel like they were immersed in the experience? =

=C2=A7 =20 Were the=20 obstacles challenging enough to keep your player engaged without = overwhelming=20 them?

=C2=A7 =20 Did the=20 storyline appeal to them and motivate them to delve deeper into topics = they may=20 not be familiar with?

Finally, remember the = first 10=20 minutes of your game are the most important. First impressions are = lasting.=20

Cheryl=20 Johnson=20 is a performance solutions specialist with RWL Tech, = with 10 years=20 experience in learning, development, and performance; cherstinane@readwritetechnology.com.

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Shadowbox is written = entirely=0A= * in JavaScript and CSS and is highly customizable. Using Shadowbox, = website=0A= * authors can showcase a wide assortment of media in all major browsers = without=0A= * navigating users away from the linking page.=0A= *=0A= * Shadowbox is released under version 3.0 of the Creative Commons = Attribution-=0A= * Noncommercial-Share Alike license. This means that it is absolutely = free=0A= * for personal, noncommercial use provided that you 1) make attribution = to the=0A= * author and 2) release any derivative work under the same or a similar=0A= * license.=0A= *=0A= * If you wish to use Shadowbox for commercial purposes, licensing = information=0A= * can be found at http://mjijackson.com/shadowbox/.=0A= *=0A= * @author Michael J. I. Jackson =0A= * @copyright 2007-2008 Michael J. I. 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