Download Engaging Learning: Designing e-Learning Simulation Games by Clark N. Quinn PDF

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By Clark N. Quinn

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Additional info for Engaging Learning: Designing e-Learning Simulation Games (Pfeiffer Essential Resources for Training and HR Professionals)

Example text

I’ll use the term decisions throughout the book to refer to the latter concept of meaningful goal-oriented choices. Another inference is that we may need a more compelling introduction that dramatically illustrates why this knowledge is important. It can accomplish the goals that introductions need to accomplish (activating relevant knowledge, introducing objectives, explaining the role of the information) in a more compelling and meaningful way that addresses the learner emotionally as well as mentally.

Scaffolded Practice. The practice opportunities need to be graduated in a way to develop expertise in appropriate chunks and also be spread across an appropriately diverse set of contexts. Reflection. There should be time and support for reflecting on the practice oppor- tunities that link their application back to the theoretical framework. These elements are indicated in Figure 2-3. Learning Basics 35 Figure 2-3. Enhanced Instructional Design Model. (Objective) Application Introduction Exaggerated Consequences Concept Example(s) Concept Concept Cognitive Annotation Support Support Support Scaffolded Practice Practice Practice Guided Reflection Practice Practice Concept Practice Guidance Engaging Learning 36 For each element, a graphic representation is included that is intended to emphasize the key point I’m highlighting above (on the learning style chart, I’m definitely abstract and visual).

Introduction 5 The second category of activity is to give learners an educational objective and have them design learning games. They should start by creating overarching story lines and then gradually go through more of the process. For instance, they might take an embryonic story line and then have to flesh it out. Ideally, their summative task would be to design a full game. A variation would be to let learners choose an objective (after the facilitator reviews the objective for appropriateness) and design an associated game.

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