We know that learning is a process, beyond the knowledge itself. A book by itself isn’t much learning, but discussing it, applying it, arguing with it, and writing your own definitely is. In other words, ‘playing with it.’ In this slidedeck, we will gather some definitions and examples of playful learning and then we’ll ask some challenging questions of them, and how we can start thinking about corporate eLearning from the position of ‘play.’ Be prepared to discuss eLearning projects you've seen, and ideas you have to share on learning by playing. Key takeaways: -How gamified eLearning appeals to broader learner types. -The relationship between playful learning and fostering creativity. -Questions to ask yourself when designing eLearning to make it more playful. -What techniques you can apply to make eLearning more playful. Find out how to bring gamification into your corporate elearning programme - join our free webinar here. About The Presenter: Richard Durham, is a Senior Instructional Designed based out of Kineo Pacific's Auckland office. Richard spent 10 years teaching in schools across the United States, and eventually translated his skills into an instructional design role, and found himself moving from New York state to New Zealand in 2013. Richard enjoys instructional around driving behaviours, and combining play theory with learning. His passion has always been in games design, which he brings to his instructional techniques. Read more about Richard's passion for games in his recent blog post, What's Killing Your Gamification and How to Heal it. Want to know more? Visit www.kineo.com

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Play to
Learn by
Learning to
Play
Richard Durham, Senior Instructional Designer
26th August 2015

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3. A global team…

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Your host
Richard Durham
Senior Instructional Designer
Kineo Pacific - Auckland
Richard.durham@kineo.co.nz

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Electrocity.co.nz

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Electrocity.co.nz

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Electrocity.co.nz

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Creativity - Welcome to the future
“Fundamental to
living in the
conceptual age
will be the use of
creativity”
- Warner & Myers 2009
Warner, S. A., & Myers, K. L. (2009). The creative classroom: The role of space
and place toward facilitating creativity. Technology Teacher, 69, 28-34.

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Playful Learning
“Learning can be fun, not
rote. It can be engaging, not
forced. It can be exploratory,
not narrow.
And it can be done together,
not always alone.”
Icon CC - Chris Kerr

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AGENDA
 Purpose  Creativity
 Examples
 Experimentation
 Exploration
 Engagement
(Sharing and Reflection)

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Learning is like cartography
The maps in our mind show us where we can go; what is possible.
It drives the urge to explore the unknown.
Explorers form communities.
Digital communities are the new generation of learning.

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Our travel map
Play
(Process)
Creativity
(Skill)
Learning
(Outcome)

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Kineo McDonalds Till Challenge

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First Example: Genius
Show me the
Cleese
No
internet?

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Takeaways from Genius
• The “Wikipedia effect” of deep-diving on ‘did you know…’
types of information.
• Gamification techniques to encourage annotations
o Leader boards
o Unlockable status to post on forum
o Public social prestige with titles
• Everything is shareable, and discussed

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Sharing explorations
and ideas
How can we apply those lessons?
Engaging with
content
Gamifying a
particular behaviour

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Second Example: TheWikiGame
Let’s play
Speed Race

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Takeaways from The Wiki Game
• Uses a skill already in place, aka – the “Wikipedia diving”
• Gamification techniques to encourage annotations
o Leader boards
o Social media sharing
• But what about depth?
• Learning potential?

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What are you
training?
How can we apply those lessons?
Share victories
Appropriateness of
Gamification?

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AGENDA
 Purpose  Creativity
 Examples
 Experimentation
 Exploration
 Engagement
(Sharing and Reflection)

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Play is experimentation
Purposeful play through experimentation
can be exciting and rewarding, and
stimulates creativity.
Mark Baskinger
School of Design at Carnegie Mellon University
uxmag.com/articles/playing-in-the-sandbox

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Experimenting can lead to discoveries
By Beyond My Ken (Own work) GFDL, via Wikimedia Commons
Hold work sessions designing sculptures
from steel, wood, wire and repurposed
components.
These material studies spark ideas an
reinvigorate activities of a design team.
Ask the question “What if?”
Experimentation is more than testing.
It is pushing boundaries of what you know

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Playful experimenting is safe
“Playing in the sandbox” approach:
1. Use our hands before our eyes and minds.
2. Push the boundaries.
3. Suspend pressures of design process.
4. Rapidly prototype.
“If our minds aren’t challenged in
new ways, we lose the skill of
thinking creatively.”
- Mark Baskinger

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Let learners do what you do
CC Squiggle by Damien Newman
Central Office of Design

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Let learners do what you do
Prototypes

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Let learners do what you do
1. Make decisions and see their
consequences
2. Reflect.
3. Adjust approach and repeat.
4. Reach a desired state.
5. Communicate your learning with
others.

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Most common skills desired in employees
Work in a team
(NACE) Survey from 260 employers, large companies
Echoes Loughborough University, Careers NZ
Communicate with
people inside and
outside organisation
Make decisions and
solve problems

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A learning example
Phet Interactive simulations
University of Colorado
Show me!

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Experimentation
Robomind.com

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Kineo HPA example

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How have you seen
experimentation used?

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AGENDA
 Purpose  Creativity
 Examples
 Experimentation
 Exploration
 Engagement
(Sharing and Reflection)

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Exploration
“We shall not cease from exploration,
and the end of all our exploring will be to
arrive where we started and know the
place for the first time.”
“The Little Gidding” T.S. Eliot
Poet, social critic, mind of his time

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What do we feel when exploring?

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Classic example: Legend of Zelda
• Curiosity rewarded
with discovery.
• Use tools to
expand available
world.
• Progress
controlled by user
• Challenges a by-
product of
exploring
• Ability to
overcome them
represents your
growth.

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Rewards for exploring
• More than a menu for order of content
• Instils a sense of “what’s beyond that next corner” curiosity
• Wandering is not just allowed, it’s encouraged

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Exploring possibilities

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Exploring perspectives
Show me!Developed by James Ruffell
Ashorne Hill

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Kineo example - Barclays on-boarding
• Everything reacts
• Curiosity to see
what else “moves”
• Choose your
approach

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Kineo example – MFAT Free Trade
• Engage with
content as you
choose
• No one right
approach
• As content is
explored, your
approach may
change with the
added tools

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How have you seen
exploration used?

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AGENDA
 Purpose  Creativity
 Examples
 Experimentation
 Exploration
 Engagement
(Sharing and Reflection)

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Engagement – sharing and reflection
Learners that
experiment and explore
are engaged.
Discovery and progress
is brought home through
sharing and reflection.

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Reflection defined
Relating experiences to new ideas and
modifying your own ideas and practice in
light of this comparison.
Paraphrased from
dictionaries everywhere

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Reflection
• Reflection ties discoveries to learner motives
• Leads to practical applications
• Can lead to learning through curiosity
Scenarios
from multiple
perspectives
What
So what?
Now what?
Open-ended
questions

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Reflection examples
• Forum discussions
• Scenarios from perspectives outside of their own
• Open-ended questions submitted to mentors
• Position papers
Notice that many of these also involve sharing

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Hot tip: Stagger reflection with your review
Common tactic to increase
retention is to stagger review.
Internalising into long-term
memory easier with personal
connection / reflection Hermann Ebbinhaus 1885.
Seriously.

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Sharing as play

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Revisit an example
Show me the
Cleese

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Revisit Genius

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Sharing makes you a community

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Sharing can be gamed

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Sharing can be gamed

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How have you seen sharing follow
exploration or experimentation?

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AGENDA
 Purpose  Creativity
 Examples
 Experimentation
 Exploration
 Engagement
(Sharing and Reflection)

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A final
Appeal to
Play

58. Creativity
“Fundamental to
living in the
conceptual age
will be the use of
creativity”
- Warner & Myers 2009
Warner, S. A., & Myers, K. L. (2009). The creative classroom: The role of space
and place toward facilitating creativity. Technology Teacher, 69, 28-34.

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The Intrinsic Motivation RAMP
• “Socialiser” needs Social status, connections, a
sense of belonging
Relatedness
• “Free spirit” values creativity, choice, freedom, and
responsibility
Autonomy
• “Achiever” needs learning, personal development,
skill levels
Mastery
• Philanthropist needs a reason why, the bigger
picture. Values altruism.
Purpose
Based on Andrzej Marczewski
Gamified.uk

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Model – 4Keys 2Fun
Hard Fun
Easy Fun
Serious Fun
People Fun
(Meaning)
Excitement from changing
the player and their world.
(Novelty)
Curiosity from
exploration, role
play, and creativity.
(Challenge)
Fiero, the epic win, from
achieving a difficult goal.
(Friendship)
Amusement from
competition and
cooperation.
Nicole Lazzaro
Xeodesign.com

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Learners on RAMP and the 4Keys

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Subtitle
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More Questions? Please Keep in Touch:
Want to demo some of our gamification programmes?
• Showcase Access (AU) Katy Morriss – katy.morriss@kineo.com.au
• (NZ) Lara Stewart- lara.stewart@kineo.co.nz
• LinkedIn eLearning Professionals Group
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• Twitter @kineopacific #kineoinsights – share your ideas with
us!
• FREE Resources www.kineo.com