Jeanne Gleason and Barbara Chamberlin share their approach to developing interactive content, with recommendations on how to create learning experiences.
The byproduct of sericulture in different industries.pptx
Games, Simulations and Interactives: Strategies for Designing eXtension Learning Tools
1. games,
simulations
interactives
and
strategies fo r d e s i g n i n g
eXtension learning tools
Je an n e Gl e a s o n • j g l e a s o n @ n m s u . e d u
Ba r bar a C h a m b e r l i n • bc hamber@nmsu.edu
#690, #NeXC2012, @bchamber
17. I h a v e a n
IDEA
great
for a game .
#690, #NeXC2012, @bchamber
18. I h a v e
something
that must be learned,
and I’m
not sure how.
#690, #NeXC2012, @bchamber
19. game
at best when you learn for yourself by problem solving
measures define goals
score progress to
accomplish replicates real life
through play process with
realistic data
you DO ‘real’ stuff in motivation: intrinsic and
pretend environment extrinsic
get info you need when you want it.
YOU control
choices
#690, #NeXC2012, @bchamber
20. game
at best when you learn for yourself by problem solving
measures define goals
score progress to
accomplish replicates real life
through play process with
realistic data
simulation
you DO ‘real’ stuff in motivation: intrinsic and
pretend environment extrinsic
get info you need when you want it.
YOU control
choices
#690, #NeXC2012, @bchamber
21. game
measures
progress
replicates real life
process with
realistic data
simulation
you DO ‘real’ stuff in motivation: intrinsic and
pretend environment extrinsic
get info you need when you want it.
YOU control
choices
interactive #690, #NeXC2012, @bchamber
22. how do I
make good games?
#690, #NeXC2012, @bchamber
23. how do I
think learning happens?
#690, #NeXC2012, @bchamber
24. learning
external little answering
from memorization
rewards guidance questions
experiences
succeed
lots of opportunities positive
at one thing discipline
guidance to fail reinforcement
then the next
reading
teaching opportunities asking
watching fun
others to reflect questions
observing
understand
why and internal
adversity set own goals consequences
how they motivation
are learning
#690, #NeXC2012, @bchamber
25. opportunities to ask
questions
discover new things
reflect on what
I’ve learned
understand
concepts
share what I know
with others
#690, #NeXC2012, @bchamber
26. opportunities to ask
questions
discover new things
reflect on what
how do I
I’ve learned
make good games?
understand
concepts
share what I know
with others
#690, #NeXC2012, @bchamber
27. opportunities to ask
questions
discover new things
reflect on what
how do I
I’ve learned
make good games?
understand
concepts
share what I know
with others
how does this app or game facilitate learning?
#690, #NeXC2012, @bchamber
28. what do they
already know?
why this audience?
self-directed or
teacher led? audience
why aren’t the learning this
another way?
why would they
want to use this?
#690, #NeXC2012, @bchamber
29. what types of
what other computers will
learning be used to access
what other strategies wil be this?
things will be used before, with
vying for the or after this?
user’s attention? how long will this be
used for?
environment where used
what is learner’s will users return
motivation to use? who will be to it repeatedly or
with the user just use once?
when this is
used?
#690, #NeXC2012, @bchamber
30. what does work with other
approaches? What would this do?
what isn’t working with other
why is technology approaches? Why?
needed? How is this
better than other
approaches?
outcomes how will we know if
we are successful?
conceptual
understanding?
practice or application? after using, what
can the user do?
behavior change?
#690, #NeXC2012, @bchamber
31. define
design
prototype
idea
refine
for
rethink
the
communicate
thing make
the
audience thing
environment for use
outcomes
platform
game, sim, or interactive
#690, #NeXC2012, @bchamber
32. How do we find out what people know?
testing
How do we facilitate learning?
teaching
#690, #NeXC2012, @bchamber
33. testing
is NOT
teaching
#690, #NeXC2012, @bchamber
35. what I see
when p e o p l e learn
sustains interest long enough to
reach understanding
driven by learner’s interest
opportunity for learning
offered in appropriate
place and time gives practice and
application when needed
is relevant
#690, #NeXC2012, @bchamber
36. To make the best educational games...
don’t
try to just teach,
don’t
try to just make a game,
think about how to design a
learning experience
#690, #NeXC2012, @bchamber
37. initial idea = final product
idea evolves into final product
#690, #NeXC2012, @bchamber
38. Rangelands, Zuni Tribe
Virtual Science Labs, North & South Dakota
HuNoV, North Carolina State U
Exergames Unlocked, West Virginia U
Lobster Diver, Tourism, US Commerce
U of Maine Matrix, US Dept. of Education
Product Bone Health, Purdue
Elderly Care, Clemson
We’re Fresh Produce, The Ohio State U
Proud Of Iraq Communications , Texas A&M
Food Prep., Navajo Tribe
Just in Time Parenting, eXtension
Livestock Diseases, U of Hawaii
Parenting, CYFAR
Math Snacks, NSF
Child Care Safety, Michigan State U
Salmonella, Drexel
Spanish Videos, USDA-FSIS
Ninja Kitchen, Rutgers
Tread-sylvania, National 4-H
#690, #NeXC2012, @bchamber
39. $
No one will pay you to
make a game.
Ask for money to
educate.
shape attitudes.
change behavior.
#690, #NeXC2012, @bchamber
40. Continuum of Development
Demographics
Calculator Food Safety Sim
iPhone App Web-Based Interactive
Landscaping Tool
Database (Web and Mobile)
$ $$$
Exergaming
Case Studies
3 Minute Videos Financial Literacy
2-10 hour game
#690, #NeXC2012, @bchamber
42. Technology b e t t e r . doesn’t make it
mobile devicer .
Being on a
doesn’t make it bette
Being
better makes it
better.
-- Barbara Chamberlin, Educational Designer
#690, #NeXC2012, @bchamber
43. games,
simulations
interactives
and
strategies fo r d e s i g n i n g
eXtension learning tools
Je an n e Gl e a s o n • j g l e a s o n @ n m s u . e d u
Ba r bar a C h a m b e r l i n • bc hamber@nmsu.edu
#690, #NeXC2012, @bchamber
Notas do Editor
instuctional design process - sabbatical\n\nguiding questions, into user testing.\n
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Our learning games lab at NMSU is part of our coopeartive extension service, this is kind of my baby... the lab is a space where kids come and play games and engage in development and we have all sorts of curriculum to build their skill, we teach them programming and such, but really we use the term to talk about the development we do. And we’ve been doing it for 20 years... first on kiosks for museum exhibits, then floppy disk, then cd-rom, then the internet came arounda d we did that... more recently, \n
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We’ve gotten pretty good at teaching weird content... stuff that you might not think you need to know, stuff that you prolly won’t learn else where... stuff most people don’t want to teach you... so it makes snese to go to math which is stuff you need to know but may not want to learn, people want to teach you but may not know how. \n
vocabulary is very casual... they answer questions, they test and answer. We don’t tell them what a hyptohesis is. We don’t have them read about independent and dependent variables... ist’s scaffolded.\n
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This is a diner dash... time management. \n
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Our ideas are a starting point, but we don’t think about them in terms of what makes a good game, what is a good experience...w e think about what could be a game, or what is like a game we’ve played and how we could maybe throw education into it... it may not be a good game... it may just be a game we’ve played and we can see how it is adapted. Regardless... \n
Our ideas are a starting point, but we don’t think about them in terms of what makes a good game, what is a good experience...w e think about what could be a game, or what is like a game we’ve played and how we could maybe throw education into it... it may not be a good game... it may just be a game we’ve played and we can see how it is adapted. Regardless... \n
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The truth is... you don’t need to know how I think learning happens, and I don’t need to know how you think learning happens, but you need to know how you think learning happens, and apply it in a meaningful way.\n
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If these conditions are met... a magazine article on an inflight magazine may be all that is needed... it can be educational... but too often, we design from our perspective of what we want to teach, rather than what the learner’s perspective is, of what they want to learn... But of course... our job is to teach content to people they don’t necessarily want ot know, certainly, don’t think they need to know, may not even understand that they don’t know it.\n
and to do this, you have to start with what you want your learner to do. Now where you want a game delivered, not that you even want a game, not that you want to be on the iPad, not that you have a game idea... but what you want your learner to know or do... \n
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We don’t usually do $15k apps\n
We don’t usually do $15k apps\n
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instuctional design process - sabbatical\n\nguiding questions, into user testing.\n