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Clark Quinn’s Learnings about Learning

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Gaming Learning

20 January 2014 by Clark Leave a Comment

Remember the game Where in the World Is Carmen San Diego? The game had you chasing an international fugitive, and you had to decipher clues about world facts to figure out where to go next to catch her, using an included world almanac. The claim for learning was that it developed knowledge of world facts.  And that was patently shown to be wrong by Cathie Sherwood, then at Griffith University (if memory serves).  What she showed was that kids learned how to use an almanac, but didn’t remember the information pointed to by the clues.  And this is a consistent problem with educational software.

I’ve been thinking about games for the simple reason that I’m keynoting and doing a panel and a session about gaming and learning at NexLearn’s Immersive Learning University conference next week.  I’ll be talking about how to design them, and lessons from games for the design of learning and assessment.  So when I read this recent article, while generally supportive, I had a problem.

The good thing with the article is that it argues that we should be doing more with games to support learning, and I couldn’t agree more.  When properly designed, games provide deep and meaningful practice.  And we could be tapping into much more of the facets of games for designing learning experiences. Challenge, decisions, and consequences in a safe environment.

So what bothered me?  At one point, the article does on about what skills are required in computer games, things like problem-solving, strategy, etc.  And, yes, games do  require those skills. However, what many have done wrongly is say that the games  develop  those skills, and this is wrong.  For instance, when Kurt Squire was touting the learning outcomes of Civilization, it came from a teacher who scaffolded that understanding, not intrinsically from the game. Similarly, when my kids were playing Pajama Sam (a great series of games with interesting stories and appropriate challenges), we were scaffolding the learning.

For some, requiring skills will develop them. For the 10% or so who survive despite what we do to them ;).  But if you want to be sure they’re getting developed, you need to do more than require them, you need to scaffold them. And we  could do this if we wanted to.  But we don’t. The existence of coaching for higher-level learning skills  in  the game environment is essentially non-existent. And I just think this is a shame. (Many years ago I was proposing research to develop a coaching environment on top of a game engine, so it could be available in any game designed with that engine, but of course it was deemed too ambitious.  Hmmph.)

And don’t get me wrong, the article didn’t make wrong statements, it just reminded me of the problem that has bugged me and also I think damaged the industry (think: why is the term ‘edutainment’ tainted?).  But we need to be careful what we say and how we talk about it. We  can develop meaningful learning games, but we have to know how to do it, not just put game and instructional designers in a room together and expect them to know how to create a success.  You need to understand the alignment of elements of learning and leverage those to achieve success.  Don’t settle for less.

Intelligent Content

15 January 2014 by Clark Leave a Comment

I’ve been on the content rant before, talking about the need to structure content into models, and the benefits of tagging.  Now, there’s something you can do about it.

You have to understand that folks who do content as if their business depended on it, e.g. web marketers, have a level of sophistication that elearning (and  all elearning: performance support, social, etc) would do well to adopt. The power of leveraging content by description, not by link, is the basis for adaptive, custom, personalized experiences.  But it takes a lot of knowledge and work, and a strategy.

You’ve seen it in Netflix and Amazon recommendations, and sites that support powerful searches.  We can and should be doing this for learning and performance, whether pull  or  push.  But where do you learn?

One of the people I follow is Scott Abel, the Content Wrangler.  And he’s put together the  Intelligent Content Conference that will give you the opportunities you need to get on top of this. This isn’t necessarily for the independent instructional designer, but if you do elearning as a business, whether a publisher or custom content house, or if you’re looking for the next level of technical sophistication, this is something you really should have on your radar.

Full disclosure: I will be on a press pass to attend, but they didn’t reach out to me. I reached out to  them  because I wanted a way to attend. Because I know this is important enough to find a way to hear more.  I don’t have a set company I work for, so if I want to know this stuff to be able to help people take advantage of it, I have to earn my keep (in this case, by writing an article afterward).  I only feel it fair, however, that if I think it’s important enough to finagle a way to attend, I should at least let you know about it.

(And, fair warning, if you do lob something at me, expect to join the many who have received a firm refusal, on principle. I’m not in the PR business.  As I state in my boilerplate response: “I deliberately ignore what comes unsolicited, and instead am triggered by what comes through my network: Twitter, Facebook, LinkedIn, Skype, etc.”.  Save us both time and don’t bother.)

2014 Directions

1 January 2014 by Clark Leave a Comment

In addition to time for reflection on the past, it’s also time to look forward.  A number of things are already in the queue, and it’s also time to see what I expect and hope for.

The events already queued up include:

ASTD’s TechKnowledge 2014, January 22-24 in Las Vegas, where I’ll be talking on aligning L&D with organizational needs (hint hint).

NexLearn’s Immersive Learning University conference, January 27-30 in Charleston, SC, where I’ll be talking about the design of immersive learning experiences.

Training 2014, in San Diego February 2 – 5, where I’ll be running a workshop on advanced instructional design, and talking on learning myths.

The eLearning Guild’s Learning Solutions will be in Orlando March 17-21, where I’ll be running a 1 day elearning strategy workshop, as well as offering a session on informal elearning.

That’s all that is queued up so far, but stay tuned. And, of course, if you need someone to speak…

You can tell by the topics I’m speaking on as to what I think are going to be, or should be, the hot issues this year.  And I’ll definitely be causing some trouble.  Several areas I think are important and I hope that there’ll be some traction:

Obviously, I think it’s past time to be thinking mobile, and I should have a chapter on the topic in the forthcoming ASTD Handbook Ed.2.  Which also is seen in my recent chapter on the topic in the Really Useful eLearning Instruction Manual.  I think this is only going to get more important, going forward, as our tools catch up.  It’s not like the devices aren’t already out there!

A second area I’m surprised we still have to worry about it good elearning design. I’m beginning to see more evidence that people are finally realizing that knowledge dump/test is a waste of time and money. I’m also part of a forthcoming effort to address it, which will also manifest in the aforementioned second edition of the ASTD Handbook.

I’m quite convinced that L&D has a bigger purpose than we’re seeing, which is naturally the topic of my next book. I think that the writing is on the wall, and what is needed is some solid grounding in important concepts and a path forward.  The core point is that we should be looking from a perspective of not just supporting organizational performance via optimal execution, with (good) formal learning and performance support, but also facilitation of continual innovation and development.  I think that L&D can, and  must address this, strategically.

So, of course, I think that we still have quite a ways to go in terms of capitalizing on social, the work I’ve been advocating with my ITA colleagues.  They’ve been a boon to my thinking in this space, and they’re driving forward (Charles with the 70:20:10 Forum, Jane with her next edition of the Social Learning Handbook, Harold with Change Agents Worldwide, and Jay continues with the Internet Time Group).  Yet there is still a long ways to go, and lots of opportunity for improvement.

An area that I’m excited about is the instrumentation of what we do to start generating data we can investigate, and analytics to examine what we find.  This is having a bit of a bubble (speaking of cutting through hype with affordances, my take is that “big data” isn’t the answer, big insights are), but the core idea is real.  We need to be measuring what we’re doing against real business needs, and we now have the capability to do it.

And an area I hope we’ll make some inroads on are the opportunities provided by a sort-of ‘content engineering‘ and leveraging that for customized and contextual experiences.  This is valuable for mobile, but does beyond to a much richer opportunity that we have the capability to take advantage of, if we can only muster the will.  I expect this will lag a bit, but doing my best to help raise awareness.

There’s much more, so here’s to making things better in the coming year! I hope to have a chance to talk and work with you about positive changes.  Here’s hoping your new year is a great one!

Carrying forward

13 November 2013 by Clark 1 Comment

During my presentation in Minneapolis on future-looking applications of technology to learning, the usual and completely understandable question came up about how to change an organization to buy-in to this new way of acting in the world: to start focusing on performance outcomes and not courses.  I’m sensitive, because I have claimed that the change is needed.   So I riffed off a couple of answers that I’ll offer for discussion:

For one, the question was how to start. I suggested making small changes in what was being done now: push back a bit on the immediate request for a course, and start really diving into the real performance problem. Then, of course, designing a solution for the real problem. I also suggested starting to chunk content into finer granularity, and  focusing on the ‘least‘ that can be done.   I didn’t add, but should’ve, that bootstrapping some community would be good, and I’d also suggest that you have to be ‘in it to win it’ (as the lottery would have it). You have to keep experimenting yourself.

I added that you should simultaneously start some strategic planning.  That is, be looking at the larger picture of what can be done and where an organization  should be, and then figure out what steps to take towards that in what order.  When I run my elearning strategy workshops or for clients, some folks might need to start working on performance support, others might best benefit from initial efforts in social, and some might better start on improving learning design.  And that’s all good, it’s what is right for them and where they’re at.  But you won’t get there if you don’t start planning.

One of the attendees started asking further, and was already doing some prototyping, which triggered another response from me.  Start prototyping different approaches. Web (including mobile web) is a really good way to follow on from choosing the early adopter to work with, finding an area where a small intervention can have a big impact, and get some initial measurable improvements to leverage.  Iterate quickly.

As a final suggestion, I added that there likely is a need to ‘manage up’, that is educate your bosses and up about the need for the change.    It’s really Org Change 101:  you need to create a vision, get buy-in, spread the message (the benefits of change, as as Peter de Jager suggests, make it a choice), support and reward the change, get some early success, and leverage that going forward.

This seems like some sensible top-level approaches, but I welcome additions, revisions, improvements.

Moving forward

22 October 2013 by Clark Leave a Comment

Last week, I talked about what L&D could (and should) look like.  In thinking about how to move folks forwards, I’m working on looking at various ways to characterize the different elements, and what various levels of profession should be.  One of my first stabs is trying to get at the necessary core principles, and the associated approach to be taken.  Here’s the thinking:

RethinkingPrinciplesWe start with the culture of the organization.  What the culture should be doing is empowering individuals, providing them with  support for learning. And that is not to provide all the answers, but to support people discovering the answer.  The goal is to not only address optimal execution, but increasingly to address continual innovation, which comes from cooperation and collaboration.  The goal is to augment their existing capabilities with appropriate skills and tools to focus on accomplishing the work to hand.  And not reintroducing things that already exist or can be found elsewhere.

That means that formal learning really should be focused on proprietary activities. Don’t design training on commercial tools, that exists. Save the effort to do a real course for those things that are fixed for long enough and specific to your organization.  And make it meaningful: contexts that the user  gets, skills that the user recognizes are needed, and that will make a real impact on the business.  Done properly, with sufficient practice, it will take time and money: formal learning  should be expensive, so use those precious resources where and when it really should be applied.

Performance support is more likely to add value in the moment, helping augment our limited memory and working memory capacity. When people need to be focused on the task, designing or curating resources to be used in the moment is a more cost-effective option, though again to be used appropriately.  If things are changing too fast, or the situation’s unique, there are better options.  And when you are developing or sourcing support, realize that less is more.  Look to be minimalist, and your performers (and the bottom line) will thank you.

If things are changing too fast, or the situation’s  new and unique (which will be happening more often), the network is likely to be your best resource and likely should be your  first.  The role here is to make sure that the network is available and vibrant. Facilitation of dialog, and skills, will make this solution the most powerful one in a company that intends to thrive.

The infrastructure, beyond the usual integration of tools, needs to take another level down, and start treating content as an asset that drives outcomes.  The steps that matter are to get detailed about the content structures, the model, underneath, and the associated governance. At the end, it requires a focus on semantics, what labels we have and how we define and describe content to move forward into personalization  and contextualization.

Finally, we need to measure what we’re doing, and we have to stop doing it on efficiencies. How much it costs us per seat hour doesn’t matter if that time in the seat isn’t achieving anything. We need to be measuring real business effects: are we increasing sales, decreasing costs or errors, solving problems faster, decreasing time to market, increasing customer satisfaction, the list goes on.  Then, and only then, should we be worrying about efficiencies. Yes, we should be smart about our investments, but all the efficiency in the world about doing something inane is just kind of silly.

So, does this make sense?  Any tuning or clarification needed? Feedback welcome.

 

A personal look at crowd sourcing

8 October 2013 by Clark 6 Comments

The last time I had a beard was right before college graduation. I was off in the wilderness, and when I came back my razor was busted.  So, I grew a beard that was largely red, and in terms of being well behaved, well, it made Gabby Hayes look well-groomed. So I’ve been clean shaven since (see to the right).

CQOfficialSmallestWell, that’s changed. To make a long story short, I had an extended period of time away from family and razor, and grew it out.  When I came back, the reviews went from mixed to positive, not a negative word. Now, of course, you seldom hear from those who  don’t like a look (wonder how many people do  not like Quinnovation as a company name), but the important people (my immediate family) either initially or grew to prefer the new look.  (Maybe the more of my face I cover, the better ;)

Well, this creates a conundrum, because I’ve plenty of promo photos out there for various speaking engagements that now are no longer appropriate.  It was time for a new official photo (it was anyways, this is close to a decade old, and I do  not want to be the guy who’s photo is decades out of date).

The official way to do this is to hire someone, but I perused the local options, and either they were sidelining portraits on top of weddings, babies, etc, or they used stock backgrounds.  The pre-beard shot above was taken by my friend and colleague Jay Cross, chose it out of several candidates, and liked the more natural setting. So I got my wife to take a bunch of shots, and we (with my daughter’s help) went through them. They were all flawed for various reasons (some problems she saw and I didn’t, and there begins the tale; it was a collaborative project and decision).  We tried again, and finally found two we liked. How to decide?

So I went out to a small group of colleagues who I could trust would give me straight feedback, and they reliably preferred one. This was a relief.  However, there was a problem: my face was kind of dark against the background.  And, lo, one of them stepped up and offered to work on the photo.

She kindly took the shadow off my face, and did another lightening up the whole picture. The former was better, but I was concerned that there wasn’t sufficient contrast, so she also created one that had the background muted.  Her contribution was so valuable.  Now I had two more to choose from: the more natural one or the one with the muted background.  How to answer this?

CQOfficialSmallestSo I went out to four of the groups I have or was going to talk for, and asked them which they would prefer for their brochures or websites. Of the 3 that responded, they all preferred the natural background (my preference).  I’d converged on a new headshot.

More importantly, I had avoided my usual blind decisions, and got contributions all along the way that made the outcome better.  Throwing out ego and being willing to ask for help isn’t my natural approach, as I hate to impose, but I know I don’t mind helping colleagues and friends, so I stepped out of my comfort zone and I’m so grateful they stepped up.

The take-home lesson for me is the power of communication and collaboration: crowd sourcing works.  You may not like the new look, but it’s where I’m at, and it’s a lot better picture than I’d had if I tried to do it alone.

Esther Quinn (1924-2013) RIP

31 August 2013 by Clark 56 Comments

EstherQuinnEarly this morning, my mother died.  She’d been wanting to go;  having lost one leg to bad circulation and with continuing pain in the other for the same reason, her quality of life wasn’t great despite the loving care my brother and family provided.  She needed help to get around, and hated to impose.  She’d already outlived all her siblings, and fortunately her passing was relatively quick and painless.

She had led a most interesting life; she grew up in Germany in a slightly privileged family (with a few servants), including during the time of World War II.  The war was tough on the family; while one of her two twin brothers was lost to leukemia, the other lost his life as a fighter pilot.  Her firm but loving father was briefly imprisoned for not being an ardent proponent of Hitler, but as a community official the local townspeople advocated for his release.  Their house was bombed during the course of the war, but they had escaped to the countryside home of their family friends.  I remember my mom telling me about heading with a friend to that region, and ducking under trees at times to avoid planes machine-gunning the field!

She was anorexic for a time, and so had to spend time in the hills of Czechoslovakia to recuperate, escaping some of the war. She also studied nursing in Switzerland, again avoiding some of the carnage, and felt remorse in both cases.  She was also  embarrassed  about getting credit for not participating in a war-hawking May Day parade because the real reason wasn’t principled objection but instead that she didn’t want her birthday preempted.  For the rest of her life she was always looking to help others.  She was sympathetic to the disabled, as her father had lost his arm in the first world war, yet never let that slow him down.

After the war, she headed to the New York to stay with her aunt, and worked taking care of an elderly lady.  She grew tired of being cold, and headed west by bus. She almost stopped in New Mexico, but ended up continuing on to Los Angeles, where she worked in a hospital, and ended up meeting my father, Nives.  She never regretted leaving her native land and family, though she did miss them.

My folks got married, and she subsequently became a mother to me and then my brother Clif.  With no proximal family of hers, she had to become quite independent, also as my father worked long hours.  She kept us well fed, becoming a good cook and a strong advocate of natural foods long before such became popular.  A good education was also a priority, and she took us to museums regularly as well as advocating for summer school and other activities.  Frugal too (and occasionally penny-wise and pound-foolish, as she’d laughingly admit), our regular vacations were camping except for the occasional trips to Germany to visit her family.  And she was capable: she knitted us sweaters, sewed, gardened, and had a ‘can do’ attitude.

She eventually went back to nursing when we were old enough, and was a revered fixture in the local emergency room for many years (though we had to restrain her from telling injury tales at the dinner table).  She and my father remained active in politics and social efforts; after retirement they did considerable traveling but also volunteered time when home. She was always heading off to go shopping for the abused women’s shelter or to deliver something for somebody in need.   She also was continually restless, courtesy of an overactive thyroid gland, and it was a family joke that she’d say she was finally going to sit and watch a movie, but soon she’d be up making snacks or doing some other thing around the house.

The thing that I grew to recognize and appreciate was how much my mother was a  people person.  Our house regularly had visitors, often from far away.  My mom had the gift of really listening – she loved hearing others’ stories about life –  and the next time she met you she would remember and ask.  And help if she could.  As a consequence, my folks always had invitations to visit, and people they met on their travels were always stopping through on their way elsewhere.

She never thought she was smart or wise, and yet she was both.  She cared and her varied experience and endless curiosity meant she often had something useful to say.  Her brain remained strong long after her body began to fail her.  Despite the travails of infirmities, she continued with good cheer.

She was gentle, kind, thoughtful, and good, and we were very very lucky to have her.  Rest in Peace.

How I Work

31 May 2013 by Clark Leave a Comment

David Kelly posted the following:

Lifehacker has a series called “How I Work. Every Wednesday they feature a new guest and the gadgets, apps, tips, and tricks that keep them going. It‘s a very interesting series that gives you a glimpse into how different people work and solve problems.

After recently seeing  Daniel Pink‘s interview  some colleagues and I thought it would be interesting to answer these questions as well as a fun way to share and get to know each other better.  I invite you to participate as well – I‘ll link other people‘s postings at the bottom of this post.

I decided to join in:

Location

Walnut Creek, CA

Current Gig

Executive Director of Quinnovation and Senior Director of Interaction & Mobile for the Internet Time Alliance.

Current mobile device

iPhone 4 & (original) iPad

Current computer

MacBookPro 13″ (w/ Apple Monitor)

One word that best describes how you work

Interruptedly (and, yes, I made that word up)

What apps/software/tools can’t you live without?

Looking at what’s open or has been recently: Safari, TweetDeck, Mail,  Skype, Reminders, iCal,  Word, Keynote, Notes, OmniGraffle, & OmniOutliner.

I keep up with what’s new with Safari and TweetDeck, maintain communication channels with Mail and Skype, keep myself organized with iCal and Reminders, write with Word and Notes, plan and present with Keynote, and think things through with OmniGraffle and OmniOutliner.

QuinnovationWorldHeadquartersWhat’s your workspace like?

Somewhat compact and crowded.  I moved from a bigger desk to our smallest room to accommodate the changing needs of our kids.  The room also houses a couch that becomes a bed for guests, and some shelves, so there’s not a lot of space. It’s organized for efficiency and effectiveness, not aesthetics.

What’s your best time-saving trick?

To put things into my calendar or my reminder list  now!

What’s your favorite to-list manager?

I struggled after losing Palm Desktop, but finally have settled on Reminders (Apple’s tool), as it synchs across devices seamlessly.

Besides your phone and computer, what gadget can’t you live without?

Definitely my iPad.  It replaces computer on many trips, and serves as a content and interactive device at times when I’m in more leisure than on the go.  If that’s cheating, it’d be a pocket tool kit: usually the Coast micro-tool, or Swiss-Tech Micro-Tech when traveling (no blade). Always need a file, screwdriver, …

What everyday thing are you better at than anyone else?

I’d like to say diagramming, representing models, but I don’t know if that’s ‘everyday’. If not, I’d say taking what ever’s left over in the fridge and making a real meal out of it.

What do you listen to while you work?

Not bloody much.  I can’t listen to most music while working, as the lyrics interfere with my thinking.

Are you more of an introvert or an extrovert?

I’m definitely an introvert, but I’m also a ham (a nice tension, eh?).  So I don’t mind being on stage, but as soon as I’m off I go back to ‘I wonder if someone will talk to me’, and get drained when I’m around too many people.  I work best in small groups.

What’s your sleep routine like?

I work hard to get a regular eight hours,  having read the research. So it’s usually  to bed sometime between 10 and 11, and the house wakes up around 6.  Travel wreaks havoc with that, but caffeine helps.

Fill in the blank. I’d love to see _______ answer these same questions.

Alan Kay or John Seely Brown

What’s the best advice you’ve ever received?

To be myself.

Integrating Meta-learning

29 May 2013 by Clark 2 Comments

There’s much talk about 21st Century skills, and rightly so: these skills are the necessary differentiators for individuals and organizations, going forward.  If they’re important, how do we incorporate them into systems, and track them?  You can’t do them in a vacuum, they only can be brought out in the context of other topics.  We can integrate them by hand, and individually assess them, but how do we address them in a technology-enabled world?  In the context of a project, here’s where my thinking is going:

MetaLearningTaggingFirst, you have some domain activity you are having the learner engage in. It might be something in math, science, social studies, whatever (though ideally focused on applied knowledge). Then you give them an assignment, and it might have a number of characteristics: it might be social, e.g. working with others, or problem solving. You could choose many characteristics, e.g. from the SCANS competencies (using information technology, reasoning), that the task entails.  That task is labeled with tags associated with the required competency, and tracked via SCORM or more appropriately with the Experience API.  There may be more than two, but we’ll stick with that model here.

MetaLearningStructureSo, when we then look across topics that the learner is engaging in, and the characteristics of the assignments, we can look for patterns across competencies. Is there a particular competency that is troubling or excelling?  It’s somewhat indirect, but it’s at least one way of systematically embedding meta-learning skills and tracking them.  And that’s a lot better than we’re doing now.

Remember the old educational computer games that said ‘develops problem solving skills’?  That was misleading. Most of those games ‘required’ problem-solving skills, but no real development of said skills was embedded.  A skilled parent or teacher could raise discussion across the problems, but most of the games didn’t.  But they could. Moreover, additional 21C resources could be made available for the assignments that required them, and there could be both programmatic or mentor intervention to develop these.

We need to specifically address meta-learning, and with technology we can get evidence.  And we should.  Now, my two questions are: does the concept make sense?  And does the diagram communicate it?

Games & Meaningful Interactivity

8 April 2013 by Clark 5 Comments

A colleague recently queried: “How would you support that Jeopardy type games (Quizzes, etc.) are not really games?”  And while I think I’ve discussed this before, I had a chance to noodle on it on a train trip.  I started diagramming, and came up with the following characterization.

GameSpacesI separated out two dimensions. The first  is differentiating between knowledge and skills.  I like how Van Merriënboer talks about the knowledge you need and the complex problems you apply that knowledge to.  Here I’m separating ‘having’ knowledge from ‘using’ knowledge, focusing on application.  And, no surprise, I’m very much on the side of using, or  doing, not just knowing.

The second dimension is whether the learning is essentially very true to life, or exaggerated in some way.  Is it direct, or have we made some effort to make it engaging?

Now, for rote knowledge, if we’re contextualizing it, we’re making it more applied (e.g. moving to the skills side), so really what we have to do is use extrinsic motivation.  We gamify knowledge test (drill and kill) and make it into Jeopardy-style quiz shows.   And while that’s useful in very limited circumstances, it  is  not  what we (should) mean by a game.  Flashy rote drill, using extrinsic motivation, is a fall-back, a tactic of last resort.  We can do better.

What we should mean by a game is  to take practice scenarios and focus on ramping up the intrinsic motivation, tuning the scenario into a engaging experience.  We can use tools like exaggeration, humor, drama, and techniques from game design, literature, and more, to make that practice more meaningful.  We align it with the learners interests (and vice-versa), making the experience compelling.

Because, as the value chain suggests, tarting up rote knowledge (which is useful  if that’s what we need, and sometimes it’s important, e.g. medical terminology) is better than not, but not near as valuable as real practice via scenarios, and even better if we tune it into a meaningful experience.  Too often we err on the side of knowledge instead of skills,  because it’s easy, because we’re not getting what we need from the SME, because that’s what our tools do, etc, but we should be focusing on skills, because that’s what’s going to make a difference to our learners and ultimately our organizations.

What we should do is be focusing on better able to  do, moving to the skill side. Tarted up quiz shows are not really games, they’re simplistic extrinsic response trainers.  Real, serious, games translate what Sid Maier said about games – “a series of interesting decisions” – into a meaningful experience: a series of important decisions.  Practicing those are what will make the difference you care about.

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