Training Industry Quarterly - Fall 2009 - (Page 22)

concept, skill, behavior or attitude. It means an individual internalizes the material and integrates it into future actions. Learning games that provide the greatest opportunities to gain insight are designed with a structure that completely describes the game and how to play but doesn’t provide rules for every component of the game. This approach allows participants to critically think and to be themselves during the game. For example, a learning card game may have all rules described in terms of what wins, but doesn’t provide any guidance of what cards are the best to keep or what cards should be discarded. Accommodating Learning games need to accommodate several components: time, presenter style, topic, and participant experience and willingness to use learning games. Learning games that are designed to be used in various ways provide useful experiences for all learning styles, such as visual, verbal, kinesthetic, concrete or abstract. Accommodations can be: A visual component like a board or other graphic. An auditory component like questions or scenarios. A kinesthetic component with participants physically moving. A concrete component that provides detailed information on the topic. An abstract component that provides connections to other topics or interpretations. THE MORE THAT NUMBER TRENDS POSITIVELY, THE MORE PRODUCTIVE HUMAN CAPITAL MUST BE. gain insight, be accommodating and meet a learning objective, but isn’t fun and exciting to use, the game is useless. Learning games need the element of fun, such as the thrill of rolling dice, the uncertainty of using a spinner, the anticipation of getting a reward card or the disappointment of losing a turn. Socializing Learning games are different from quizzes, worksheets or crossword puzzles, as they work best in a social context of teams and groups, while the others can be used alone. Learning games support social learning theory by integrating the use of teams to make decisions, answer questions and solve problems. In addition, teams represent a segment of the workplace and games give opportunities to improve workplace relationships. At first glance, this model may seem abstract for developing a learning game. But on closer inspection, it provides a practical Meeting Objectives Learning games need to have a purpose beyond providing interaction in a program. The main purpose of a learning game should be to achieve one or more program objectives. Designing learning games with this in mind, allows the game to be used independently or with a program. Learning games that specifically meet an objective through presenting content or practicing skills and behaviors ensure that business goals are met. Learning games need to be viewed as critically as other program materials. Exciting Learning games need to be simple enough that they are easy to learn but engaging enough to promote fun and excitement. They need to be treated with the same respect as a lecture in a program but used in a way that allows participants to feel relaxed and at ease in participating. If the learning game is designed to Training Industry Quarterly, Fall 2009 / A Training Industry, Inc. ezine / www.trainingindustry.com/TIQ http://www.trainingindustry.com/TIQ

Table of Contents for the Digital Edition of Training Industry Quarterly - Fall 2009

Training Industry Quarterly - Fall 2009
GeoLearning
From Where I Sit
Contents
Ad Index
Partnering for Performance Conference
At the Editor’s Desk
Raptivity
Winning Organizations Through People
The Training Associates
Learning Technologies
TrainingIndustry.com
Performance & Productivity
Adobe
The Power of User-Generated Learning Content
Training Industry Quarterly
Upside Learning
Designing Learning Games to Meet Business Goals
General Physics Corporation
Creating Effective Learning Measurement Dashboards
University Alliance
Managing Innovation in Corporate Training
Coldwell Banker: Managing Opportunity & Change
Organizational Enablers of Good Measurement
Closing Arguments
Learning Content Network

Training Industry Quarterly - Fall 2009