November 28th, 2008 by Learning Systems
I’ve said that adults and young people alike may be engaged by courseware systems that apply gaming concepts in their interactive and narrative designs. But what about teachers who want to go beyond websites, courseware systems, whiteboards and discussion forums in their classroom blended learning environments?
BBC contributor Bill Thompson recently attended ReLIVE08, a conference on the education and research uses of virtual “worlds”. At the conference, he learned about the creative ways in which virtual environments are being used in areas as diverse as language teaching and urban planning.
Sarah Robins-Bell, co-author of Second Life for Dummies, gave a paper in which she looked at 75 different virtual worlds and created a classification scheme that may helps courseware system teachers understand similarities and differences between diverse worlds like Everquest, Club Penguin, Second Life and World of Warcraft.
November 26th, 2008 by Learning Systems
While listening to a teacher lecture for hours doesn’t suit many visual learners, watching a dynamic speaker demonstrate a lesson does. Visual learners are sensitive to body language, and often have an advanced ability to “read” people. Many visual-spatial learners aren’t able to depend on their ears for information, so they develop incredible visual and intuitive abilities.
Visual-spatial learners do well with courseware systems that employ not only color-coding, pictures, graphs, and charts, but stimulating videos. Courseware systems may include videos with demonstrations, simulations and screencasting to cater to visual learners. In a courseware system video, a speaker should use a great deal of body language as well as references to diagrams and charts, as well as images.
November 24th, 2008 by Learning Systems
How can you help prevent your readers from skipping over any of your precious courseware system content? Follow some simple guidelines to help ensure that learners won’t skim or even skip passages.
One way is to keep your sentences short. You’re aiming for a sense of flow in your courseware system content. Along with a natural voice, short sentences will help maintain text fluidity.
Additionally, in each section, the first two paragraphs should state the most important information. Courseware system learners generally read the first two paragraphs to understand what they’re about to read, and in some cases, to decide whether it’s worth reading. Another way to help prevent light scanning is to begin subheads, paragraphs and bullet points with information-charged words. Readers will take note of them when scanning the left side of your content with their F-shape behavior.
November 21st, 2008 by Learning Systems
An important game feature to include in your courseware system is the allowance for trial and error. If a student fails to successfully complete a level, he or she should be given another chance or multiple chances until it’s completed. If a student fails at the third level, allow him or her to start over at the third level. A student shouldn’t have to begin again at level one.
Additionally, sure to include rewards, feedback, and motivation for your courseware system students. Most computer and video games have a system of points, lives, and boosters to provide the player with a sense of how they’re doing, as well as make them feel good if they’re performing well. Making it easy to score points or secure boosters or bonuses will encourage your courseware system learner to keep going, as well as make his or her learning experience more rewarding and fun.
November 21st, 2008 by Learning Systems
Some games give instructions in written text, while others provide a guided tutorial where you play the first level of the game, or an introductory level, with assistance. Just remember–the student’s likeliness of becoming instantly engaged, as well as the danger of becoming immediately discouraged, depends largely on the first few moments with your courseware system.
Just as all video and computer games become gradually more challenging as they go, so should your courseware system. Begin the course with basic tasks, and work upward from there. This is another reason to keep the method with which your learners interact consistent throughout your courseware system–as levels become increasingly difficult, your learner won’t want to be hassled with learning new rules.
November 21st, 2008 by Learning Systems
Most video game begin with some kind of narrative to get the player invested in the game. Present your courseware system learners with a dialogue between two people, or as a series of images that relate a sequence of events.
Creating a narrative helps to reel the learner into your courseware system. Visuals and dialogue are a winning combination, but both aren’t absolutely necessary. Be creative and let your learner indulge in the story. He or she is about to interact with the courseware system, and you’re setting the tone for them to get started.
Following the game model, guide your learners, setting clear instructions about they are meant to interact with the course. Clarity is essential–there’s nothing more frustrating than clicking a mouse a dozen times when all you needed to do was press enter. Make the method of interaction simple and consistent.
November 21st, 2008 by Learning Systems
A recent Writers Gateway article describes how creators can develop their courseware systems like a video or computer game. Sound crazy? It may be more feasible and simpler than you imagine. Every game follows a similar pattern that can be emulated in your courseware system.
All games have a goal and steps to reach it. The player’s challenge is to solve a series of problems and complete the steps quickly and efficiently.
Students who are asked to conquer levels and solve problems in a game-like format will be more engaged and interested in the course. But how does one actually go about creating a courseware system based on a game model? Start by telling a story.
November 21st, 2008 by Learning Systems
Why not design your courseware system with an appeal to the ever-expanding gamer demographic? Interactive courseware systems have the power to attract a wide audience. According to a survey by Pew Internet & American Life Project, 97% of all teenagers age 12 to 17 play video games of some sort, whether it’s on a console, a computer, or a cell phone. And recent AOL Games and the Association Press poll data suggests that 38% of adults play computer or video games in some capacity.
But unless gamers are heavily addicted, adult gaming shouldn’t be seen as a childish waste of time. The generation of men and women in their 30’s grew up in the video game boom, and since then the industry has evolved with them. Grown adults aren’t playing Pong anymore on their Ataris.
Today’s games are much more sophisticated, involved, and require thought, strategy, and decision making. They’re more like interactive movies than just games. I think courseware system developers might stand to learn something from the gaming industry.
