The good news is that the perceived value of ‘games-based learning‘ and ‘social learning‘ is starting to gain mainstream traction as a way of reconciling and bridging the worlds of formal (institutional) and informal learning that stretches from learner experiences within schools and workplaces – to our activities at home and while we are within the physical world.
The bad news is that most conversations about ‘the future‘ simply extend present day notions of ‘games’ and ’social web’ experiences into the future – rather than explore new assumptions about how both might evolve in the years ahead.
In other words, the future of learning management systems is NOT World or Warcraft or Facebook!! Learning inputs and outcomes will not be based on what we do on computers or game consoles (device orientation), it will be based on things we do inside a world where most things and places are networked and sensing (learner orientation).
Focusing on Grades vs The Journey’s Experience
In the following talk Jesse Schell explores the future of game based learning in a future world shaped by objects (products) and environments with embedded sensors, ubiquitous access to scalable cloud-based web services, and unified interfaces via voice/video/virtual agent-based experiences.
Schell explores how these emerging platforms mgiht build upon current day trends around games that integrate reality (not allow us to escape from it!) – fantasy football, hiking/geo-caching for treasures, and Weight Watcher ‘point systems’. He imagines at the center of these games that engage us in the layers of our reality, will be a learner who can see all relevant data, understand system structure, and become more self reflective and accountable based on their actions!
He argues (or at least, my interpretation!!) that we need to design games as life long learning systems centered on feedback loops of privately managed data sets that connect what we do with our outcomes (e.g. overweight because what I ate; ill-informed about a world issue because of what I have/haven’t read; I have bad teeth because I don’t brush long enough). This notion builds upon the often cited work related to ’Quant Self‘ or Quantified Self. [See resources below]
Schell’s vision (that I share!!) is that games and experience design supports the emergence of a culture of learning and a desire to genuinely improve ourselves!
How do we get there? The learning system design shows you the path and tracks your progress – pointing out where you did well and where you need to improve your outcomes by changing your behavior!
One of my favorite paraphrased lines from Schell’s talk… ‘instead of giving out grades we should hand out experience points‘!
Absolutely!! Replacing snapshot static grades with pathway and apprenticeship style experience points? Brilliant!
If we expect to teach people how to become life long learners, we must not give out snapshot grades and graduate them based on age, rather use apprenticeship style progress reports that show there is still much more to learn ahead!!!!
Moving forward?
First, we need to recognize the infancy stage of learning management systems and personal learning platforms that bridge informal and formal learning via games or social learner paradigms! We are not there yet! In fact, I’m not sure we even have an inspiring vision?!!
Second, we need to proactively address all the fear oriented assumptions related to the management of transparent lives in this ‘quantified self’ future scenario.
Leaders in the learning space might apply foresight and engage all stakeholders in discussions about emerging assumptions regarding identity management, transparency, and the value of personal data and feedback loops that connect our behavior with outcomes. Otherwise, fear and confusion will shut down otherwise open minds.
Stepping off my soapbox… watch Schell’s video!!
(video via Kevin Fox’s blog, thanks!)
Other people to follow in this ‘quant’ self space:
- Kevin Kelley’s Quant Self Resource List is a great place to start;
- Alvis Brigis (Blog; Twitter)
- I have written on a similar evolution of learning systems based on the principles of situational awareness based learning via perception, comprehensive and projection – and the role media might play in learning!
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