Kapp Notes

APRIL 29, 2013

As with any learning intervention, gamification is not the answer to every learning situation and to gamify all content or learner experiences does not make sense. Gamification is especially effective when it is used to encourage learners to progress through content, motivate action, influence behavior and drive innovation.

Gamification 235

Gamification Compliance Training Player Open Source 235

Kapp Notes

MARCH 25, 2013

The first type is Structural Gamification and the second is Content Gamification. This is the application of game-elements to propel a learner through content with no alteration or changes to the content itself. The content does not become game-like, only the structure around the content. Content Gamification.

Gamification 278

Gamification Games Compliance Training Methods 278

Kapp Notes

MARCH 25, 2013

The first type is Structural Gamification and the second is Content Gamification. This is the application of game-elements to propel a learner through content with no alteration or changes to the content itself. The content does not become game-like, only the structure around the content. Content Gamification.

Gamification 244

Gamification Games Compliance Training Methods 244

Kapp Notes

OCTOBER 16, 2014

This year for DevLearn I was asked to do a feature presentation on Matching the Right Content to the Right Instructional strategy. You will explore examples demonstrating how to match content with the right learning strategy that range from creating stories to developing analogies to properly chunking factual content.

DevLearn 198

DevLearn eLearning Strategy Instructional Instruction 198

Kapp Notes

NOVEMBER 11, 2013

Engagement -The learner needs to be engaged with the content, thinking about it, interacting with it and reacting to what happens with the content and doing task related to the content. Mastery- -The efforts need to result in mastery of content, context and application. The learner needs to engage with the learning.

Gamification 267

Gamification Simulations Games Behavior 267

Kapp Notes

OCTOBER 11, 2011

Research indicates that a conversational style is much more effective for conveying content to learners than a more formal style. It turns out that participants in the conversational group produced between 20 and 46% more solutions to transfer problems than the group who was presented content with formal language.

Conversation 252

Conversation Games Interactive Version 252

Kapp Notes

NOVEMBER 19, 2013

Both types of gamification ( structural and content ) lead to learner-centered outcomes. The selection of what badges to pursue allows for a customized approach to learning the content. In content gamification, several of the 14 principles created by the APA Task Force apply directly.

Gamification 221

Gamification Learner Instructional Instruction 221

Kapp Notes

MARCH 26, 2013

I think from a learning perspective, content gamification has the most promise but there are some instances when structural gamification can be influential in assisting a learner in learning new information.It just needs to be done carefully.

Gamification 202

Gamification Behavior Teach Innovation 202

Kapp Notes

SEPTEMBER 15, 2014

I think it is possible, probably and desirable to take some of our learning content and deliver it via transmedia storytelling. In this video, don’t think about Coke or about brands, think about learning content and think of how corporate learning messages can be spread through storytelling.

Video 253

Video Behavior Conference Corporate Learning 253

Kapp Notes

FEBRUARY 14, 2014

Gamification that provides the learnerwith the opportunity to decide whether to bypass some lesson elements and control the sequence at which they receive content is considered high in learner control. The idea of allowing minimal control works in both structural and content gamification. Allow Student Maximum Control.

Learner 165

Learner Gamification Lesson Instructional 165

Kapp Notes

APRIL 29, 2011

The ICT Center is recognized nationally as a leader for its expertise in developing and distributing comprehensive ICT content supporting business and industry’s efforts to educate and train their ICT workforce. The content available on the site can now be accessed from anywhere!

Classroom 177

Classroom Mobile Develop Communities of Practice 177

Kapp Notes

FEBRUARY 3, 2014

For more information on content and structural gamification, click HERE. Competition can be used if the students are initially reluctant to learn content, they have a good social relationship with each other or if the students are initially hesitant to engage with the content. Competition. Cooperation.

Gamification 229

Gamification Case Study Cognitive Games 229

Kapp Notes

JANUARY 29, 2014

One of the strengths of gamification is that it provides visible milestones of the student’s mastery of content in real time (when it is well designed). There is often no visible sign of mastery of the content or application of the content. Simultaneously the goal and the process of gamification is progression through content.

Bloom 211

Bloom Learner Gamification Theory 211

Kapp Notes

APRIL 18, 2013

Content Guide' Let’s catch these criminals. Here they are on video…someone must know these people, we need to find them. Keep up with the latest information on the topic from the FBI website.

Images 170

Images Gamification Guide Website 170

Kapp Notes

NOVEMBER 24, 2014

This is a good question as people often wonder what is the best way to determine if the use of gamification is appropriate for a particular type of content or a particular audience of learners. Fifth, make sure the content matches the gamification solution. What process do you use to perform your analysis?

Analysis 175

Analysis Gamification Organization Instructional Design 175

Kapp Notes

FEBRUARY 4, 2014

Challenges should be used in gamification to initially engage learners to start learning a task and to encourage learners who are reluctant to start to learn content. Often learners who are reluctant to learn content can be persuaded to begin the process by being challenged. Content Gamification.

Gamification 207

Gamification Design Cognitive Simulations 207

Kapp Notes

MARCH 26, 2013

I think from a learning perspective, content gamification has the most promise but there are some instances when structural gamification can be influential in assisting a learner in learning new information.It just needs to be done carefully.

Gamification 157

Gamification Behavior Games Teach 157

Kapp Notes

DECEMBER 2, 2014

Content, content, quiz question, content, content, quiz question. Many people unconsciously cling to the old classroom model of lecturing and questioning, it is so inherent in the design of all types of learning, even elearning modules. Final exam at end. Imprecise Language.

Innovation 278

Innovation Lecture Quiz Learning Objects 278

Kapp Notes

SEPTEMBER 13, 2012

See the eLearning Learning content 1/2 down the screen. eLearning Learning and Training Magazine Network have partnered to bring together the extensive content from eLearning Learning and the community offerings from Training Magazine Network to form the largest eLearning site on the Web. head over there now.

Network 164

Network Custom eLearning Development Newsletter eLearning 164

Kapp Notes

JULY 25, 2012

Solution: Quicken the pace by breaking up the slide content. This means the audience has finished scanning the slide content and is on to perusing their Twitter feed before the presenter is finished reading the same set of bullets. Most of the time, animation is simply decoration that distracts the audience from the content.

Problem 140

Problem Scanning Slides eLearning 140

Kapp Notes

SEPTEMBER 22, 2014

So they only focus on one thing, getting the right answer, not necessarily learning the content. Most of the time instructional designers think of content first when they are designing instruction. Most game designers think of action and activity first, content second. This different perspective is important.

Games 229

Games Lecture Instructional Instruction 229

Kapp Notes

DECEMBER 23, 2014

This study looks at an oral presentation of content in both a narrative format and an expository format with a look at pacing as well. the content and organization are unfamiliar. Listening to Narratives: An Experimental Examination of Storytelling in the Classroom. International Journal Of Listening, 28(1), 32-46.

Study 242

Study Journal Theory Format 242

Kapp Notes

FEBRUARY 29, 2012

It explains how to match different game strategies to types of learning content for the right learning outcome and discusses how gamification techniques can be used in a variety of settings to improve learning, retention and application of knowledge. When: March 1, 9.00 am PT/noon ET/18.00

Gamification 160

Gamification Mac Streaming Hosting 160

Kapp Notes

APRIL 8, 2014

We are in the final year of the grant and are doing some wonderful things with the content we’ve created. Here is the opening screen to the game, we use a research-backed approach of introducing content, then having students play the game and then debriefing the students about what they learned during the game.

Module 186

Module Conference Games Simulations 186

Kapp Notes

DECEMBER 1, 2010

Catalog of Recommended Books, Games and Gadgets Recommended Games and Gadgets Recommended Books Content Guide. __. Catalog of Recommended Books, Games and Gadgets Recommended Games and Gadgets Recommended Books Content Guide. For Some Examples: Go over to Slide Share and search for “worlds best presentation&# examples. __.

Platform 140

Platform Big Question PowerPoint Slides 140

Kapp Notes

APRIL 16, 2014

When employing game thinking, the focus on actions and activities takes precedence over the parsing and delivery of content as is taught in traditional instructional design. The emphasis is on activity, not on content—Outcomes, not objectives.

Instructional Design 243

Instructional Design Games Instructional Instruction 243

Kapp Notes

FEBRUARY 22, 2012

So, if an employee was making fewer calls than desired, the LMS would recognized the deficiency and “push” training content to that employee centered around content related to making more sales calls. Ideal the course would deliver the exact type of content needed to the employee.

Metrics 253

Metrics LMS Online Learning Online 253

Kapp Notes

FEBRUARY 10, 2011

This type of creativity makes me wonder if there isn’t some application to training videos that could tap into the concept of two sides of an issue and use this type of approach for engaging content to spark discussions, I think ethics and leadership would be two appropriate topics.

Leadership 175

Leadership Issue Discussion Video 175

Kapp Notes

MARCH 7, 2013

The brainstorming process should result in the integration of the right amount of content and process knowledge integrated into the ILE along with identification of the possible flow of the prototype, the “teachable” moments in the ILE and an understanding of what is technically possible from a programming perspective. Is it a turn-based?

Interactive 206

Interactive Design Player Simulations 206

Kapp Notes

APRIL 5, 2016

Of the learner is given an “embedded” question immediately after he or she has learned the content. However, testing a learner at the end of a large body of content doesn’t help the learner because she may be unsure of whether or not she is “getting” the knowledge. Small Victories and Excitement.

Gamification 0

Gamification Discussion Module Instructional 0

Kapp Notes

OCTOBER 8, 2013

Compel the learner to move through the content to seek answers and to satisfy her natural curiosity. For example, give the learner various choices and then let them replay those choices to see what would happen if they chose an alternative or give them a space to explore and to discover new information and content.

Learner 211

Learner Learning Objects Player Movie 211

Kapp Notes

AUGUST 5, 2013

It will not propel a learner through tedious, meaningless content that some manager somewhere believed everyone must know without verifying a real need. I also guarantee that, at times, gamification can transform casual or disengaged learners into voracious learners who can’t get enough of the content.

Gamification 268

Gamification Games Lecture LMS 268

Kapp Notes

JANUARY 27, 2014

This is the act of becoming concerned about how many points can be earned in structural gamification or wrestling with a difficult challenge in content gamification. This is the psychological, emotional, and intellectual engagement between a person and a system. These are the “in-process” activities undertaken by the students.

Gamification 269

Gamification Cognitive Simulations Theory 269

Kapp Notes

JULY 17, 2013

Ability to view web-based content on Media Boards. Versatile displays that support consistent views of content across multiple devices. Here is a video showing some of the highlights of ProtoSphere and showing some of what it can do in terms of collaboration: Here is a video about ProtoSphere for Windows 8. 3D worlds'

Collaboration 160

Collaboration SharePoint iPad Microsoft 160

Kapp Notes

MAY 9, 2011

This tool is very learner centric allowing learners to search for, retrieve, recompile and reorganize legacy content into different materials in either mobile, eLearning or PDF formats. Tozman: The other day on #lrnchat, a weekly tweet cast, the topic was Content Curation vs Creation.

Instructional Design 162

Instructional Design Conversation Custom eLearning Development Cloud Computing 162

Kapp Notes

AUGUST 9, 2011

One of the types of content instructional designers and training professionals need to teach often are facts. One is Chunking content: This is the breaking down of content into small pieces of information that can be easily memorized. Items and information that require simple recall.

Teach 172

Teach Strategy Games Instructional Design 172

Kapp Notes

JANUARY 5, 2017

One is called Content gamification where content is made to be more game-like. The second types is called structural gamification which means that a game structure (such as awarding points, badges or creating a leaderboard) is added around the content without changing the content itself.

Gamification 140

Gamification Games Methods Instructional 140