The Sport of Learning: Cognitive Workouts using Games and Simulations Presented by Anitra Butler, M.Ed Sheron Brown, PhD

Adult Learning Theory: Androgogy Androgogy involves the process of engaging adult learners in the structure of the learning experience, rather than teacher focused as in pedagogy, the learning experience is focused and centered around the adult learner (Hiemstra & Sisco, 1990). Androgogy involves the process of engaging adult learners in the structure of the learning experience, rather than teacher focused as in pedagogy, the learning experience is focused and centered around the adult learner (Hiemstra & Sisco, 1990).

Traditional structures of adult learning experiences Traditional learning experiences for adults consisted of textbooks and lectures in face-to-face settings. Traditional learning experiences for adults consisted of textbooks and lectures in face-to-face settings. Even in distance or online learning, the dependence on textbooks and lectures from traditional learning structures for adults continue. Even in distance or online learning, the dependence on textbooks and lectures from traditional learning structures for adults continue.

Modern structures of adult learning experiences Experiential learning has shifted the traditional learning structure being used by many, to a modern structure of consuming and producing content. Experiential learning has shifted the traditional learning structure being used by many, to a modern structure of consuming and producing content.

Instructional Design Theory Instructional design theory is a set of design theories that pertain to various aspects of instruction. Instructional design theory is a set of design theories that pertain to various aspects of instruction. There are six major kinds of instructional design theory. This presentation will focus on instructional-building: the process of creating the instructional resources (Reigeluth & Carr- Chellman, 2009) that cognitively engage adult learners with games and simulations. There are six major kinds of instructional design theory. This presentation will focus on instructional-building: the process of creating the instructional resources (Reigeluth & Carr- Chellman, 2009) that cognitively engage adult learners with games and simulations.

Planning Questions for Learning Experience Structures What strategies will provide evidence of learning? What strategies will provide evidence of learning? Instructional strategies that provide feedback and recognition Instructional strategies that provide feedback and recognition What strategies will help learners acquire and integrate learning? What strategies will help learners acquire and integrate learning? Collaborative note taking and social learning tools (e.g., polling, blogging, wikis, etc.) Collaborative note taking and social learning tools (e.g., polling, blogging, wikis, etc.)

Planning Questions for learning experience structures Which strategies will help learners practice, review, and apply learning? Which strategies will help learners practice, review, and apply learning? Instructional strategies that include gaming, simulation, and audio files Instructional strategies that include gaming, simulation, and audio files

Instructional Resources for Engaging Adult Learners “Instructional simulation involves interaction with a dynamic, changing, computable model; new states of the model are determined by the learner’s actions toward the model or by its own continuous computation”. Gibbons, A. S., McConkie, M., Seo, K. K., and Wiley, D. A. (2009). In C. M. Reigeluth and Carr-Chellman, A. A. (Eds), Instructional-Design Theories and Models: Building a Common Knowledge Base Volume III. “Instructional simulation involves interaction with a dynamic, changing, computable model; new states of the model are determined by the learner’s actions toward the model or by its own continuous computation”. Gibbons, A. S., McConkie, M., Seo, K. K., and Wiley, D. A. (2009). In C. M. Reigeluth and Carr-Chellman, A. A. (Eds), Instructional-Design Theories and Models: Building a Common Knowledge Base Volume III.

Instructional Resources for Engaging Adult Learners Instructional games can be as complex as instructional simulations. Instructional games can be as complex as instructional simulations. Instructional games, like tests and quizzes, provide instant feedback. The difference between instructional gaming and simulations is play. Games allow learners to play with content. Instructional games, like tests and quizzes, provide instant feedback. The difference between instructional gaming and simulations is play. Games allow learners to play with content.

Simulation Tools Examples of web-enabled multiplayer simulations and games Examples of web-enabled multiplayer simulations and games Virtual Business World Virtual Business.ppt Virtual Business World Virtual Business.pptVirtual Business.pptVirtual Business.ppt 11gv2dauesj0iu6k77496ibpu5 11gv2dauesj0iu6k77496ibpu5 11gv2dauesj0iu6k77496ibpu5 11gv2dauesj0iu6k77496ibpu5 Jeopardy jeopardy.ppt Jeopardy jeopardy.pptjeopardy.ppt ContentGenerator.net ContentGenerator.net Game Maker 7 Game Maker

Instructional Resources for Engaging Adult Learners Our nation is aging. By 2030, about 1/5 of the US population will be older than 65. Our nation is aging. By 2030, about 1/5 of the US population will be older than 65. This Silver Tsunami will hit higher education as well as the workforce. This Silver Tsunami will hit higher education as well as the workforce. Many of these older individuals have not been immersed in web-based learning structures that require interactions. Many of these older individuals have not been immersed in web-based learning structures that require interactions. Great care is needed when designing instructional resources for our seniors and our disabled citizens. Great care is needed when designing instructional resources for our seniors and our disabled citizens. Mousercise Mousercise

This concludes our presentation

Resources Hiemstra, R., & Sisco, B. (1990). Moving from pedagogy to andragogy. Individualizing Instruction. San Francisco, CA: Jossey-Bass. Retrieved from distance.syr.edu/andraggy.html. Hiemstra, R., & Sisco, B. (1990). Moving from pedagogy to andragogy. Individualizing Instruction. San Francisco, CA: Jossey-Bass. Retrieved from distance.syr.edu/andraggy.html. distance.syr.edu/andraggy.htmlhttp://www- distance.syr.edu/andraggy.html Reigeluth, C.M. & Carr-Chellman, A. A. (2009). Understanding instructional theory. In C. M. Reigeluth and Carr-Chellman, A. A. (Eds), Instructional-Design Theories and Models: Building a Common Knowledge Base Volume III Reigeluth, C.M. & Carr-Chellman, A. A. (2009). Understanding instructional theory. In C. M. Reigeluth and Carr-Chellman, A. A. (Eds), Instructional-Design Theories and Models: Building a Common Knowledge Base Volume III