1. Making Learning Fun: How Interactive Activities can Increase Learner Satisfaction and Engagement
Steve
Steven J. McGahan &
Dr. Christina M. Jackson, APR
Innovation in Pedagogy and Technology Symposium
May 10, 2016 – Lincoln, NE

2. Disclaimer
We are not affiliated with any of the companies featured in this presentation in any way. This is not a sales demonstration. Our only association with these companies is as a customer and a user. Steven McGahan No Disclosures No Conflicts of Interest Christina Jackson
Steve

3. Quick poll
How many here use simulations or interactive activities to engage learners? What are you using?
Chris & Steve

4. What are simulation activities?
Imitation of real-life events, scenarios, situations, etc.
Types of simulations
Virtual
Constructive
Live
Allows students to interact with the content/other participants
Provides a generally consequence free system to increase skills or knowledge
Chris & Steve
Virtual:
May be no interaction
Starting variables set; little change ongoing
Chemistry: titrations
Set variables; machine runs it all
Virtual chess game; computers as players
Human component mostly removed
Constructive:
User constantly changes inputs; variables
Driving simulator
Virtual chess game: playing against computer
Computer games: constantly changing variables to beat the game
Live
Multiple people;

5. Why develop interactive simulation activities?
Hands-on learning experiences
Easily synthesize content
Create deeper meaning
Safe/consequence-proof environment

6. Ties to learning theory
Learning outcomes improved
Deeper learning
Developing critical thinking skills
Meaningful learning
Tie in Millennial learning. They’re digital natives. They may know how to use many of these technologies, but lack the knowledge/maturity/critical thinking skills to apply them to education. Help them make the connection and learn more effectively. Don’t assume.
It’s not just us saying it. It’s the learning theory experts.
Gagne’s Nine Levels of Learning

7. SETTING YOUR LEARNING OBJECTIVES
Start with meaningful learning objectives
Learning objects should be tangible and assessable
Technology is a just another delivery mechanism
Still about the learners and their learning
Chris’ Slide:
In other words, just because you can use technology or some other tool, doesn’t mean you should just for the sake of learning. What you can by using the delivery mechanism should clearly tie back to the learning objectives.
Keep it simple.

8. CHOOSING THE CONCEPT
Must be able to carry the concept through to the end
i.e. a game may be a great idea, but do you have the concept
Start small and plan out how you can achieve your plan. You may not be able to accomplish your ideas over one semester. It may take several semesters to get to where you want to be.
Concept vs. execution
Chunking: small pieces, combine together once it all works

9. STORYBOARDING Plan out what you want your learners to do
What do your want your students to do (X)
When do you want them to do X
How will you get them to do X
Gamification = fun = learning
Game Theory
Difficult, but not too difficult
Every game is a role playing game
It is up to the player to make that decision
Lusory attitude
Steve

10. DEVELOPING Scenarios and case studies are the simplest form
Engagement with realistic situations creates learning opportunities
The most important part is meaningful outcomes
Good visual content is helpful, but the story lines make simulation activities much more engaging
Steve

11. IMPLEMENTING Feedback Assessment Rewards Review and revision
Is critical to the process of simulation activities
Without feedback the activity is neither fun nor educational
Assessment
Is not a critical component of a well designed simulation activity
Rewards
Should be used to facilitate continued participation in the activity
Review and revision

12. Feedback is essential!
Feedback is a necessary part of the process regardless of the type of simulation or method of delivery
The focus should be on both formative and summative feedback models
Feedback can be a function of assessment or as it’s own system
May be tangible, intangible, or fungible
Steve

13. 5 levels of simulation building
Monetary costs
Time investment
Talent
Level 1 – Free
Level 2 – Low-cost
Level 3 – Mid-cost
Level 4 – High-cost
Level 5 – Custom
Steve & Chris

14. Level 1: Free
Simple creation of scenarios and simulations using free software
No monetary outlay, but
Usually a larger outlay of time
Selected Options
Google Docs
Quizlets
Google Cardboard
Simulation in Facebook
Interactive scenario development
Case studies

15. Level 2: Low-cost
Simple creation of simulations using inexpensive software
Minor to small monetary outlay
Usually a smaller outlay of time
Selected Options
Word
Google Cardboard Apps
LMS Systems
Powerpoint
Branching
Linked materials

16. Level 3: medium Cost More features Medial outlay of time
Selected Options
Camtasia
Captivate
VoiceThread
OTS Simulations
me/launchgame.php

17. Level 4: high Cost Licensing/professional tools
Larger outlay of time and some training
Larger outlay of money
Virtual reality app development
Off-the-shelf software
DIY hardware/software
App development
Virtual reality
Augmented reality
Chris
Hardware/software
Time
Money
Training
Lots to get it to run properly
program

18. Level 5: custom OTS/DIY hardware and software
Usually large capital expense
Large training curve

19. Simulation resource considerations
Capital expenditures
Resource allocation
Time investment
Talent needed

20. Contact Information
Christina M. Jackson, Ed.D., APR Simulation & Clinical Skills Specialist UNMC
Steven McGahan, M.S.Ed. Assistant Director/ Instructional Designer UNK eCampus