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Using Games And Activities For On-Line Learning: Some Basic Principles

"The biggest growth in the Internet, and the area that will prove to be one of the biggest agents of change will be online learning or e-learning."

---John Chambers, CEO, Cisco Systems, Comdex Keynote, November 1999.

The Context

As we look out over the world of learning there are a number of factors that are important to understand about the context in which all of this interest in on-line learning is taking place.

1. Expansion of the Internet makes it Possible. The widespread and increasing accessibility of the Internet to more and more people provides the platform for the possibilities of e-learning.
2. Globalization of Business. As business expands around the world, demands for learning and the challenges of providing that learning to people in new and varied locations creates great interest in on-line learning as a central vehicle.
3. Increases in the Number of Global and Virtual Teams. It has become commonplace for teams to include people from all over the world who in many cases never or only rarely have a face-to-face meeting. The challenge of providing team training and development with traditional learning methods is daunting.
4. Rising Expectations of Rapid Response to Learning Needs. Internet savvy people expect their learning needs to be met with a point and click in much the same way they use on-line resources to buy a book or make an airline reservation. And the fact that they are part of a class of widely dispersed learners is not seen as a barrier because they already use the Internet to learn about the best restaurant in Bologna and the best way to treat poison ivy.
5. Pressure to Reduce Training Costs while Maintaining Quality. We are still part of the era of "do more with less" and this axiom applies to training as much or more than it does to other so-called overhead costs. And on-line learning holds out the promise of low per student costs.
6. E-Learning and C-Learning are not Mutually Exclusive. Early experiences by pioneers such as IBM have crystallized the concept that this is not an "either-or" battle between classroom and on-line learning. Both delivery methodologies are compatible for the same subjects and similar learners.
7. E-Learning has a Unique Strength and Structure. The components of on-line learning are specific and particular to the media. There are certain topics that lend themselves to an effective on-line learning experience.
8. Cross-Cultural and Cross-National Factors have an Impact on E-Learning. Just as in classroom training, it is imperative that the cultural sensitivity be a key factor in the design of on-line learning. And because on-line learning is "unforgiving" instructional designers simply cannot use examples and language that is specific to a particular culture (e.g., United States) and will not be understood or will be misinterpreted by learners in other cultures and countries.

Three Requirements

There seems to be general agreement among web-based learning experts that effective e-learning requires three things:

1. Solid Content. There is no getting away from the necessity of providing up-to-date and accurate information and knowledge. Since there is often little chance for feedback and interpretation from the instructor (as in a live classroom), the text must be clear and correct.
2. Interactivity. Even at this early stage, so-called "page turners" that merely present a series of screens with nothing but text are unacceptable. High quality, on-line learning is assumed to include a wide variety of opportunities for learners to get involved by reacting to scenarios, completing assessments, playing instructional games and having fun.
3. Compelling Appearance. Learners demand some pizzazz to the look and feel of a course. They want some "sizzle" along with the steak. The course screens must have high quality color, graphics, sound and movement that grabs and maintains the learner's attention.

Basic Principles

With the forgoing contextual picture in mind, it is possible to outline a series of basic principles for using games and activities for on-line learning.

1. C-Learning Interactive Exercises can be ported to E-Learning Courses. Many games and activities designed for the classroom such as role plays, case studies and puzzles can be easily adapted to on-line learning environments.
2. E-Learning and C-Learning can be (and often should be) Combined for Optimal Learning. On-line and classroom learning are mutually exclusive methodologies. This should not be a competitive exercise of e-learning versus c-learning - they can work together for maximum learner benefit. For example, it is possible to learn how to prepare a presentation from an on-line course and then learn how to deliver that presentation in a classroom.
3. On-Line Learning Should Establish the Norm of Active Participation Early in the Learning Process. Just we often begin a c-learning workshop with an icebreaker; an e-learning course should include an interactive exercise as early as the second or third screen.
4. Provide Opportunities for Immediate Feedback. In the on-line environment, it is important to give the learner immediate feedback on an exercise, quiz or self-assessment activity. For example, when asked to provide their response to a problem scenario, the next screen should present the correct answer or the expert's opinion.
5. Provide Opportunities for Communication with the Instructor. Even in asynchronous learning, the learner should be able to send a query to the instructor with the expectation of a response within a reasonable time frame.
6. Provide Opportunities for Communication with Other Learners. In asynchronous environments, learners must be able to (and should be encouraged to) communicate with other people taking the same course. At one level, learners should be able to post questions and comments on a student message board. In addition, various course activities should include instructions to share and compare responses to exercises with other learners.
7. Speed up the Pace of Learning. On-line learning must have a rapid, varied pace that grabs and engages the learner. For example, there should be no more than two successive text-only screens before the learner is involved in an exercise. A text-only screen is tantamount to a lecture without the visual, gestures and personality of the speaker. In other words, it is boring!
8. Combine Different Interactive Strategies. Don't rely on simple quizzes for your only form of interactivity. Create a mix of games, puzzles, assessments and scenarios throughout the course.
9. Don't Choose E-Learning Simply Because of Lower Costs. While e-learning tends to have lower per student costs, the quality and impact of the course should be the primary consideration.
10. Create and Use On-Line Learning Game Shells. There are many standard game formats or shells that can used in a variety of courses. Bingo, e-mail games and instructional puzzles such as cryptogram developed by Thiagi can be adapted for use with a wide variety of educational contents. For example, technical training can be made more engaging and fun with the use of various game shells.
11. Involve Learners in Content Creation and Instructional Design for E-Learning. Just as in classroom learning, a pre-program needs assessment is considered a standard practice, a similar process should be used to identify the training needs and learning styles of e-learning students. In this case electronic methods can be use to involve learners in the development process.

Emerging from these principles is a primary focus on the learner and not on the technology. As learning guides we must still ask:

• What are the learner's needs?
• What is the best way to address those needs?

This article is based on a presentation by Sivasailam "Thiagi" Thiagarajan and Glenn Parker at the 2000 ASTD International Conference, May 21, 2000, Dallas. TX. For more information go to http://www.iti4training.com/. For a description of a web-based course, go to Being a Team Player.