Gamification for Beginners
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Many eLearning courses employ gamification, which uses game mechanics to motivate and engage learners on less than exciting topics. Many of those eLearning “games” require trainers to have software programming skills and companies to buy expensive, sometimes complicated, software. This presentation focused on and demonstrated simple techniques, using common software applications, to motivate and engage learners using gamification techniques for instructor-led training sessions.
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Gamification for Beginners
- 1. 2015 GAMIFICATION FOR BEGINNERS Chuck Campbell
- 4. Gamification - “The process of game-thinking and game mechanics to engage others and solve problems.” - Gamification by Design, Zichermann & Cunningham
- 5. Should I use gamification?
- 6. Hi! I’m your host, Chuck Campbell
- 13. Good Manufacturing Practices • Established by FDA • GMP Goals − Avoid and Prevent Mix-ups − Prevent Contamination − Minimize and Detect Errors
- 14. Good Manufacturing Practices • Competitive Activity − Build a new drug product − Apply all GMPs − Follow SOPs • Teams − Supervisor − Operator − QA Inspector
- 15. Good Manufacturing Practices • Documentation Rules − Enter detailed, complete, and accurate information. − Mark a single line through any errors, and initial and date all corrections. − Follow all applicable SOPs.
- 16. Are you ready to play a game?
- 17. Thank you!
- 18. Contact Information Charles E. Campbell 319 1st Street Canastota, NY 13032 607-373-0910 3phasetraining@gmail.com www.3phasetraining.com
Hinweis der Redaktion
- Welcome to Gamification for Beginners. If you are already deeply familiar with gamification, have created online games, or are interested in how to create online (software) games, then this presentation may not be for you. But, if you have heard of gamification, and would like to see a few ways it has been used in instructor-led classroom settings, then stick around. You may enjoy it. [click] to advance to “alphabet pattern” slide.
- What is the pattern? [click] once to show pattern. [click] again to advance to first slide (School).
- School (shows immediately) Classroom lectures General studies, such as English, Math, Social Studies, History, etc. Learn what you are “expected” to know. [click] First Job Unstructured OJT Good & bad traits learned Learn from experienced workers who know the “short cuts” and teach you the way they were taught. [click] College Structured / focused content Experience limited to labs Some have internships, which provide some real-world work experience. [click] Now Blended Learning – Combines classroom, hands-on exercises, and structured OJT No more long training programs Real-time information – Learn what is needed, when needed (Is this the best approach? - TBD) Internet was a game-changer – Google, YouTube, MOOCs, smart phones, tablets – Who knows what is around the corner? Enter Gamification. Actually, it has been around for a very long time… [click] to advance to Gamification definition slide.
- Define Gamification according to Gamification by Design, Zichermann and Cunningham. (show book to class) SAPS – Status (badges, levels), Access (first in line based on player time, badges, etc.), Power (control over your and others’ play), Stuff (can be virtual or actual, such as money, prizes, more play time, etc.) What Gamification is not… …adding game features for the sake of entertainment that provides no value to the learning process. (Note: I somewhat disagree with this in some cases.) [click] to advance to “Should I use gamification?” slide.
- We come to a fork in the road…use gamification, or don’t use gamification? We do not want to select the “wrong” path, so we have to determine if gamification is a good choice for what we are trying to communicate. “If you don’t know where you are going, any path will take you there.” - origin unknown (Sioux Proverb, or Lewis Carroll [Alice in Wonderland]?) [click] to advance to Mechanical Apprentice Jeopardy slide.
- Jeopardy Discuss why I used it – Material was already covered in previous classes. This was for review of material. Goal of the Game? – Knowledge retention check and reinforcement of objectives. Note that participants were more interested in winning (virtual dollars) than they were at the possibility of receiving an actual prize at the end. It was the competition with their peers that made them interested in the game. [click] on Chuck to launch actual Jeopardy game. (Right-click and select End Show to return.) [click] on slide to advance to Lubrication Sudoku slide.
- Sudoku One trainee in class. Class was designed for 3 days, but moves too quickly with only one trainee. Needed to use up class time productively. Created several Sudoku puzzles for lubrication. Next slide sows Sudoku puzzle on Lubrication Program Design. Discuss why Sudoku was used – Trainee indicated that he was a big fan of Sudoku puzzles. After completing the puzzles, trainee wanted to keep the copies and post them in his workshop. Goal of the game? – Knowledge retention and reinforcement [click] to advance to next slide showing actual Sudoku game.
- Idea came from “Why Lubrication Programs Are Like Sudoku” discussing Lubrication Program Design. http://www.machinerylubrication.com/Articles/Print/994 6/3/2014 Reference: Gil Gilanti. "The History of Sudoku." ConceptisPuzzles.com, 2005 (Unfinished game shows immediately.) => HAND OUTS [click] to show answers in RED. [click] to advance to Planning & Schedluing intro slide.
- GP Planning and Scheduling Several game boards, depending on industry (for example, Chemical, Oil and Gas, etc.) Game supplements lecture, and provides hands-on reinforcement of learning objectives. Maybe show video of class in progress? Goal of game? – Hands-on reinforcement of learning objectives and real-world scenarios. HAND OUTS [click] to advance to next Planning & Scheduling slide.
- Class is broken up into teams – typically a team of four, depending on class size and number of game boards available. [click] to advance to next Planning & Scheduling slide.
- [click] to advance to Planning & Scheduling VIDEO slide. NOTE: Video will start playing immediately.
- GP Planning and Scheduling Video of actual class taking place. NOTE: Video will start playing immediately. Video is 47.5 seconds long. [click] outside of video to advance to Good Manufacturing Practices intro slide.
- What is meant by “current” GMP? FDA updates Government Printing Office on April Fool’s Day each year. What is an “adulterated” product? Adulterated versus fraudulent or diverted. 21st Commissioner (May 18, 2009): Margaret Hamburg – “Swift and aggressive” “The Jungle” by Upton Sinclair. Targeted poor working conditions, but the public fixated on unsafe and unsanitary practices in meat packing industry. Caused public uproar, which resulted in passing Pure Food and Drug Act and Meat Inspection Act in 1906. Harvey Wiley – Helped lead the passage of the PFDA and was first commissioner of FDA. FDA was created in 1938, but GMP regulations were not enacted until 1978 (40 years later). [click] to show “Established by FDA.” [click] to show all “GMP Goals.” [click] to advance to next GMP slide. (NOTE: “Competitive Activity” shows immediately.
- Competitive activity was given at the end of the presentation. (Shows immediately.) Participants were divided into teams of three (or four), and roles assigned. Legos were handed out, and $100 in Chucky Bucks distributed to each team. [click] to show “Teams.” [click] to advance to next GMP slide. (NOTE: “Documentation Rules show immediately.)
- Documentation rules were explained, as well as SOPs. Shows immediately.) Object was to properly follow all SOPs, especially those associated with proper documentation practices. I was walking around as FDA inspector, and could drop in on any team at any point to check how each team was doing. Some of the things I looked at (mostly) was if they were following the SOPs (literally). [click] to advance to “Are you ready to play a game?” slide.
- Prepare for cGMP game. cGMP game, designed by Allen Dewes, SkillsPlus International Inc., www.skillsplusinc.com Divide learners into group. Explaining game objectives and rules. Hand out materials. Start game (make sure game does not run over 15-20 minutes). Goal of game? – Reinforces importance of flawless documentation and batch records in FDA-regulated pharmaceutical industries. Distribute prizes to top two or three teams. => HAND OUTS (packets and Legos) DO NOT CLICK until 5 minutes before session is over (beginning of summary). [click] to show Thank You! Summary slide.
- Summary, and other presentation notes: It is the game mechanics of the game - not the theme – that make it fun. (For example: Casino slot machines all basically do the same thing even though one may have a Wheel of Fortune theme and another a Wo Wants to be a Millionaire theme.) Loyalty programs, such as frequent flyer, hide the actual value of the program by granting points that do not link directly to dollar values. Loyalty customers like the status and perks more than the free flights they can apply for. Use reinforcement example where rats were given a pellet of food every hour. For 59 minutes they did nothing. At the 60th minute they cam back for the pellet. When given pellets of food at random intervals whenever they press a dispensing pedal, they would press the dispensing pedal endlessly until they got the pellet. Sort of like people at slot machines in casinos. Most game mechanics (especially video games) consist of points, leaderboards, badges, challenges or quests, onboarding, and engagement (loyalty) loops. Points are absolute requirements in any game system. Redeemable points are tricky. Players must feel that whatever they can redeem the points for are realistic as well as desireable. Question for class: Does anyone play the game on the bottom of bottle caps? In 2010, Zynga launched a promotion at 7-Eleven to give Farmville points for every Slurpee purchased. They found that players would rather spend actual currency to get virtual currency over the latter. Thank you for attending! [click] to advance to Contact Information slide.
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