Training employees in a classroom is still a very popular method for learning. Yet, today’s classroom is changing – not only is more learning shifted outside the class, but many tools are coming into the classroom, so that instructors can easily reach better learning results. How to use gamified microlearning to insert fun and engagement to the classroom How to use gamified microlearning before, during and after class How to pace learning, gate content and provide feedback in ILT

1. WEBINAR
HOW TO DRIVE EFFECTIVE CLASSROOM
TRAINING WITH MICROLEARNING
GAMIFICATION
Best practices with real life case studies, with Paulette Robinson (OPM)
and Allan Morales (Sykes)
Paulette Robinson, OPM
Allan Morales, SYKES
Roni Floman, GamEffective

2. Using Gamified
Microlearning at
SYKES LATAM
Allan Morales

3. SYKES - Background
• Global BPO Focused on Comprehensive Customer Engagement
Services
• Full Customer Lifecycle from Digital Marketing to Customer
Support
• Locations: 21 countries
• 30+ languages
• 70+ global centers
• 51,400 seat capacity
• Recruitment and On-boarding are a major cost driver

4. Where we began: 5 day
On-Boarding course
• Millennial hires – ages 20-
30
• Poor satisfaction from both
Instructors & New hires
• Training is flat and
monotonous
• Two-hour slide deck
• Are people learning or just
clicking through?

5. Modernize
On-Boarding &
Make Millennials
Happy

6. If modernizing, why gamified
microlearning?
• Integrates well with Instructor-led training
• Shorten On-Boarding
• Increase learner and facilitator satisfaction
• Millennial friendly
• Shorter time to competency
• Provide better service to our clients by enhancing the
Training experience

7. Platform considerations
 Scalable
 Authoring tools
 Multiple languages and locations
 UI/UX
 Costs
 Implementation time
 Security
 SLAs

8. Gamification?
Can we deploy it and avoid
pitfalls?
Can we avoid misconceptions
about gamification?
Do we re-invent the wheel?
Do we build or buy?

9. Our approach: taking
baby steps to
modernize learning
Our greatest
challenge: we
needed to re-
imagine our course
materials & localize
them

10. How it works today
• City-based narrative – strong
social elements
• Multimedia
• Blended learning sessions
• Simulations
• SCORM-based materials
• Trivias
• Assessments

11. Results: shorten On-Boarding from 3 to 5 days
It’s a pleasure to check in on classes
• 100% completion
• High satisfaction for both learners & facilitators
• People have fun and are engaged, they don’t just sit & listen
• Learners ask us for more
• Learner satisfaction grew from 79% to 92%
• Shorter time to competency

12. Microlearning and Gamification
in Instructor-led Policy
Leadership Courses
Paulette Robinson, PhD
Program Director
OPM/HRS/CLD/EMDC

13. Office of Personnel
Management
Human
Resource
Services
Center for
Leadership
Development
Eastern
Management
Development
Center
Policy
Courses

14. The course is two-weeks in residence. It is almost impossible
for leaders and managers to be away from their office this
amount of time. The tuition cost for two weeks in residence
(includes hotel and meals) is too high. Your supervisor tells
you that you must achieve the same learning outcomes, but
the course needs to be reduced to one week in residence.
What would you do to redesign the course?

15. Policy Course Redesign
• Needs Assessment
• Instructional Design
• Gamification/Microlearning
Platform
• Content Development
• Evaluation and Course Results
• Lessons Learned
• Recommendations Going
Forward

16. Needs Assessment
http://trainingneedsassessment.blogspot.com/

17. 1. Reduce time and cost (2 weeks, residency-based)
2. Consider blended course options
• Engage online for basic knowledge
• Practical problem solving in classroom
3. Incorporate a policy framework into every course
4. Create a course follow-up mechanism
5. And more…
Recommendations

18. Instructional Design Assumptions
1. Decrease the resident portion of the course
• From 2 weeks to 1 week
• Blended course is the best approach for basic learning
• Residence to focus on networking and problem-solving
2. Microlearning/ gamification format will increase
learning background information
3. Re-use online materials
4. Consider learner demographics

19. Blended Instructional Design Layout
The Online Portion (4 Weeks) Residential Portion
Pre-Assessment Consistent topical areas and
segments with clear segment
objectives and overall learning
outcomes
Review of online materials
Micro-learning/gamification
(available on smart phones, tablets
and computers)
Activity to initiate
networking and simulation
Online folder 1: diagrams, job
aides, and short summaries
No more than 3 expert
speakers
Online folder 2: Annotated
bibliography of additional resources
Conduct the simulation
Online folder 3: Simulation Process simulation activity
Post Assessment

20. FBPP Game
Content
Structure
Gamification Categories (Campaigns) Number of
Activities
The Policy Environment
1. External Forces 14
2. Internal Influences 18
3. Laws and Regulations 20
4. Budget Elements 27
5. Budget Overview 8
Agency Budget 23
The President’s Budget 36
The Congressional Budget 32
The Appropriations Budget 10
The Allocation (Executive) Budget 24
Total 211

21. Online Portion Resident Portion
• Online materials for
gamification/microlearning
• Digital resources to supplement both
online and residential course (short
concise text or media)
• An annotated bibliography for
students who wanted to explore the
topic in more depth
• A simulation and all support materials
• Expert speakers to reinforce materials
and inform simulation
• Small group facilitators for simulation
functions

22. Student Game Home Screen

23. Missions and Activities Leaderboard My Wins
Screenshot

24. Trivia Game
1. Name of Activity 2. Teaser Question 3. Study Item
4. Test Question 5. Points Awarded

25. OPM Review Jeopardy Game
Introduction Screen Jeopardy Categories
Question Feedback

26. Positive
1. We met the objective to shorten the course (from
needs assessment and supervisor’s direction)
and accomplish the learning outcomes
2. Course evaluations were comparable (even better
in some cases).
3. Students appreciated not having to be out of the
office for an extra week.
4. While not all, the students enjoyed the game
over having to pre-read articles and website
materials.
5. Students were better prepared for the simulation.
6. The design was more tightly designed giving the
students a more coherent learning experience—
information delivery in game was engaging,
better use of speakers to enhance the simulation,
better experience overall.
Challenges
1. Students age and way of learning was a leap for
some.
2. A few technical problems (but not as many as I
thought we would). -- Browser, Access to
government computers, login, etc.
3. Students taking responsibility for their own
learning
4. Students leaving the game until the last weekend
before class.
5. Providing enough cueing for essential information
(browser, getting into the game, game was
required)
Lessons Learned

27. WEBINAR
HOW TO DRIVE EFFECTIVE CLASSROOM
TRAINING WITH MICROLEARNING
GAMIFICATION
Best practices with real life case studies, with Paulette Robinson (OPM)
and Allan Morales (Sykes)
Paulette Robinson, OPM
Allan Morales, Sykes
Roni Floman, GamEffective

28. TIME FOR
DEFINITIONS:
A GAME AT WORK?
“Using game-based mechanics,
aesthetics and game thinking to
engage people, motivate action,
promote learning, and solve
problems”
Dr. Karl Kapp

29. GAMIFICATION:
A FITNESS TRACKER
@ WORK
Intrinsic drive: competing
against yourself, focusing on
completion

30. Why Gamification?
Drive engagement & fun
• Game narratives
• Compete against yourself &
others
Drive peer-to-peer learning
• Challenges, sharing, support
Automate engagement
• Calls-to-action
• Trigger-based rules

31. MICRO-LEARNING ENAGAGEMENT FOR MANY USE
CASES
Onboarding Instructor-led Retrieval practice Mobile
Partner & channel On the job Performance support

32. MICROLEARNING
IN PRACTICE
• Re-use existing content
• Radically cut time-to-launch
• Shorten and simplify
• A quiz
• A simulation
• Blended sessions with links
• SCORM

33. SUBSCRIPTION
LEARNING
• Research: learning repetition is
invaluable
• Spaced repetitions
• Retrieval practice
• Quizzes and “question banks” –
easy and effective authoring,
great for discovery of problem
areas

34. THREADED
LEARNING
• Continuous messaging and
activities keep an open line of
communication
• Content formats support
diverse learning types
• This “green” thread will be
interleaved with similar
threads…

35. Strengthen ILT using microlearning engagement
Pre-ILT
Flipped classroom,
self-paced
During-ILT
Virtual or physical
classroom, blended
learning
Post-ILT
Assessment and
reinforcement,
performance support
 

36. Flipped classroom
• Excite and engage the audience
• Gather data to assess knowledge levels & gaps
• Make sure all learners are at the same starting
point when instruction begins
• Keep instruction time for in-class dynamics and
personal interaction instead of task completion
Pre-ILT
Flipped classroom,
self-paced 

37. Blended learning
• In-session microlearning
• Role-play simulations
• Interactive surveys
Practice and repetition
• Quizzes, simulations, and challenges delivered post-session
Multiple feedback sources
• Instructor communicates success and feedback through the
system, alongside other learning KPIs
During-ILT
Virtual or physical
classroom, blended
learning


38. Real time assessment
• Real-time results to focus on gaps
• Instructors releases content in
accordance with behavior in
the classroom/scores etc
• All learning metrics in one place,
one score
Certification
• Deliver tests and export results to LMS or other
system of record
During-ILT
Virtual or physical
classroom, blended
learning


39. Ensure learning transfer
• Microlearning reinforcement delivered post-training
to drive application of learning at work
Assessment
• Measure knowledge level and confidence
• Determine impact on business performance
Performance Support
• Just-in-time access to knowledge items
Post-ILT
Assessment and
reinforcement,
performance
support

40. Thank you