Organisational learning through gamification | Leif Sørensen | TEDxCopenhagenSalon

00:12:24
https://www.youtube.com/watch?v=LiD8MZtZDJY

Zusammenfassung

TLDRThe presentation takes an engaging approach by comparing a first kiss with the process of learning, emphasizing that both require practice over mere theoretical understanding. In the context of professional development, it references research indicating that only 10% of learning comes from structured courses and reading, 20% from feedback, and a significant 70% from practical work experience. The speaker, from the gaming industry, underscores the importance of designing learning experiences akin to a sports practice field where theory is applied in practical simulations. Such environments help learners test hypotheses without real-world repercussions, ultimately leading to better knowledge retention. The talk concludes with a call for creating more practical, 'sports facility'-like training opportunities in learning designs.

Mitbringsel

  • 💋 First kisses parallel learning: both need practice.
  • 📚 Only 10% of knowledge comes from courses and reading.
  • 🛠 70% of learning comes from hands-on work experience.
  • 🎮 Gaming industry excels at practical learning simulations.
  • 📈 Real-world context enhances learning engagement.
  • 📊 Gestalt psychology underpins effective learning models.
  • ⚖ Choices in learning games mimic real-life decisions.
  • 👨‍🏫 Focus on whether learning can be applied practically.
  • 🎯 Create more practice-oriented 'sports facilities' for learning.
  • 🔍 Practical experience is crucial for knowledge retention.

Zeitleiste

  • 00:00:00 - 00:05:00

    The speaker begins by using the analogy of a first kiss to explain learning. He suggests that, like kissing, learning is something that can't be fully taught but must be practiced. He cites research by Lombardo and Eichinger, which shows that only 10% of learning comes from formal education, 20% from feedback, but 70% from practical experience. He criticizes traditional learning methods that rely heavily on slides and theory without much practical application. He argues that learning designs should focus more on practice and creating environments where learners can apply what they learn, much like how the gaming industry designs training fields for practice.

  • 00:05:00 - 00:12:24

    The speaker continues to discuss learning design by emphasizing the importance of context and engagement in learning environments. He describes using theoretical models inspired by gestalt psychology to facilitate learning through a game-like approach. This involves setting clear start and finish lines, adding context and characters to simulate real-world reactions and behaviors related to the subject matter, and offering choices linked to theory that allow learners to experiment and learn from outcomes in a safe environment. The speaker suggests that instead of traditional training, learning environments should mimic scenarios where users can engage actively, making decisions and learning from them, ultimately allowing learners to bring these experiences into their real-world context. He concludes by advocating for more interactive practice facilities in learning design to better prepare learners for real-life applications.

Mind Map

Mind Map

Häufig gestellte Fragen

  • What can a first kiss tell us about learning?

    The speaker draws parallels between a first kiss and learning, suggesting both require practice rather than just theoretical knowledge.

  • How much do we learn from reading and courses according to this speech?

    Only 10% of learning comes from reading and courses.

  • What is the main method of learning emphasized in the speech?

    Experiential learning at work, which represents 70% of learning, is emphasized as crucial.

  • How does the gaming industry relate to learning, per the speaker?

    The gaming industry is adept at creating practical 'training fields' that emphasize learning through doing.

  • What role does context play in learning, according to the video?

    Context helps make learning more engaging by linking it to real-world situations.

  • What is Gestalt psychology's role in the learning model presented?

    Gestalt psychology is the theoretical foundation behind creating effective learning models.

  • Why are real-world simulations important in learning?

    Simulations offer a safe space for players to try different strategies without real-world consequences.

  • What question does the speaker believe should be asked in training courses?

    The question should be whether participants can apply the learning in their real-world scenarios.

  • What is the speaker's wish for the learning industry?

    The speaker wishes for more practical training opportunities akin to sports facilities.

  • What is the role of 'choices' in learning games as described?

    Choices in learning games mimic real-life decision-making, providing practical experience linked to theoretical knowledge.

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Untertitel
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Automatisches Blättern:
  • 00:00:14
    did you know that your first kiss can
  • 00:00:18
    actually tell you everything you need to
  • 00:00:20
    know about learning can you see the
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    victor there it is he's cute isn't he
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    and he's like full of love and you know
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    what he's doing he's practicing he's
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    practicing how to kiss he even seems
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    like he's in love with that pig or we
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    could even say maybe the pig is in love
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    with him but I like to take to take you
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    10 years ahead of this kiss and imagine
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    that the kids would be a little more
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    magical than this we would probably
  • 00:00:54
    discover our parents kissing for the
  • 00:00:56
    first time and thinking ooh it will also
  • 00:01:00
    be the time where kids at school we
  • 00:01:02
    start kissing they might look at us or
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    think say down in the schoolyard I have
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    did I've kissed this person they might
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    even say you have to do this with your
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    lips in order to kiss but what it all
  • 00:01:14
    takes us up to is that special moment
  • 00:01:17
    when we're going to kiss our loved ones
  • 00:01:20
    for the first time and we could not have
  • 00:01:23
    been taught how to kiss but we can
  • 00:01:26
    practice how to kiss and that took us
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    all the way to the kissing and since I
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    come out of the gaming industry we look
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    a lot about how we learn and there are
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    two guys long battle and I singer and
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    they've looked at and got some research
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    done on how we learn let me show you
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    what they found out 10% of what we learn
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    at work comes out of courses and
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    readings only 10% 20% of what we learn
  • 00:01:57
    comes out of feedback on doing the right
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    or the bad thing at work that means that
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    our colleagues are helping us or our
  • 00:02:04
    boss might be giving us good advice
  • 00:02:07
    but 70% of what we learn comes from on
  • 00:02:13
    job work experience this means practice
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    is mean doing what we are supposed to be
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    to do so the basics of their study is
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    that we do not need to come up with a
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    thousand PowerPoint slides we need to
  • 00:02:28
    practice if you want to learn you see
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    what I think of is we need to be able to
  • 00:02:35
    create stadiums with a lot of light on
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    and in the middle we need to be able to
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    give you a training code a football
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    field to keep all on to practice what
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    we're giving you in the 10 and the 20%
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    but we are so familiar with being here
  • 00:02:51
    it's like I'm an expert on doing
  • 00:02:54
    PowerPoint slides but I'm not an expert
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    on giving you training fields most
  • 00:02:59
    learning designs today and I think you
  • 00:03:01
    will agree with me are building this way
  • 00:03:04
    you will attend a regular training
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    course and you will in the end of it
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    have like abundance maybe two or three
  • 00:03:11
    of them in your hand when you leave the
  • 00:03:13
    course you'll be asking for trial before
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    you enter the door and on top will
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    probably throw a few books on just to
  • 00:03:21
    get you inspired before you go out and
  • 00:03:23
    practice but I'm not saying this because
  • 00:03:26
    I'm going to crusade against books or
  • 00:03:28
    readings I'm actually the opposite
  • 00:03:31
    because I don't think we can do learning
  • 00:03:32
    designs without theory we cannot teach
  • 00:03:35
    you anything without knowing that this
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    is solid and based on something that
  • 00:03:38
    people have looked really into like
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    really no this is the truth so it's not
  • 00:03:44
    crusade it's just that we have to shift
  • 00:03:46
    from what we are so familiar with into
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    something that is more difficult for us
  • 00:03:52
    because we haven't spent so much time on
  • 00:03:54
    it like the training field but that is
  • 00:03:57
    where you create the value of the
  • 00:03:58
    learnings so that's why I think it's
  • 00:04:01
    crucially important since I come from
  • 00:04:04
    the gaming industry I know I we are
  • 00:04:07
    experts and specialized in creating
  • 00:04:09
    those types of training fields that's
  • 00:04:12
    what we actually are doing and let me
  • 00:04:14
    give you an example on what we do you
  • 00:04:17
    see first we take a theoretic model
  • 00:04:20
    and this model is comes out of the
  • 00:04:23
    gestalt psychology and before I explain
  • 00:04:27
    more I'd like you to think of a
  • 00:04:29
    situation where you have been set in a
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    situation where you had to learn
  • 00:04:34
    something new something that you thought
  • 00:04:36
    was difficult like if you had to shift a
  • 00:04:40
    position and you had to learn the new IT
  • 00:04:42
    system and it was important for you if
  • 00:04:46
    you had to do your work right or else
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    you will get out of the jar very late
  • 00:04:49
    every day so you had to learn this new
  • 00:04:51
    IT system then I want you to scale that
  • 00:04:54
    picture up like you had a thousand
  • 00:04:56
    colleagues and all of them had to learn
  • 00:04:58
    a new IT system at the exact same time
  • 00:05:01
    so the concern would be how do my
  • 00:05:05
    colleagues react to this change how do
  • 00:05:07
    they think about the new IT system and
  • 00:05:09
    if you were a manager you would think
  • 00:05:10
    how do I get this person to move around
  • 00:05:12
    in in this change how do I get them to
  • 00:05:15
    actually use the new system and in order
  • 00:05:18
    to do so we put more things onto this
  • 00:05:21
    model one of the things we add is a
  • 00:05:23
    start and a finishing line so now you
  • 00:05:26
    know where you on the change have you
  • 00:05:28
    just started out by telling people about
  • 00:05:30
    the change have you start working in the
  • 00:05:32
    new system so we give you some idea
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    about where you are in the change the
  • 00:05:37
    second thing we add is that symbol were
  • 00:05:40
    symbol of where are we how far we gone
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    and in this case we have gone quite far
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    we are almost about to hit the finishing
  • 00:05:48
    line symbolized by the book so now we
  • 00:05:52
    have a model symbol theoretic model we
  • 00:05:54
    have a symbol of where we is we are we
  • 00:05:57
    have a start and a finishing line but
  • 00:05:59
    it's not really fun to play it is it I
  • 00:06:02
    mean what what should we do this and
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    then we need to add a few more things
  • 00:06:06
    one of the things that we need to add
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    and which is really really important in
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    games is the context this is like if you
  • 00:06:15
    had to play this game you would not find
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    it very interesting before we describe
  • 00:06:19
    the actual situation so we give you a
  • 00:06:22
    context and the closer this context is
  • 00:06:24
    to your world the more it reflects your
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    70% your own training field the more
  • 00:06:30
    engaging and the more you would play the
  • 00:06:32
    game
  • 00:06:33
    and there are studies that show if we
  • 00:06:36
    want you to stay and believe in the game
  • 00:06:38
    it almost has to be something that you
  • 00:06:42
    immediately can tap into the next thing
  • 00:06:46
    we need to add is people because things
  • 00:06:49
    get interesting when we talk about
  • 00:06:50
    people when we talk about behavior so we
  • 00:06:53
    add persons into it and here we give you
  • 00:06:56
    an idea about who that person is we give
  • 00:06:58
    you a description how she reacts towards
  • 00:07:00
    this new IT system this might be the
  • 00:07:03
    person that is acting really positive to
  • 00:07:06
    any change you know this person who's in
  • 00:07:08
    the corner knows things are great a new
  • 00:07:10
    IT system and we all go on now not her
  • 00:07:13
    again or it could be the other person of
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    things I'm not going to do this this I'm
  • 00:07:18
    not going to do another IT system and
  • 00:07:20
    you might even think maybe this person
  • 00:07:23
    is me
  • 00:07:23
    maybe I'm that person that they are
  • 00:07:25
    describing but what we want you to focus
  • 00:07:28
    on is how do we get this person from
  • 00:07:30
    this place in the chains all the way up
  • 00:07:32
    to the boat and right now you think yeah
  • 00:07:36
    what do we do let me tell you what we do
  • 00:07:38
    we give you choices and those choices
  • 00:07:42
    those are there to let you kick the ball
  • 00:07:45
    this is now we have created the training
  • 00:07:47
    field and now we give you a ball to kick
  • 00:07:48
    around and these choices are directly
  • 00:07:51
    linked to a specific theory they're not
  • 00:07:53
    something that we just think you should
  • 00:07:55
    do those comes out of comes from a guy
  • 00:07:58
    called Rick Morrow who spent some
  • 00:08:00
    research on how we react towards changes
  • 00:08:02
    in our lives like a new IT system in
  • 00:08:05
    organizations and let me go through him
  • 00:08:09
    so you have an idea about what they what
  • 00:08:10
    it is the first choice which is number
  • 00:08:12
    22 for you is called a coach that's a
  • 00:08:15
    choice that gives you information about
  • 00:08:17
    why are we changing this IT system
  • 00:08:19
    what's a good fall it's a sense making
  • 00:08:22
    option the third one called number 22
  • 00:08:26
    something will be lost
  • 00:08:27
    it's like targeting a person it might be
  • 00:08:30
    one of your colleagues who thinks I have
  • 00:08:32
    something at stake I'm the one who built
  • 00:08:33
    their own system I'm very sorry about
  • 00:08:35
    the new system so my status is at stake
  • 00:08:39
    in this organization the last one 24 is
  • 00:08:42
    targeting a more difficult thing like
  • 00:08:45
    this is someone who doesn't
  • 00:08:46
    trust in you as a person a colleague or
  • 00:08:49
    if you're the manager or what you
  • 00:08:51
    represent so what we give you here is an
  • 00:08:54
    option of playing around
  • 00:08:55
    you could even allow yourself because we
  • 00:08:58
    are in a game world so you could allow
  • 00:09:00
    yourself to follow your feelings and
  • 00:09:02
    instincts what do I feel would be the
  • 00:09:04
    right choice because nothing really
  • 00:09:06
    happens I mean I can kick the ball to
  • 00:09:08
    the corner let it be there it's not the
  • 00:09:10
    real world
  • 00:09:10
    it's a theoretic simulation of what will
  • 00:09:13
    happen so we have this person in this
  • 00:09:15
    corner of the game and if you were the
  • 00:09:17
    player which you're not because you're
  • 00:09:19
    the audience and I have the thousand
  • 00:09:20
    PowerPoint slides so if you were playing
  • 00:09:24
    the game you would choose one of the
  • 00:09:26
    twenty fourth things and this happens
  • 00:09:29
    you would immediately think why what
  • 00:09:33
    happened there and you might even think
  • 00:09:35
    wow what a good choice I'll bring that
  • 00:09:37
    out to my work and I'll try it out on my
  • 00:09:39
    colleagues or you would think what a bad
  • 00:09:41
    choice this is never going to work in my
  • 00:09:44
    world so what we try to do is we try to
  • 00:09:47
    give you inspirations on you you can
  • 00:09:49
    bring with you back to your own 70% what
  • 00:09:52
    I think we should consider making in
  • 00:09:54
    learning is you have to Peter we all
  • 00:09:58
    know when we're looking at a football
  • 00:09:59
    match we have to coach on the side he's
  • 00:10:01
    like really red in his head and he will
  • 00:10:04
    be running down the field saying shoot
  • 00:10:06
    the ball hit it or in defense go on
  • 00:10:09
    defense help this guy over there we
  • 00:10:12
    really want someone who will stay with
  • 00:10:14
    you for a long time why not try and
  • 00:10:17
    create those coaches instead of just
  • 00:10:18
    creating the thousand PowerPoint slides
  • 00:10:20
    and the question is how can we do it
  • 00:10:25
    you see if we think and I think this is
  • 00:10:30
    the right way to think about how can we
  • 00:10:32
    support you in the 70% how can we drag
  • 00:10:34
    it out I think that's one important
  • 00:10:36
    questions we should be asked but I think
  • 00:10:38
    you will you all have the same
  • 00:10:40
    experience as me a lot of you might have
  • 00:10:42
    attended a training course during the
  • 00:10:44
    last year and you know what I think it
  • 00:10:47
    would have been asked where the food
  • 00:10:49
    good yeah
  • 00:10:51
    or maybe did you like the Tuda like the
  • 00:10:54
    teacher do you like the cops did you
  • 00:10:56
    like the coffee and there's nothing
  • 00:10:58
    wrong with asking these questions but if
  • 00:11:00
    we think we should be more supportive
  • 00:11:01
    and take control over the hundred
  • 00:11:03
    percent of the learning design I think
  • 00:11:05
    we should be asking this question
  • 00:11:08
    and why because this will give us an
  • 00:11:12
    information about do you think that you
  • 00:11:14
    can use what I've been talking about
  • 00:11:15
    today do you think you can go home and
  • 00:11:18
    use it in your own world but it also
  • 00:11:20
    does another thing it places you in the
  • 00:11:24
    middle of it it says you are the one
  • 00:11:26
    that has to go out and train we cannot
  • 00:11:29
    do that for you we can build like a
  • 00:11:30
    Ferrari in learning designs but you have
  • 00:11:34
    to be the one kicking around you have to
  • 00:11:36
    be the one playing now I've come to the
  • 00:11:40
    end but before I will leave you I like
  • 00:11:43
    to take you back to that little picture
  • 00:11:45
    of the boy in the beginning and give you
  • 00:11:47
    my wish for the learning industry and my
  • 00:11:50
    wish is that we have to create a lot
  • 00:11:52
    more sports facilities to practice on
  • 00:11:55
    and it has to be a natural part of our
  • 00:11:57
    learning design and it has to be
  • 00:12:00
    something that allow us to go out and
  • 00:12:02
    kiss a lot more thank you
Tags
  • learning
  • practice
  • experiential learning
  • gaming industry
  • real-world simulations
  • training model
  • Gestalt psychology
  • decision-making
  • theoretical understanding