Videos and Gaming

Video

Video capability opens up a wide range of options for learning. Whether it’s an animated video or a standard video, trainers can use videos to tell a story, demonstrate a particular skill or task or conduct a lecture. The tools and cost associated with creating a video can vary depending on the type of video created.

Tool for Instruction

Videos are a fairly simple and cost effective tool for instruction. Additionally, they are a great tool for organizations to use to ensure consistency in the delivery of content (Markham, 2016). There can be variation in the delivery of content whenever a trainer is involved, but with a video, there is a level of assurance that all learners will hear the same message. Videos can also be incorporated into instruction as an activity for the learners. For example, in an online guitar class, an instructor might have students record themselves playing a song or a particular chord.

Incorporating the Tool        

We’ve incorporated the use animated videos throughout our new hire programs. We use them to tell a story and build context for more complex information. I’ve never used video for learner assignments, but think they could be incorporated into our training. I can envision role plays being recorded and sent to the trainer to evaluate whether or not they are using the desired behaviors we except of a phone associate. Demonstrating soft skills is a great use of video. According to Lipkowitz (2013) “Showing is far better than telling when illustrating soft skills or behavioral boundaries” (p. 27). To teach soft skills, I could also have a veteran phone associate demonstrate the skills we expect in a role play scenario. We could embed those videos into e-Learning modules and use as needed.

Getting Started

Depending on the type of video being recorded, different equipment may be needed. For animated videos, software would be required along with audio recording tools and capabilities. We use GoAnimate and Storyline for videos and have had really good success with these tools. Non-animated videos can be recorded with any video and audio recording equipment and can be as simple as a cell phone recording or as elaborate as a video completed in a professional recording studio. For more information on recording training videos, visit the links below:

https://elearningindustry.com/producing-high-quality-elearning-videos-ultimate-guide

http://www.sweetrush.com/what-we-do-for-you/video-audio-animation/

References

Markham, J. (2016, 12). Press play on training. Firehouse, 41, 44-47.

Lipkowitz, G. (2013). Lights, camera, action. T+D67(4), 26.

 

Gaming

Gamification is becoming increasingly popular as a method of training. According to Weinstein (2016) “Games and simulations give learners a fun, immersive way to learn the same lessons companies used to teach them in a traditional class” (p. 44). The potential use for games in a learning environment are endless. They can be used to teach content, reinforce training and even assess knowledge.

Tool for Instruction

Games can be used in a variety of different ways. Instructors can incorporate games that are available through mobile devices or desktops into any learning program. An instructor can teach a class a new concept and then have their learners play a game that reinforces what they just learned or even assess their knowledge of the topic. A great benefit that games can provide is immediate feedback. If a learner is playing a game and gets an answer incorrect, the game can alert them. Additionally, if learning is fun it’s more likely to keep learners engaged. According to Roberts (2014) “Engagement has been shown to correlate with retention, productivity and financial results” (p. 31). These are all key elements for the learning professional to consider when designing and developing training content.

Integrating the Tool

We use gamification a lot throughout our new hire program. We use it as both an assessment and reinforcement tool.  Throughout the course of our eight week training program, new hires earn points as they participate in games and answer questions correctly.  At the end of the training they are able to “cash” their points in for items in our online company store. While we use it in new hire, it really hasn’t been leveraged in any of our continuing education programs. Integrating gamification into those programs as both assessment and reinforcement tools will definitely increase their effectiveness.

Getting Started

Gamification requires the use of some type of software. I use GoAnimate, which has built in game templates, but there are plenty of other alternatives. The benefit of these is these is that once a game is built, it can be reused and changed by only swapping out the questions. This decreases the future level of effort needed to develop the game. The following sites can help anyone get started with gamification:

https://www.td.org/Publications/Blogs/Learning-Technologies-Blog/2014/02/Getting-Started-with-Gamification

https://elearningindustry.com/6-steps-get-started-gamification

References

Roberts, B. (2014). Gamification: win, lose or draw?. (2014). HR Magazine59(5), 29-35.

Weinstein, M. (2016). Are you game for learning?. Training53(5), 44-47.

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