Donaldclarkplanb.blogspot.com Website Review

LEARNING EXPERIENCE SYSTEMS – JUST MORE CLICK-THROUGH ONLINE LEARNING? in my lounge. He's skating, a clergyman skating, as we so often do when we think we're learning - just skating over the surface. For all the talk of Learning Experience Systems and ‘engagement’, if all you serve up are flat media experiences, no matter how short or micro, with click-through multiple choice or worse, drag and drop, you’ll have thin learning. Simply rebadging platforms with the word ‘Experience’ in the middle doesn’t cut it, unless we reflect on what those ‘experiences should be. Every experience is a learning experience but some are better than others. As Mayer showed this does not mean making things media rich, media rich is not mind rich. This often inhibits learning with unnecessary cognitive load.  Similarly with some types of explicit gamification, where the Pavlovian rewards become and end in themselves and inhibit learning. Good gamification, does in fact, induce de*p thought – collecting coins, leader boards and other ephemera do not, as the gains are not just media production. We know that what counts is effortful, desirable and deliberate practice. Engagement does not mean learning. I can be wholly engaged, as I often am, in all sorts of activities – walking, having a laugh in the pub, watching a movie, attending a basketball game – but I’m learning little. Engagement so often means that edutainment stuff - all tainment and no edu. The self-perception of engagement is, in fact, often a poor predictor of learning. As Bjork repeatedly says, on We tend to think that we learn just by reading, hearing and watching. When, in fact, it is other, effortful, more sophisticated practices that result in far more powerful learning. Engagement, fun, learner surveys and happy sheets have been shown to be poor measures of what we actually learn and very far from being optimal learning strategies. Ask Traci Sitzman who has done the research, Sitzmann (2008). Her work on meta-studies, on 68,245 trainees over 354 research reports,