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8/14/2019 The MSIT Voice (October 2009 Issue)
1/9
October 2009 Issue
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8/14/2019 The MSIT Voice (October 2009 Issue)
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All of us having grown up in an environment thats hooked to video, television, gaming arcades,internet, iPods and commercials in a global society, dont you feel its imperative for learning
paradigms to change with times? The future learners could probably be engaged through fun in
learning arcades, Wi-Fi enabled learning caves, second life. Perhaps, its time to forge ahead
with purposeful learning sprint, experimenting and innovating new technologies and tools to make
learning effective, fun and relevant.
After gathering an experience for a long time now in soft skills training, I often keep wondering
if we could ever introduce game based learning to train the students in soft skills. It is of great
relevance that we explore the fact if the learners of the 21st century have different learning needs,
and require a different stimulus to motivate them towards lifelong effective learning.
Marc Prensky is an internationally acclaimed speaker, writer, consultant, and designer in the
critical areas of education and learning. He calls these emerging learners as The Millennial(s),
whose focus is not on the learning content; but, learning tools, that facilitate 21st century skills.
These digital natives, as Prensky observes, are growing in an era where knowledge and skills are
being acquired predominantly, through video games, e-mails, mobile phones, TV channels (includingMTV); than by book learning. He talks about six transitional imperatives that govern the future learning
process. According to him, learners have now moved from the era of conventional speed to twitch
speed, from step by step process to random access method, from linear processing to parallel
processing, from text based content to graphics based content, from work oriented learning to fun
oriented learning, from stand alone preference to a connected mode.
Games and simulations might make learning, not merely effective, but, engaging as well.
As Ahdell and Andresen point out, games and simulation sparkle interest through interesting
storytelling narratives, thereby enhancing engagement; but to be effective, learning content in games
have to be relevant and woven around strong context. Factors such as interactivity, flexibility,competition, reality, drama effects and usability can influence user engagement while learning.
Exploring the effectiveness of learning content, Schank (1997) opines, that people remember
situations that turn out to be different from what they expected. Failing in interesting ways, Schank
suggests, should be a goal of any learning intent. And, where else, than through games and
simulations, can a facilitator embed failure-modes in learning? Children of this generation grow up
believing that digital technology is their birth right and its always better that we introduce learning
which is pulled by them and not as some thing pushed onto them.
From the Editor's Desk
Game based learning"When learning isn't fun, it's not learning"
Roger Schank
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8/14/2019 The MSIT Voice (October 2009 Issue)
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8/14/2019 The MSIT Voice (October 2009 Issue)
4/9
THOUGHTS TO BUILD ON
The God of Small Things
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So if you want to go far and make it big, master the small first!
Vijaya KalindiSoftSkillsMentorMSIT
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8/14/2019 The MSIT Voice (October 2009 Issue)
5/9
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IN REMEBRANCE
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8/14/2019 The MSIT Voice (October 2009 Issue)
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e
e
d
d
b
b
y
y
t
t
h
h
e
e
N
N
o
o
r
r
w
w
e
e
g
g
i
i
a
a
n
n
N
N
o
o
b
b
e
e
l
l
C
C
o
o
m
m
m
m
i
i
t
t
t
t
e
e
e
e
r
r
e
e
g
g
u
u
l
l
a
a
r
r
l
l
y
y
m
m
a
a
k
k
e
e
t
t
h
h
e
e
a
a
r
r
g
g
u
u
m
m
e
e
n
n
t
t
t
t
h
h
a
a
t
