e-sports millionaires

November saw the eLN annual conference at the Grange Tower Bridge Hotel in London with thought leaders from around Europe espousing the latest theories and experiences on eLearning. Subjects covered digital learning, beyond SCORM to learner experience design, gamification involvement, digital storytelling, and of course the latest trends in HTML5 authoring for maximised audience engagement.

And from ‘Left Field’ … HyperNormalisation, Proof of Concept and RAM (Rehabilitating Active Memory). Great to research further!

But two completely different concepts that did pop up and make one think even harder were ‘The Gamification of Learning at Work’ (most particularly in context with millennials) and Nick Shackleton-Jones’ various articles on the future of learning, culture change, social media and learning innovation, one of which as a video maker arouses my curiosity: ‘Learning’s Blind Spot’.

But first, ‘The Gamification of Learning at Work’ used an example of e-sports – people watching gamers competing in 60,000 seater auditoriums and dedicated channels like Dan TDM’s YouTube gaming channel. You’ll see an example of all this within the first 60 seconds:

And secondly, the excellent Nick Shackleton-Jones’ article on ‘Learning’s Blind Spot’ which questions the process used to construct learning media.

In his first case, in encouraging people to think about the shift from courses to resources he found that the principal mistake is to break (course) content into small chunks and assume that these now constitute resources, by virtue of their format (videos, infographics, guides etc).

‘Traditional course content is broken into smaller pieces and distributed using technology. In essence though, nothing has changed. The problem is that people aren’t data squirrels – they don’t work by hoarding knowledge, rather they look for guidance when they need it. Dumping content on people does not become a good idea by virtue of breaking it into smaller pieces.

Instead the focus has to shift from content to context. Specifically, spending time getting to know your audience, their ‘performance context’ and spotting the gaps – i.e. the points in their working day where there is an opportunity for one to help. To redesign the experience. Resources slot neatly into these performance gaps.

As usual, the hidden assumption which sets us on the wrong path is that learning is knowledge transfer.’

But is there a link between these two approaches – one conventional and the second, the future, being used by millennials now?

They could do with being joined up.

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