Play is a serious form of learning, so it pays to watch the toy and gaming industry. It turns out that many of the most successful games and toys of all time are successful because games and toys are a fun and effective way to learn. Dominoes, Monopoly – pick your favorite. Were you really learning some strategy and math while you were beating your brother? Probably.
So meet Mighty Play, a Bay Area company that brings innovative products and services to kids, ‘tweens, teens and families. At Mighty Play their products start with an ideation session. I got to attend one this week and it was great.
Madeline, and her team, hosted a group of teenagers, to include a teen ‘expert’ and some game developers, to discuss how teenagers wanted to get information and learning about a topic.
We’re talking about proprietary product development here, so we don’t want to give out details, but let’s just say it’s a topic that’s near and dear to adult hearts, but far away, nagging and abstract for teens. It is a ‘should do’ for most teens, instead of a ‘wanna do.’ Mighty Play was exploring how game technology could make ‘play’ a way to learn this odious topic.
Hosted after school, the first thing that happened was fueling the participants. All present inhaled fruit, protein, crackers, cheese and a bowl of M&MS. I personally wonder how many times M&Ms sit at the table of innovation and invention? I’m betting LOTS – but that’s another blog.
Mighty Play has a process for ideation that supports all ideas, rewards wild imagining, and, in this case, magically balanced the adult and teen input. In fact, it was fun to watch the ideas flow, grow and jump between the generations.
The teens are tech-bound – cell phones, computers and IPods are assumed extensions of their lives. No books, pens, or libraries were mentioned as sources of information. All references were to ‘online anytime, anyplace’ capabilities.
The social aspect was huge – they assume that they can ping, ring, text and get instant contact when they need it. In fact, they rank peers as the most powerful influence; an influence that extends to teaching, mentoring and coaching.
But the real tough talk at the ideation session? Adults would propose beautifully formed, logical adult solutions and the kids would say, “Nah – it would never work.” Then they’d tell you why – and amazingly enough they would come up with an alternative way to social network, get ‘just in time info,’ build a ‘virtual’ team, and solve the problem in a whole different Web 2.0 way. This time the adults would be shaking their heads in wonder.
Mighty Play’s goal was to come up with something that the teens would use; that the teens would play. The product has to ‘play’ to before anyone will learn from it. The use was first, the learning objective second.
Curriculum developers might take note here. What would happen if the kids designed the curriculum deliverables? What would teens do with textbooks, workbooks and study guides? Informed by ‘just in time’ information, peer collaboration and student-generated content, I bet school time would look very different. And who knows – there might even be some ‘Mighty Learning.’
Friday, September 26, 2008
I am ..... who?
So someone was reading this and asked me – how did I get to the place where I get to meet and see this great learning stuff?
Well, I was born as a baby and grew to be an adult, so I have some first-hand human experience as a learner.
Then I gained some experience as a teacher. I had a Maryland Scholarship that forgave 25% of my student loans for each year that I taught. I had already learned math in the great Maryland education system, so I taught for four years. I was an ‘all white’ English teacher at an ‘all black’ Baltimore City High School. I still look back and consider that as one of my most valuable, enjoyable, challenging, and life-defining moments in my existence. In addition to learning about other cultures, learning to be the minority, acquiring a wicked set of dance skills, and meeting some of the most incredible educators and learners I’ve ever met – I got involved with instructional computing through a Plato/Control Data learning project at the school.
One thing led to another . . . that led to a teaching fellowship at graduate school . . . that led to Apple Computer . . . and that led to the Bay Area. Once here, I worked in a variety of industries – publishing, software, Internet and gaming. I’ve managed worldwide learning markets, lead teams that have developed online learning platforms, and developed new markets for multimedia reading tools. I’ve helped businesses develop, market and sell new technology learning products pre-K through Adult. I’ve worked in rich high-tech companies, and penny-pinching startups. I’ve been an executive officer, managed a P&L, and been a high-level strategic staff member in both global and U.S. markets.
I was able to wrestle, and to learn all the different ways we support learning. We tackle it through policy, research, psychology, tools, information, textbooks, and online learning. I like the part where we fund it as a business – where industry innovates, competes, implements and works to improve the experience.
And the net-net of it all? We are humans; therefore we learn. And here in the Bay Area – we learn business fast, all new, all the time, all day, and everywhere with everyone -- globally and locally and at all ages. WE LEARN to compete and survive. But mostly, I suspect we LEARN to EXPLORE, INVENT and COMMUNCIATE.
Here in the United States learning (unlike health care) is primarily a state funded ‘right’ (rite?). And as a result, the wild ride of free market adoption that fueled technology transformations of other segments didn’t fuel the education segment quite as fast. While the creativity and innovation of the education research segment helped drive great innovation and results in the technology revolution, the trickledown effect was slow and uneven throughout the rest of the learning market. And harshly perhaps – the technology was too immature for the complexities of the entire pre-K through Adult span of needs.
But technology continues to mature. Web 2.0 brings strong social assets to the already existing information and communication assets. The next wave of innovation will bring even more information organization and multimedia customization to the game.
It’s a great time to learn – the tools have never been better -- the information has never been richer. The payment for good learners has never been higher. The learners have never been more ready. We’re a little upside down at the moment – learners use technology pervasively in their social and consumer lives. They walk into a classroom and sometimes are sent ‘back in time’ and do not get to enjoy the fullest use of technology to learn. The learners will be teaching the teachers in some segments today. But hey, that’s WEB2.0 at its best. It’s all good.
We just need to figure out a way to make the pieces come together; to invent new business models to make for faster adoptions, and to invest in the future – invest in learners.
And I want to be part of that. I write these blogs so the smart people with the pieces can meet and make it happen.
I’m looking forward to learning more so I can make it so . . . Teach me.
Well, I was born as a baby and grew to be an adult, so I have some first-hand human experience as a learner.
Then I gained some experience as a teacher. I had a Maryland Scholarship that forgave 25% of my student loans for each year that I taught. I had already learned math in the great Maryland education system, so I taught for four years. I was an ‘all white’ English teacher at an ‘all black’ Baltimore City High School. I still look back and consider that as one of my most valuable, enjoyable, challenging, and life-defining moments in my existence. In addition to learning about other cultures, learning to be the minority, acquiring a wicked set of dance skills, and meeting some of the most incredible educators and learners I’ve ever met – I got involved with instructional computing through a Plato/Control Data learning project at the school.
One thing led to another . . . that led to a teaching fellowship at graduate school . . . that led to Apple Computer . . . and that led to the Bay Area. Once here, I worked in a variety of industries – publishing, software, Internet and gaming. I’ve managed worldwide learning markets, lead teams that have developed online learning platforms, and developed new markets for multimedia reading tools. I’ve helped businesses develop, market and sell new technology learning products pre-K through Adult. I’ve worked in rich high-tech companies, and penny-pinching startups. I’ve been an executive officer, managed a P&L, and been a high-level strategic staff member in both global and U.S. markets.
I was able to wrestle, and to learn all the different ways we support learning. We tackle it through policy, research, psychology, tools, information, textbooks, and online learning. I like the part where we fund it as a business – where industry innovates, competes, implements and works to improve the experience.
And the net-net of it all? We are humans; therefore we learn. And here in the Bay Area – we learn business fast, all new, all the time, all day, and everywhere with everyone -- globally and locally and at all ages. WE LEARN to compete and survive. But mostly, I suspect we LEARN to EXPLORE, INVENT and COMMUNCIATE.
Here in the United States learning (unlike health care) is primarily a state funded ‘right’ (rite?). And as a result, the wild ride of free market adoption that fueled technology transformations of other segments didn’t fuel the education segment quite as fast. While the creativity and innovation of the education research segment helped drive great innovation and results in the technology revolution, the trickledown effect was slow and uneven throughout the rest of the learning market. And harshly perhaps – the technology was too immature for the complexities of the entire pre-K through Adult span of needs.
But technology continues to mature. Web 2.0 brings strong social assets to the already existing information and communication assets. The next wave of innovation will bring even more information organization and multimedia customization to the game.
It’s a great time to learn – the tools have never been better -- the information has never been richer. The payment for good learners has never been higher. The learners have never been more ready. We’re a little upside down at the moment – learners use technology pervasively in their social and consumer lives. They walk into a classroom and sometimes are sent ‘back in time’ and do not get to enjoy the fullest use of technology to learn. The learners will be teaching the teachers in some segments today. But hey, that’s WEB2.0 at its best. It’s all good.
We just need to figure out a way to make the pieces come together; to invent new business models to make for faster adoptions, and to invest in the future – invest in learners.
And I want to be part of that. I write these blogs so the smart people with the pieces can meet and make it happen.
I’m looking forward to learning more so I can make it so . . . Teach me.
Reducing the $$$ of experience based learning
Athletes train. Students study. There are formal techniques and traditions for acquiring new skills and learning in both of these arenas.
But business people have EXPERIENCE. Most companies don’t have strong traditions of skill development or study because they look at an employee’s experience as an indicator of productivity. And experience – well, it is a very risky and expensive learning structure. If you’re a smart business person, do you hire those with experience knowing that some other poor guy has already paid for all the mistakes, wrong decisions and screw-ups that it took to make that employee experienced?
Greg is in the training business, giving companies an online simulation-based tool to build skills through practice – not just through costly ‘experience.’ Greg likes to quote Vince Lombardi, “Practice does not make perfect. Only perfect practice makes perfect.” And Greg’s company produces and customizes training primarily through the use of simulators and Web 2.0 tools that provide deliberate, structured, and optimal learning practice for businesses.
The company has been around for ten years now. And there have been lots of changes in those ten years. And Greg thinks we’re at a jumping-off point where even more dramatic advances are about to happen.
The sales and marketing practices that have frustrated him may be about to change. Businesses usually think of training when they need to ‘fix’ something, or when they have a ‘problem.’ Greg acknowledges that it’s more difficult to change a culture of skills than to teach it fresh. But he sees that changing as ‘time to market’ becomes a more critical competitive advantage, and as ‘knowledge workers’ become a company’s key asset. He notes that some newer companies think ‘culture’ as part of their original business plan. That culture includes learning. And that upfront, built-in learning component of a business plan will eventually shorten the sales cycle and reduce the need for market development in the corporate training arena.
Most business training is currently provided by consultants with PowerPoint presentations. It’s a loose, fragmented market. Greg thinks we’re getting closer to a killer application, however. Simulation, gaming and Web2.0 technologies are combining to get us there; and Greg would like his company to be part of that wave.
He’s piloting a new product centered on Web2.0 user-generated content and collaboration tools for ‘practice.’ He’s lined up a hot company to pilot the tool; and to pilot a new business model and to bring a strong partner ‘brand’ in to work with him. It’s all a little premature to talk about now – but we’re going to keep in touch as he moves this along.
A killer app for business ‘practice’ that reduces the risk, cost and complexities of learning through experience: That would be a killer app.
But business people have EXPERIENCE. Most companies don’t have strong traditions of skill development or study because they look at an employee’s experience as an indicator of productivity. And experience – well, it is a very risky and expensive learning structure. If you’re a smart business person, do you hire those with experience knowing that some other poor guy has already paid for all the mistakes, wrong decisions and screw-ups that it took to make that employee experienced?
Greg is in the training business, giving companies an online simulation-based tool to build skills through practice – not just through costly ‘experience.’ Greg likes to quote Vince Lombardi, “Practice does not make perfect. Only perfect practice makes perfect.” And Greg’s company produces and customizes training primarily through the use of simulators and Web 2.0 tools that provide deliberate, structured, and optimal learning practice for businesses.
The company has been around for ten years now. And there have been lots of changes in those ten years. And Greg thinks we’re at a jumping-off point where even more dramatic advances are about to happen.
The sales and marketing practices that have frustrated him may be about to change. Businesses usually think of training when they need to ‘fix’ something, or when they have a ‘problem.’ Greg acknowledges that it’s more difficult to change a culture of skills than to teach it fresh. But he sees that changing as ‘time to market’ becomes a more critical competitive advantage, and as ‘knowledge workers’ become a company’s key asset. He notes that some newer companies think ‘culture’ as part of their original business plan. That culture includes learning. And that upfront, built-in learning component of a business plan will eventually shorten the sales cycle and reduce the need for market development in the corporate training arena.
Most business training is currently provided by consultants with PowerPoint presentations. It’s a loose, fragmented market. Greg thinks we’re getting closer to a killer application, however. Simulation, gaming and Web2.0 technologies are combining to get us there; and Greg would like his company to be part of that wave.
He’s piloting a new product centered on Web2.0 user-generated content and collaboration tools for ‘practice.’ He’s lined up a hot company to pilot the tool; and to pilot a new business model and to bring a strong partner ‘brand’ in to work with him. It’s all a little premature to talk about now – but we’re going to keep in touch as he moves this along.
A killer app for business ‘practice’ that reduces the risk, cost and complexities of learning through experience: That would be a killer app.
Tuesday, September 23, 2008
Google's structures for learning
Google has a reputation for having one heck of an office environment. But can a “kickin’” workspace really impact innovation and productivity? In this wireless, telecommuting world, should businesses invest in creating a physical environment to foster learning and invention? Don’t people prefer ‘online’ to ‘in office’ these days?
Let’s face it; online dating has opened up all sorts of new ways of ‘meeting’ people. But for most people, it’s still the physical chemistry that seals a deal in a relationship. We haven’t figured out the ‘ether’ version of that step yet.
And likewise, online learning opens up all sorts of new ways to acquire new skills, to collaborate and to research new discoveries. But when I visited Google for the first time yesterday, I got a lust to learn. The physical makeup of the campus empowers learning. Like a live physical presence after an online conversation, I reacted to Google’s physical plant even more strongly than I did to its online successes.
How do they do that? First, much of the space supports collaboration. Open and flexible, supported with whiteboards and comfortable, configurable furniture, the loft-like rooms call out for people to sit together and work. As I passed some of the whiteboards, I couldn’t help but stop and read them. Hey, I was thinking – “I want to be part of that group . . .” My friend tells me that the IT services are first rate – the wireless is fast, and your computer is updated regularly. And if it breaks, it gets fixed fast and cheerfully. Workers are well supported to work together anytime, anyplace.
The atmosphere is casual – there were flyers and posters everywhere inviting staff to lectures, announcing focus groups, sign-up sheets for trial uses of new projects. The buzz was posted on the boards and the walls – “Hey,” I thought, “I want to learn more about that project.” In fact, we walked right through a lecture with a speaker and probably close to 100 people sitting, lounging, sprawling on the floor and taking notes. Lagging behind, I was eavesdropping and thinking, “Oh – he’s talking about how human neurology can inform or maybe even inspire software functions.” “Wait,” I wanted to say, ”that’s a great idea, I want to know more about that.”
And, of course, there is the legendary Google support for ‘work hard, play hard’. There was the volleyball court, the Endless Lap Pools, the gym, and all the ‘best of the best’ of wealthy company perks. The gourmet restaurants support the body, too. It only took me five minutes to load my plate completely full with just ‘a little’ taste of pasta, sushi, curry, bistro bites and a salad bar dip of good green stuff. As were sitting outside eating in the courtyard table, a person joined us – we didn’t know him but soon were exchanging information and ideas. Google knows that good meals are great collaboration starters.
Access, support, flexibility: a physical facility with an expectation built in that people work together. It is an online set of resources that support innovation and research into doing things in a new and better way: a culture that respects and honors human energy and motivation through good food and good physical activity. It is part of the Google success formula.
So I wonder, Google, if you were to design a school -- what would it look like? How would you change the school system so that it would produce your ideal ‘entry’ level worker?
On second thought, here’s a better question. So Google – if I gave you a group of six year olds, how would you build a place for them to produce your next great invention? If I gave you twenty high school freshmen, what new capability would you inspire them to produce? I bet you could do it.
Now that would be a new business of learning.
Let’s face it; online dating has opened up all sorts of new ways of ‘meeting’ people. But for most people, it’s still the physical chemistry that seals a deal in a relationship. We haven’t figured out the ‘ether’ version of that step yet.
And likewise, online learning opens up all sorts of new ways to acquire new skills, to collaborate and to research new discoveries. But when I visited Google for the first time yesterday, I got a lust to learn. The physical makeup of the campus empowers learning. Like a live physical presence after an online conversation, I reacted to Google’s physical plant even more strongly than I did to its online successes.
How do they do that? First, much of the space supports collaboration. Open and flexible, supported with whiteboards and comfortable, configurable furniture, the loft-like rooms call out for people to sit together and work. As I passed some of the whiteboards, I couldn’t help but stop and read them. Hey, I was thinking – “I want to be part of that group . . .” My friend tells me that the IT services are first rate – the wireless is fast, and your computer is updated regularly. And if it breaks, it gets fixed fast and cheerfully. Workers are well supported to work together anytime, anyplace.
The atmosphere is casual – there were flyers and posters everywhere inviting staff to lectures, announcing focus groups, sign-up sheets for trial uses of new projects. The buzz was posted on the boards and the walls – “Hey,” I thought, “I want to learn more about that project.” In fact, we walked right through a lecture with a speaker and probably close to 100 people sitting, lounging, sprawling on the floor and taking notes. Lagging behind, I was eavesdropping and thinking, “Oh – he’s talking about how human neurology can inform or maybe even inspire software functions.” “Wait,” I wanted to say, ”that’s a great idea, I want to know more about that.”
And, of course, there is the legendary Google support for ‘work hard, play hard’. There was the volleyball court, the Endless Lap Pools, the gym, and all the ‘best of the best’ of wealthy company perks. The gourmet restaurants support the body, too. It only took me five minutes to load my plate completely full with just ‘a little’ taste of pasta, sushi, curry, bistro bites and a salad bar dip of good green stuff. As were sitting outside eating in the courtyard table, a person joined us – we didn’t know him but soon were exchanging information and ideas. Google knows that good meals are great collaboration starters.
Access, support, flexibility: a physical facility with an expectation built in that people work together. It is an online set of resources that support innovation and research into doing things in a new and better way: a culture that respects and honors human energy and motivation through good food and good physical activity. It is part of the Google success formula.
So I wonder, Google, if you were to design a school -- what would it look like? How would you change the school system so that it would produce your ideal ‘entry’ level worker?
On second thought, here’s a better question. So Google – if I gave you a group of six year olds, how would you build a place for them to produce your next great invention? If I gave you twenty high school freshmen, what new capability would you inspire them to produce? I bet you could do it.
Now that would be a new business of learning.
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