highest recommendations as an introduction to the most current research and pedagogy in educational technology

books:

	• Learning by Doing: A Comprehensive Guide to Simulations, Computer Games, and Pedagogy in e-Learning and Other ... Clark Aldrich Pfeiffer, 2005 - 400 pages average customer review:based on 10 reviews view larger image
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highly recommended

Another Winner by Clark

It is no secret that "conventional eLearning" is not as engaging, interactive and interesting-and therefore also not as effective-as it should be. And we know that even current technology has the potential to do much more for "eLearning," or "technology-enabled learning" than we see today. And the rate of change in most technology is accelerating rather than slowing. It is the future potential that excites most of us who are involved in learning technology.

Games and simulations (G&S) is clearly one of the most interesting and exciting areas of learning technology and undoubtedly will play a big part of "next generation (e)Learning," whether in schools, universities, government or industry. This is now being recognized, and evidenced by the growing number of "conferences-within-conferences" (seen most recently at the Training Fall Conference and Expo in Long Beach) or the Serious Games Summit in WDC-to mention just two-dedicated to the topic of G&S.

Clark's book is a most welcome addition to the growing literature covering G&S-and it is a book I highly recommend for anyone interested in learning technology. And if you are involved in some way in learning and training, you cannot avoid technology and if you want to be conversant and be ready to make (smart) decisions on issues that undoubtedly will soon come your way, if they have not already, the ROI on the money spent on Clark's book will no doubt be great.

Clark is a highly respected analyst-with a long history of insightful writing on learning and learning technology (which thousands of practitioners and analysts have enjoyed for a number of years)-as well as a simulation developer, and a business executive (leading Simulearn). Few others can equal his credentials in the area of learning technology so even before the book arrived in my mailbox I knew that this would be one I would enjoy and find very useful. It did not disappoint me.

Not only is it well written but it is a very nice combination of the following:
-- Clear analysis of different types of G&S. This is very useful as it will help future discussion and dialog and reduce the confusion that results when people think they are talking about the same things but in fact are not. Even if one does not agree with Clark's taxonomy he is nevertheless doing us a service by stimulating a richer dialog around these issues.
-- Lots of good examples. Especially for readers interested in using G&S in their organizations, and therefore need to understand the practical side of G&S, Clark's book is very useful as it provides a range of different examples covering the different types of G&S discussed in the book. The examples come from different types of users and sectors, and few application areas exist where G&S could not be highly useful.
-- Challenges that lie ahead. Because of Clark's varied background he is very well positioned to reflect on the challenges that lie ahead and to give a realistic assessment of where we are heading with G&S. As with other analysts, like Clark Quinn, for instance, Aldrich recognizes that the future for G&S is no cakewalk. It is very hard-and often costly-to build high quality, customized simulations, for instance, as Clark learned when he built Virtual Leader. But as tools and technology improve, as more vendors compete and offer better products, and as buyers recognize the benefits of G&S (See the excellent work by James Gee at the Games and Professional Practice Simulations at the Academic ADL Co-lab, for instance) and demand thus accelerates, "effective cost" per user (nominal cost normalized by learning effectiveness) will no longer be a major adoption barrier.

Clark is also one of the most popular speakers on the conference circuit so once you have read his book you will have more to talk to him about when you meet him at one or more of the upcoming events where he will speak.

Eilif Trondsen, Ph.D.
Director
Learning on Demand Program
SRI Consulting Business Intelligence
(...)

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Read this book second

I just finished reading "Learning By Doing" from cover to cover. Those who are practicing in this field will want to read this book to learn of techniques that might not be readily apparent such as branching stories and interactive spreadsheets. I would recommend that they read "What Video Games Have to Teach Us About Learning and Literacy" by James Paul Gee first, however, as I found the writing style of "Learning By Doing" a little sparse, like fleshed out bullet point slides. It is clear, though, that the author has a lot of experience in this topic and his book is a contribution to the field.

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Learning By Doing

Although Aldrich provides a good guide with an overall view of pitfalls or benefits of serious games, I did not think there was enough depth in design and effective learning techniques for my research needs. For an HR or training professional who wants to get an extensive overview in this field, this book would be very useful.

Aldrich Framework Extends to Assessment

[...]
I really enjoyed "Learning by Doing" Clark. Your frame of thinking helps place things into a space for mulling over the possibilities. I noticed the big "we have no idea" at the end of the interviews on the question of measuring the effectiveness. That is a big challenge, and I think the way there is already being constructed by Mislevy and others in the "adaptive testing" arena - but instead of giving an adaptive test, we'll just make an unobtrusive observation using the same rigorous theory base without hurting the playability, fun, sim aspects.

What you called the "universal truths" (I wasn't as convinced about sticking it in the intersection of games and sims) are also called "generic structures" in the systems dynamics literature - you probably know that. It makes one wonder if in the authoring environments of the future, those structures will be facilitated through wizards to help people build games and sims. With a few critical questions, the agent could "fill-in" a generic structure to some extent...including capturing the causal chains of events (e.g. what happens first?, when that goes up what does it do to the second thing?).

I really like the clarity of the framework of "sim, game, pedagogy" crossed with "systems, cyclical, linear" and also the idea that sims allow-uses discovery/practice, games allows-uses testing/softening and pedagogy allows-uses presentation/support. The Mislevy (et al) assessment model has four parts: task model (a bit like the sim in that it is the model of everything that the user could be doing, sets the context and expectation), user model (a bit like the game in that it models in clear computational terms what the "winning" user will be doing), the evidence model and presentation layer (collects data, makes judgements about what the user knows, and selects the next item to present to the user). The presentation layer is a bit mechanical...so really the three essential parts of any assessment are the task, user and evidence models, which I think can be brought into a useful alignment with your framework - in order to go after that issue about metrics of effectiveness.

Another thing your model makes me think of is that on the content type side, cyclical contains linear and is contained by systems. e.g. systems models have both linear and cyclic causal relationships, simple cycles are first created by two linear relatinships that bounce back to each other...and curvilinear paths of many kinds are essentially linear at the microscopic level. So that leads me to wonder (and I think your chapters make this point) that pedagogy is contained in games (i.e. games teach) and are contained by sims (i.e. sims can be fun, have prefered goal states like "winning" or "succeeding", use scores, give feedback. etc.) These metaphors might break down on some issues, but they're giving me pause to reflect and relate to your framework.

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highest recommendations as an introduction to the most current research and pedagogy in educational technology

In 1985, I started developing educational computer simulations in DOS on the IBM PC. Since that time I have been involved in every new form of educational technology.... touchscreen, videodisc, CD-ROM, internet. For the last 8 years I have been consulting in corporate training. To try to stay smart, I read everything I can get my hands on.

After reading Learning by Doing by Clark Aldrich, I am completly blown away. Clark is a genius. This book is relavent and puts into context everything I have been doing for 22 years.

This book captures in a fun, easy to read informative style, both the pedagogy and technology for creating state of the art e-learning experiences.

I have never been motivated to write an Amazon review before, but I can't over emphasize my enthusiasm for this book. I have already had several of my clients buy this book. The book is well researched and completely current with latest trends and advancements. The use of bullet lists and charts/ diagrams is very helpful. The index is more comprehensive and complete than any book I have ever seen. Clark's editorial comments are right on target.

The book is not a dense encyclopedia, so if that is what you are looking for then supplement your library with some of the other current titles on blended learning. I give this book my highest recommendations as an introduction/ overview to the most current research and pedagogy in the use of educational technology for corporate training.

I especially recommend this book for corporate trainers who are trying to figure out how to evolve from instructor led to a blended learning paradigm.

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reviews: page 1, 2

Designed for learning professionals and drawing on both game creators and instructional designers, Learning by Doing explains how to select, research, build, sell, deploy, and measure the right type of educational simulation for the right situation. It covers simple approaches that use basic or no technology through projects on the scale of computer games and flight simulators. The book role models content as well, written accessibly with humor, precision, interactivity, and lots of pictures. Many will also find it a useful tool to improve communication between themselves and their customers, employees, sponsors, and colleagues. As John Coné, former chief learning officer of Dell Computers, suggests, ?Anyone who wants to lead or even succeed in our profession would do well to read this book.?

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