The experts agree that opportunities in L&D to apply gamification are only growing, and more opportunities translate into higher pay. Trends project a continued employee engagement crisis, the arrival of Generation Z, the swell of Millennials, the departure of Boomers, and a greater emphasis placed on data and analytics. Simply defined, gamification uses game mechanics and rewards for non-game applications in order to increase engagement and loyalty, solve problems, change behaviors, and achieve business objectives. Gamification is an important and powerful strategy for influencing and motivating people. The exciting news is although Gamification is a NEW addition to an instructional designer's toolkit, it won't be a steep learning curve for most learning and development professionals, because you have been using many of the techniques for years. Gamification does NOT mean making a computer or a video game, and expecting it to motivate people … it means taking the concepts around games and using them in an authentic way to drive the behavior you want to get. This week let's go back to the basics and learn why Gamification works, in what context it is most effective, and why you as an L&D Professional should consider using it in your instructional design and delivery in 2015. Learn more about earning a Gamification Certificate for L&D Professionals at www.sententiagames.com About Your Host: A gamification speaker and designer, Monica Cornetti is rated as the #1 Gamification Guru in the World by UK-Based Leaderboarded. She is the author of the book Totally Awesome Training Activity Guide: Put Gamification to Work for You. Monica's niche is gamification used in the corporate environment. Connect with Monica (@monicacornetti) www.monicacornetti.com
Learning a new language is a difficult task. It requires skills for memorizing new words, learning how to put those words together in a grammatical way, and integrating them with existing linguistic knowledge. In a new study from researchers at the Donders Institute and Max Planck Institute for Psycholinguistics, these skills were observed through brain imaging as native speakers of Dutch learned an artificial miniature language 'Alienese'.
Reuse grammatical characteristics
The major discovery was that the brain cares whether or not the grammatical properties of the new language (in this case, word order) resemble the grammatical properties of your native language. If they are similar, your brain uses its own grammar in learning the new language. And if the word order of the new language differs from your mother tongue, your brain needs to build a new grammatical repertoire. For the first time, researchers have shown that it helps the brain if it can reuse characteristics of our mother tongue when learning a new language.
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Alienese consisted of a set of words like josa 'woman', komi 'man', and oku 'to photograph'. These words could be combined in a particular order, which either did or did not conform for Dutch word order. For instance, both sentences Komi oku josa (man photograph woman) and Josa komi oku (woman man photograph) have the meaning "The man photographs the woman". The former sentence conforms to Dutch word order (and English), but the latter does not. Participants read sentences with familiar and unfamiliar word orders accompanied by pictures depicting the meaning (see image).
Language brain network
When the unfamiliar word orders (josa komi oku) were repeated, brain activation increased within regions of the brain network known to be involved for your native language. Lead author of the study Kirsten Weber proposes, "The enhanced activity might reflect a brain mechanism to build and strengthen a neural network to process novel word order regularities." When the familiar word order (komi oku josa) was repeated, brain activation decreased in language-related regions. "That we found suppressed activation on the other hand, supports our ideas that a known structure in a novel language quickly behaves like a structure in your native language. Processing a known structure is easier for the brain second time round. As a whole, our study shows that we seem to use the same brain areas for native and new language structures and that Alienese was in the process of being integrated into the participants existing language brain networks."
Source: Max Planck Institute for Psycholinguistics
In this post we discuss a potential strategy for not only improving your public speaking skills, but a possible method of developing, encouraging and improving participation in your public speaking group.
Via Ivonne Aldridge Canterbury
t’s no secret that kids learn better when teachers provide learning activities that keep them engaged. Teachers work tirelessly to plan engaging lessons that capture and keep the interests of their students, thereby making content more accessible. However, teachers continue to feel the daunting pressure to compete for their students’ attention amidst the ever-evolving and rapidly-hanging mass media, social media, and entertainment industry, as these elements do a stellar job of keeping students highly engaged outside of the classroom.
Although it is vitally important for us to know and understand our students' interests and the best conditions under which they learn, there is good news: It’s not necessary that we focus our efforts on competing with the devices and activities our students engage in during their downtime outside of the classroom! Recreation, entertainment, and downtime for students outside of the classroom are just that: recreation, entertainment, and downtime. Students expect to come to school to learn and to be challenged (although they may never tell us that).
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