As this summer of sport approaches, with Euro 2016 kicking off in Paris tonight and the Olympics in Rio less than two months away, I wanted to investigate the impact that good teamwork (and good team management) can have on performance; in sports as in business.
The role of a manager or head coach in football is an odd one. At times underplayed, when critics praise the individual talents or work ethic of their players, and often oversold, when eulogising moments of tactical brilliance or lucky substitutions. What impact can a manager truly have on their players? Are they just impotent spectators on the side-lines, or are they the puppet-masters, orchestrating the action we see on the pitch?
Afraid of boring your learners? Try and breathe some life into your LMS with our three innovative methods for personalisation!
At Saffron we recognise that for learning to be engaging, it has to involve a certain degree of challenge. However, learners are often at different stages in their development, so you can’t challenge everyone with the same content. It’s the exact same problem faced by classrooms across the world: how do you structure your learning so that each student is working on the specific content that will suit their competence? In a typical class you’ve got Gregory in one corner who’s struggling to perform simple division and David in the other corner solving complex algebraic equations. How can you engage them both with the same lesson? Do you teach the hard content and risk leaving Gregory behind, or the easier content and bore David to tears? The same thing can often be found in a business context, with staff having different competencies in IT, compliance, process or literacy.
To get around this, you might split people up into separate groups depending on their competence, as is often practised in the classroom. The problem with this, as many of you have probably experienced, is that with such a balancing act even minor differences in competency can cause learners to fall behind or become bored. So, how can you structure your digital ‘classroom’ (your learning platform) to challenge each of your learners when they’re all so different? Here are just a few of our simple innovations that can help:
We’ve been conducting some research at Saffron, intended to investigate the current state of satisfaction for learning management systems (LMS). We’ve surveyed people from various industries, from retail through to financial services – and one solitary but effluent waste management professional. We’ve gleaned fascinating titbits like ’44.5% use an open source LMS’, ‘50% are unsatisfied by the level of gamification/incentivisation in their LMS’ and ‘18% think LMS stands for ‘Lubricated Manure Shovel’’… OK, I might have made that last one up.
As an avid gamer with more than my fair share of first-hand gaming experience, my toes curl at the half-hearted attempts at gamification that creep into elearning like a serial photobomber.
In an age of simplified, some might say distilled, mobile gaming where simple interactions lead to addictive gameplay (i.e. ‘flappy bird’, ‘angry birds’, anything to do with birds) – businesses and instructional designers have desperately grasped for a mechanic that can transform their learning from mind-numbing compliance into addictive learning gameplay.
For me, however, they seem to be grasping at the wrong mechanics. Scoring and rankings are great, but they require difficulty to become interesting (if Flappy Bird was easy, it would never have caught on). That difficulty is the mechanic through which a user, or a learner, becomes interested in bettering themselves and beating the game. The difficulty in flappy birds is derived from the precision it requires to guide the least aero-dynamically shaped bird in existence through an increasingly complex series of jutting pipes.