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REN nyhetsbrev nr. 8, 2005

5. juni 2005
1:  Nyheter fra Clark
2:  Reporting Results: Managing Measurement
3:  Interview: Allison Rossett’s "Big Tent" View
4:  Nytt og nyttig
5:  På kalenderen

1:  Nyheter fra Clark

On May 16-17 I attended the Education Arcade (, another one of the burgeoning initiatives on melding games with learning (, This initiative is organized by MIT and run by Henry Jenkins and some of his current and former students.  It’s been held in conjunction with E3 (the Electronic Entertainment Expo: (, the event for the gaming industry.  Given that the gaming industry now trumps Hollywood in terms of revenue, this is one big event.
The Education Arcade had a consistent structure of a panel presenting on a topic, with each panelist giving a presentation, but with very reasonable time for questions. Presenters ranged from academics researching the use of games in learning to game designers and publishers. It was focused on education, not training, but there were some corporate examples and references.  There were some good points made, and some points missed.
The Education Arcade started with the topic of how teachers could use games in the classroom. There were several presentations about how teachers were augmenting the curriculum through games, either with off-the-shelf games (that is, commercial games suborned for learning use) or specific learning games.  Issues raised included the requirements here in the US of accommodating the No Child Left Untested (, er, No Child Left Behind ( constraint currently in place.
I confess I’m leery of rote testing on specifics without looking at the bigger picture, and surprisingly one of the topics this panel (and this conference) did not cover was any mention of what the curriculum should be. I’m concerned that focusing on reading, writing and math skills to the exclusion of higher order thinking skills is not a long-term strategy.  Increasingly, I think the most important skills we will give learners are design and systems-thinking skills (see, for example,,, and
There was more (though perhaps still insufficient) mention made of the difficulty of equipping teachers with the skills to facilitate discussion around the user of computers.  What I mean here is allowing students to play games and then talk about strategies, design issues, implicit values, and other elements of games that can be teased out and are important for developing self-aware learners ( is a long paper that eventually gets to the point).  There were a couple of teachers there, one who apparently did have such skills, but it’s clear that (at least here in the US) we have too few such teachers and too little opportunity to remedy it. 
One of the problems with an interdisciplinary field like technology-mediated learning is that too much can happen under the aegis of one discipline with little awareness in other fields.  So a presentation on a Danish game that develops scientific thinking through solving a forensic mystery
( seemed little advanced over the games done years ago by John Hedberg (now in Singapore) and Barry Harper: Investigating Lake Iluka and Exploring the Nardoo (  While many other games have used the same format, their design has been elegantly documented to highlight the educational underpinnings.
That presentation was in the second session on design, a topic near and dear to my heart (my book on the topic is finally out! is the ‘in progress’ accompanying site). That session was made completely worthwhile courtesy of a great talk by Jane McGonigal ( 
She talked about Alternate Reality Gaming
(, having worked on The Beast (a stealth advertising tactic for Steven Spielberg’s movie AI), and then on I Love Bees (the game that was used to launch the console game Halo 2).  She provided a rich set of design principles about designing multiplayer, distributed games that will contribute significantly to the work my colleagues and I are doing on using such games for learning (
I’ll add a pointer to the EDUCAUSE Learning Initiative ( formerly the National Learning Infrastructure Initiative (NLII). They’re exploring interesting things like mobile, engagement, etc., as an acquaintance reminded me (I have to find a way into it).  Looks interesting at least for higher education institutions.
All in all, the power of games for learning is getting increasing press.  While it’s clear that the mainstream game companies won’t go there, it may be a niche for independent game makers.  I still believe that you can substitute a lot of production value if you have good design, but the complexities of media generally mean it needs a team, so it’ll be harder to do so.  Still, if [Darden guy] is right, the “experience economy” will move to experiences that transform us, and consequently the skills to design such experiences will be necessary and valuable.

2: Reporting Results: Managing Measurement

Av Michael Brannick, klippet fra June 2005 utgaven av Chief Learning Officer

Return on investment (ROI) and risk mitigation are important drivers of many
corporate learning initiatives. But without proper assessments, organizations lack the ability to measure either of these attributes. The need for valid measurement is at the very core of every learning program. Knowledge training and assessment programs provide an abundant source of rich data, in multiple formats, that could transform the way your business operates.

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3. Interview: Allison Rossett’s "Big Tent" View

Av Ryann Ellis, klippet fra ASTD

Allison Rossett—author, professor, consultant—talks to E-Learning Network News about the similarities and differences between higher ed and corporate e-learning, her growing intrigue with knowledge management and wikis, and the coming convergence of work and learning.

RE: As someone who works in both the higher ed and corporate realms, do you see similarities/differences in how they approach and deploy e-learning? If there are differences, what do you think is the driving force? Does one group seem more innovative?

AR: This is a tough question, not because I haven’t thought about it, but because it’s hard to generalize. Companies and universities aren’t any one thing. IBM and Wal-Mart are distinct; SDSU, University of Chicago and Maricopa Community College are different in purposes, audiences, and means.

Corporations and institutions of higher learning are, I believe, more similar than they are different. In most circumstances, both are attracted to e-learning to enhance quality. They are keen on reach, individualization, assessment, blends, knowledge bases, and online communities. And both are intrigued by--and perhaps a tad overly optimistic about--the potential for individuals to become more self-reliant about their learning and careers.
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4: Nytt og nyttig

Innovations in Collaboration
Av Sam S. Adkins, klippet fraJune 2005 utgaven av Chief Learning Officer

Clearly, collaboration is in high demand. The Telecommunications Industry Association (TIA) indicates that global revenues from collaboration applications, including audio conferencing, video conferencing, Web conferencing, unified messaging and instant messaging, totaled $1.5 billion in 2003, more than double the $696 million generated in 2002. TIA forecasts that collaboration revenues will experience a 66.5 percent compound annual growth rate, reaching $11.4 billion by 2007.

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5: På kalenderen

LoD meeting in Europe will take place in Helsinki, Finland, on Wednesday, June 8.
The meeting is organized by SRIC-BI’s LoD program in collaboration with Culminatum (which manages the Centre of Expertise Program within the Helsinki Region, see At our last European LoD meeting at IBM’s London facility last December we were
introduced to Culminatum when Kari Mikkela gave his presentation. The Helsinki meeting will be hosted by TEKES (the main public funding organization for research and development in Finland; see

The theme of this meeting is “Innovations in learning and learning technology in the Nordic Region” and we will hear from speakers from Norway, Sweden, Denmark and, of course, Finland. The Nordic region has long been an early adopter of learning technologies and this meeting will provide an opportunity for interactive discussion about some of the most interesting and innovative applications and projects throughout the

REN medlemsmøte, 14. og 15. juni 2005
Vettre Hotell, Asker

Frokostseminar om digital historiefortelling, 16. juni 2005
NHOs Lille konferansesal, Essendropsgate 6, Majorstua, Oslo.
Kontaktperson: Gro-Anett Olsen,
For mer informasjon og påmelding gå til:

Chief Learning Officer Symposium Fall 2005
The Speed to Competency: Developing People, Building Capabilities
September 28-30 2005 at the Hyatt Regency Huntington Beach, California
Workforce productivity has never been more critical. Join us in at the Hyatt Regency, Huntington Beach, CA to explore the most creative and compelling solutions for rapidly increasing employee potential.

Digital Storytelling Festival, 7. til 9. oktober i San Francisco

REN Studietur, 9. til 13. oktober i San Francisco

Training Fall Conference and Expo, October 17-19, 2005, Long Beach, CA

At Training Fall Conference and Expo, you'll find more resources, more expertise and more opportunities for you to accelerate your professional development and online learning curve.
Chief Learning Officer Symposium EMEA 2005November 2-4 2005 at the Hotel Arts Barcelona, Spain Join us in Barcelona as Chief Learning Officer magazine extends its highly regarded Symposium series to the EMEA markets. CLO Symposium EMEA is the perfect forum for senior international learning executives to share their experiences and best practices with an ever-expanding Global community.

For mere informasjon ta kontakt med:
Veslemøy Barnes Prosjektleder
Research and Educational Network (REN)
Innovation Norway
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San Francisco, CA 94111-4833
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