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HAS THIS HAPPENED TO YOU...?

Explore the challenge of learning, discover your own understanding, and apply knowledge through engagement, motivation, information, processing, and application. Discover how simulations can enhance learning experiences.

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HAS THIS HAPPENED TO YOU...?

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  1. HAS THIS HAPPENED TO YOU...? “My reality is very different from their theory.” “I’m not sure why I’m here. “I remember liking the presentation, though I cannot remember the main points.” “It was too abstract.” “I need some time to let it sink in before knowing what I learned.” “Was I the only one who didn’t get it?” “The info was spoonfed by some talking heads.” “Interesting, but not particularly useful.”

  2. A COMMON CHALLENGE

  3. GESTALTS • Looking for a pattern

  4. GESTALTS • Looking for a meaning

  5. GESTALTS • The AHA experience

  6. Coin A is half the size of coin B in terms of diameter and circumference TO LEARN IS TO DISCOVER • How many turns? A Coin A rolls around coin B A B B Coin B doesn’t move

  7. THE COINS

  8. THE COINS

  9. THE COINS C = 1 S = 2 CA 2 + 1 = X Turns CB 1 + 1 = 3 Turns

  10. LEARNING REQUIRES THINKING • How many matches? Tennis tournament

  11. LEARNING REQUIRES THINKING • Who is in the portrait? “This man’s father is my father’s only son.”

  12. TEACHING HAS ITS LIMITS

  13. TO LEARN IS TO DISCOVER • Conclusion You cannot just absorb other people’s knowledge… …you must create your own.

  14. THE CONDITIONS FOR LEARNING • Engaging people– what does it take?

  15. receptive to information, and inspired to figure out how it actually works… … so that you can use it. THE CONDITIONS FOR LEARNING • There is a pattern in the way we learn – and we do not even think about it. Do you recognize this? Your interest makes you And if you don’t, you give up…

  16. Evaluation 5. Applying 1. Motivation 2. Information 4. Conclusion 3. Processing THE CONDITIONS FOR LEARNING • This is the pattern in a nutshell • That’s how our brains are designed: • Interest makes you • look for information, • in order to figure out • what it means… • and how it can be used And finally: Was it worth the effort?

  17. THE CONDITIONS FOR LEARNING • This is a well known pattern • – to any storyteller Evaluation • The ancient Greeks • Novelists • Politicians • Advertising people • Filmmakers • … 5. Applying 1. Motivation 2. Information 4. Conclusion 3. Processing

  18. Coach Encourage practicing 1. Motivation 2. Information 3. Processing 4. Conclusion 5. Applying Provoke interest Supply information Facilitate AHA! Inspire processing THE CONDITIONS FOR LEARNING • And this is what they do • (Which is also the simple recipe if you want to engage people.) Motivation Information Processing Conclusion Applying Follow up

  19. RHETORIC • The storyYou run into a good friend who owns a company with about 20 employees. They are having some problems – customers leaving, profitability dropping. He’s on his way to a meeting with them to “knock them into shape”. This is his intended story, from A to H. He asks for your help.Suggest a better way of telling his story, choosing only 5 of the slides instead…

  20. Provoke interest Supply information Inspire processing Facilitate AHA! Encourage practicing 5. Applying 1. Motivation A B 2. Information 4. Conclusion D 3. Processing E G RHETORIC • What do you suggest?

  21. 5. Applying 1. Motivation 2. Information 4. Conclusion 3. Processing RHETORIC • A different story…? • Almost the reverse order • Some exformation

  22. Some AHA! are easy to get, some require effort. So, you cannot just absorb other peoples knowledge, you must create your own. And, for that to happen, the story must be told in an engaging way. THE CONDITIONS FOR LEARNING • All in all This is what we have established so far:

  23. ON TRUE LEARNING • The guts and the brain A mental model is a way of organizing your understanding. It is through mental models you perceive and understand reality.

  24. ON TRUE LEARNING • Sharing the knowledge, or…?

  25. ON TRUE LEARNING … you must create your own knowledge. • This is another way

  26. ALL IN ALL... “Fun and rewarding…” “Useful and relevant…” “Learning, not teaching…” “ Celemi simulations are SERIOUS FUN! ”

  27. SIMULATIONS AS LEARNING TOOLS • To develop business acumen: • Create a common frame of reference– a mental model of how the business works. • Explore and discover the key value drivers– the main levers and their relative impact. • Identify the potentials for improvements– and to have the desire to make a difference. • Align around shared priorities– with a common understanding of the way forward.

  28. SIMULATIONS AS LEARNING TOOLS • “It’s notwhat you know, it’showyou know it.” • To deliver useful and sustained knowledge, a business simulation should… • reflect the client’s business – its logic, structure and business drivers. • be based on a strong and consistent conceptual platform. • capture the participants’ attention and trigger their imagination. • The assumptions and metrics built into the simulation should be… • sophisticated enough without being confusing. • concise enough without being superficial. • credible enough not to be dismissed. You cannot just absorb other people’s knowledge… …you must create your own.

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