This second assessment asks you to provide a brief account of available literature/research on a topic in Knowledge Management. This document will inform later assessments.
The purpose of this task is to engage creative thinking. The challenge is to spur creativity to solve knowledge management issues in workplaces and engage with humans and build relationships.
The unit learning outcome(s) assessed is/are:
LO 1 Synthesise and apply knowledge management theory to analyse knowledge issues
LO 3 Work effectively as a member of a team, including multidisciplinary teams, able to draw on, recognise and value the knowledge and contributions of others and balance team and individual goals
Game-based learning (GBL) continues to rise firmly and steadily, producing evidence on the potential of GBL (Hwang & Wu, 2010) like significant improvements of performance and motivation (Kanthan & Senger, 2011), (Warren et al, 2012) of both the individual and group thus positively impacting the organisation. As a consequence, the interest in using games in learning is quickly increasing among different organizations (McClarty et al, 2012). However, there are still open issues regarding the use of educational games, their high development costs being one of the most relevant. This limits wider adoption (Johnson et al 2012) and makes of GBL difficult to scale (Clarke & Dede, 2009).
Henceforth, you will be using creative thinking to develop games that you think organisations can benefit for knowledge transfer or exchange or collecting data for predictive analysis.
References
G-J. Hwang, P-H. Wu, “Advancements and Trends in Digital Game-Based Learning Research: A Review of Publications in Selected Journals from 2001 to 2010”, British J. Educational Technology, vol. 43, pp. E6-E10, 2012.
Kanthan, J-L. Senger, “The Impact of Specially Designed Digital Games-Based Learning in Undergraduate Pathology and Medical Education”, Archives of Pathology & Laboratory Medicine, vol. 135, pp. 135-142, 2011.
K.L. McClarty, A. Orr, P.M. Frey, R.P. Dolan, V. Vassileva, A. McVay, A Literature Review of Gaming in Education, Pearson Education, June 2012.
L. Johnson, S. Adams, M. Cummins, The NMC Horizon Report: 2012 Higher Education Edition, The New Media Consortium, 2012.
J. Clarke, C. Dede, “Design for Scalability: A Case Study of the River City Curriculum”, J. Science Education and Technology, vol. 18, pp. 353-365, 2009.
Schrier, K 2016, Knowledge games. [electronic resource] : how playing games can solve problems, create insight, and make change, Baltimore : Johns Hopkins University Press.
S.J. Warren, M.J. Dondlinger, J. McLeod, C. Bigenho, “Opening the Door: An Evaluation of the Efficacy of a Problem-Based Learning Game”, Computers & Education, vol. 58, pp. 397-412, 2012.
Instructions
You are required to work as a group of 4-5 students to do the following:
Design and execute a game focused on one aspect of knowledge theory
The game concept has to be based on either: knowledge transfer or share or data collection for predictive analysis (You need to be clear on this choice)
You can use video, social media apps, database, paper or any traditional methods to design your game. You should be creative. Do not expect your tutor to tell you what to do. The team needs to discuss on one of the issues/concepts and then design the game.
Having chosen one of the above aspect of the game concept focus, you will then explain using theory the concept of the game design to the knowledge value. You must use knowledge management theory to support your writing. (500 words minimum).
You will also write a 1-page instruction sheet. You have to make copies to distribute to the participants.
You will then get the whole class to engage in your game in session 7. This is a 20 minute game.
The class engagement is your beta test for the game.
Assessment Criteria
Clarity of Concept/Subject matter (one of the following)
Knowledge Transfer
Knowledge Sharing
Data Collection
Creativity in game design
Collaborative, Cooperative Team Work
Accuracy in Instruction and Game Flow
