In Preparing Instructional Designers for Game-Based Learning: Part 2 (2010), there is a series of forward thinking experts in instruction design that discuss the future of it within the area of game-based learning. The articles provides several what I like to call “takeaways” that a future instructional designer need to think about as he or she develops quality game-based instruction.
Experiential Modes (Hirumi, Appelman, Rieber, & Van Eck, 2010)
Appelman (Hirumi et al. 2010) discusses various experiential modes that can be found within different versions of a learning environment. A continuum (Figure 1) is established with “real life” and on one end and “virtual life” on the other.
The other side is a continuum based upon the degree of interactivity. Appelman (Hirumi et al. 2010) suggests that instructional designers implement the range of experiential modes for each learning environment. The future classroom will become more challenging and more complex in its educational goals. The classroom may not have the resources or time to carry it out certain instructional complexities. It may be necessary to use virtual and fully censored input experience to help reach educational goals found within that classroom. The state of the art as it is today does not allow for full interactivity and full virtual but a time will come and the instructional designer needs to be ready for it.
Need for New Literacies (Hirumi, Appelman, Rieber, & Van Eck, 2010)
Appelman (Hirumi et al. 2010) continues by discussing new literacies needed for instructional designers. Looking in the future, an instructional designer will have to face a more technically challenging and complex situations. It is not enough for the designer to be strong in language and visual literacy. In addition to those, the designer will have be fluent in other literacies such as audio, video, interaction and navigation, drama and presentation, storytelling, three-dimensional, human-computer interaction, programming, pattern analysis, and visual content analysis (Hirumi et al. 2010).
Artistic, Empirical and Analytical (Hirumi, Appelman, Rieber, & Van Eck, 2010)
Reiber (Hirumi et al. 2010) takes another angle on the future of instructional design. According to Reiber, there are three approaches to instructional design: artistic, empirical and analytical. These approaches need to be proportioned well to create balance in a learning experience. Reiber mentioned that the artistic approach is not received favorably and I am curious as to why this is so. I will have to look into it further. Reiber recommends that the artistic side is important to embrace and will bring value to the over design as it will complete empirical and analytical approaches.
Good Narratives (Hirumi, Appelman, Rieber, & Van Eck, 2010)
The angle in this piece that most resonated with me was Reiber’s (Hirumi et al. 2010) take on a well thought out narrative for a good education game design. I think that the reason why I connected with it so strongly is that I have read other article recently with the same idea.
Hirumi, A., Appelman, B., Rieber, L., & Van Eck, R. (2010). Preparing instructional designers for game-based learning: part 2. TechTrends, 54(4), 19-27.