Experiential Learning and the InterPLAY Model from prof. Hirumi

Prof Hirumi I learned so much from the e.SCAPE conference at Concordia – but professor Hirumi inspired me to look into grounding the curriculum I am developing for business information literacy in proven theories.

Professor wrote a book in 2010 on this model:

Call Number LB 1029 S53P53 2010
Title Playing games in school : video games and simulations for primary and secondary classroom instruction / edited by Atsusi “2c” Hirumi
Edition 1st ed
Publisher Eugene, Ore : International Society for Technology in Education, c2010

He also wrote a book chapter in 2006:
Atsusi Hirumi — Designing interaction as a dialogue game : linking social and conceptual dimensions of the learning process
Call Number LB 1044.87 I548 2006
Title Interactions in online education : implications for theory and practice / edited by Charles Juwah
Publisher London ; New York : Routledge, 2006
Prof. Hirumi’s chapter in this book is available here.

In addition, prof. Hirumi offered some great summaries of contemporary proven learning theories For example, see this 30 page summary I found on a conference website (title: Grounding e-Learning Interactions to facilitate Critical Thinking
& Problem Solving)
.

During the conference, he presented his InterPLAY model, as seen here from a few of his slides:

20130409-155748.jpg

He also presents it as such in the pdf document linked above (title: Grounding e-Learning Interactions to facilitate Critical Thinking
& Problem Solving )
. On page 19, he describes it as such:

Interplay Strategy
(Stapleton & Hirumi, 2011; Hirumi, Atkinson, & Stapleton, 2011)
Based on the belief that the learning of facts, concepts and principles occurs best in context of how they will be used, the Interplay strategy evokes emotions and sparks imagination, based on cognitive neuroscience research, to enhance experiential learning theories by addressing three primary conventions of interactive entertainment and their related elements (i.e., Story – characters, events, worlds; Game – rules, tools, goals; Play – stimulus, response, consequences).
1. Expose – Exposure provides the back-story to entice empathy for the character or player, and orients the audience into the same reference point or point of view. Exposure sets up specified learning objectives in a meaningful way to invite the student to contribute, to engage and to achieve the challenges set before them.
2. Inquire – Inquiry validates Exposure. If exposure sets a desire to learn, then inquiry is automatic. Inquire provides a response to student’s curiosity with something to do that showcases different elements that will be used later.
3. Discover –Discovery provides the personal reward, achievement, and the “ah ha” moment. The consequences of discovery, whether negative or positive, provide feedback to inspire further exploration to the next level of achievement.
4. Create – Transforms the experience from being merely reactive to truly interactive. Instead of responding to cues, the learner contributes to the content by applying the elements of the subject matter in novel ways.
5. Experiment – Provides an opportunity to assess learning and provide feedback without losing or winning. The goal is less about the hypothesis being right or wrong, but rather setting up the elements of the subject matter so that new knowledge can be gained. Failure should be fun.
6. Share – The sharing of personal experiences and feelings is facilitated at the end of the lesson or unit, to seal the memory of the learning experience. Sharing compels learners to put lessons learned in their own perspective as well as others.

He presented the context of the InterPLAY model as such:

20130409-155807.jpg

Bibliography
In addition to the books references above, here are some works prof. Hirumy contributed to:
Crippen, K. J., Archambault, L., & Kern, C. (in press). Using Scaffolded Vee Diagrams to Enact Inquiry-Based Learning. In A. Hirumi (Ed.). Grounded Designs for Online and Hybrid Learning: Practical Guidelines for Educators and Instructional Designers. Eugene, WA: International Society for Technology in Education.

Hirumi, A. (2002). Student-centered, technology-rich, learning environments (SCenTRLE): Operationalizing constructivist approaches to teaching and learning. Journal for Technology and Teacher Education, 10(4), 497-537.
Hirumi, A. (1998, March). The Systematic Design of Student-Centered, Technology-Rich Learning Environments. Invited guest presentation given at the first Education Graduate Students and Academic Staff Regional Meeting, Guadalajara, Mexico.
Hirumi, A. (1996, February). Student-Centered, Technology-Rich Learning environments: A cognitive-constructivist approach. Concurrent session held at the Association for Educational Communication and Technology Conference, Indianapolis, Indiana.
Hirumi, A. & Stapleton, C. (in press). Designing InterPLAY Learning Landscapes to Evoke Emotions, Spark the Imagination, and Foster Creative Problem Solving. In A. Hirumi (Ed.). Grounded Designs for Online and Hybrid Learning: Practical Guidelines for Educators and Instructional Designers. Eugene, WA: International Society for Technology in Education.
Hirumi, A., Atkinson, T., Stapleton, C. (2011). Interplay: Evoking Emotions andSparking Imagination through Story, Play and Game. Concurrent Session presented the annual Association for Educational Communication and Technology conference, Jacksonville, FL. Nov. 8-12.
Stapleton, C. & Hirumi, A. (2011). Interplay instructional strategy: Learning by engaging interactive entertainment conventions. In M. Shaughnessy & S. Fulgham (eds). Pedagogical Models: The Discipline of Online Teaching (pp. 183-211). Hauppauge, NY: Nova Science Publishers, Inc.

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One comment

  1. Pingback: Quick “gamification” bibliography | outfind.ca

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