One Trick Pony

Here are some examples:

• I use textra games to enhance text materials from books, reference manuals, reprints, handouts, and job aids. In a textra game called QUESTION CARDS, participants independently read a handout and work in teams to create a large number of cards with questions on one side and answers on the other. I collect these question cards, add some of my own, mix the pile, and conduct a quiz activity using the questions and answers.

• I use infohunt games when the content is available on the Web. In a typical infohunt, participants search for different pieces of information from the Web and analyze,
• I use activities called video vitamins with videotaped documentaries, case studies, dramatizations, interviews, and talking-head presentations. These activities encourage participants to review, reflect, and apply new values, concepts, and skills presented in the video. RASHOMON is a typical video vitamin used with case studies and dramas. At the beginning of the activity, I assign key roles from the storyline to different participants. At the conclusion of the video presentation, I assemble participants into same-role teams and have them
• I use lecture games when the content is so novel that it resides only in the mind of an expert. In a lecture game called PUZZLING PRESENTATION, I use a crossword puzzle as a test of mastery of the content. I distribute copies of the crossword puzzle at the beginning of the lecture and encourage mutual learning by asking participants to work in pairs. I ask the expert to give a lecture presentation and stop the presentation from time to time to provide puzzle-solving interludes.
  
  I use different structured sharing activities when I want to elicit content from participants’ own experience and expertise. Many of the activities involve brainstorming, generating bits of content, and organizing the content.”