Friday, December 23, 2016

Journey of an idea into book

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Power of Experiential Learning
In my career journey of over 29 years, I witnessed metamorphosis of the back-office EDP (electronic data processing) unit into a core strategic function, now termed the Information Technology (IT) function. During this journey, I moved from business functions to the IT function, contributed to many large-scale IT and organization transformation programs, and recognized the power of experiential learning on their success. 

Game based approach
In early 2015, I was invited as guest faculty to deliver a lecture on “Project Management” to a class of engineering students. For groundwork, I gathered information about the course curriculum and the relevance of guest lecture from a project management practitioner. I chose to focus on key factors for successfully managing projects and engaging students through a game, instead of delivering lectures and talking about the terms and concepts. The session received huge appreciation from students and faculty for its effectiveness in facilitating learning. A colleague who witnessed the session remarked that many important aspects like project management are best learned by experience during actual work rather than curriculum and books. This remark sparked the idea and motivation to fill the void by bringing awareness about experiential learning and its application through games and provide resources for academia and professionals to apply, adopt, and deliver IT.



The Journey

As time went by, the idea of the book started taking shape from mere thoughts into scribbles, leading eventually to shaping the table of content and chapters. The process picked up momentum as the publishing commenced and the focus shifted to articulation and presentation of the idea into a form that readers will comprehend and apply.
The core theme of the book revolves around application of experiential learning through games. The book shows readers how experiential learning can be used to overcome the challenges posed in applying, adopting, and delivering IT to their business needs through innovative, game-based approach with detailed explanations and suggestions. The content is crafted to be easy to understand and aided by illustrations and sample artifacts. The book also provides guidance to expand, experiment with, and bring variations to applying the approach. It is my hope that the book will become an indispensable resource for academia and management professionals engaged in IT.
I am excited to publish this book, and I hope you will enjoy reading it and experience the effectiveness of experiential learning by applying the approach detailed in the book.
May this book become one of your most valued resources. 
[Source ➽Above content is reproduced from the book]

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11 comments:

  1. Have created video messages to help understand about contents in the book;
    1> Game based approach to Higher Education [ https://youtu.be/n9w6XL2m2oM ]
    2> Book on Game based approach [ https://youtu.be/j2TuqhApOtg ]

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  2. New Game Ideas for reference: 1> Draw a Tree 2> 6 and 9 3> Sinking boat

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  3. One more NEW Game for Collaboration & Creativity

    Creating a story with humor.
    Have identical 15 pieces of pics distributed between teams [minimum 6 people per team]
    Within a limited time they have to write a story that connects the 15 pics. The story needs to have humor.
    Post Reading the story of each of the group, analyse differences and identify elements of creativity and collaboration.

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    Replies
    1. I wish to share my experience and possible contribute to your efforts......I had conceived and deployed a game for initiating teachers on "Creativity". It is game played by creating teams within participants and each of the team has to "Write and Deliver - Story with HUMOR". Each team is given identical 15 pieces of pics. Within a limited time each team has to write a story that connects the 15 pics and the story needs to be humorous. Each team has to deliver their story, format for delivery for story also provides creative options for example ; Act-it-out or use of Costumes, Designs, Video , Act/Perform, Posters & Paintings. Delivery of each of the team is assessed on the basis of Originality, Creativity and Popularity.

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    2. Evaluating Factors that influence creativity;
      INTERNAL FACTORS
      • State of Mind
      • Process / Plan
      • Listening and Thinking
      • Prior Knowledge
      • Improvisation
      External FACTORS
      • Environment /Duration
      • Subject / Audience
      • Target / Outcome

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  4. Game is in 3 sequence .1st 3 different sketches with 2 team members who can't talk and have to use a drawing board to replicate the picture in their hand with 1 line at a time under guidance of 1 member who doesn't have the picture. 2nd same picture with 2 team members and they need to draw it along with help from 1 who does not have the picture however they can not talk with each other. 3rd. same pic with 2 members and they can talk and take help of 3rd person. TIMING is constrained and measured by stop-clock

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  5. Delighted to find a leading newspaper article publishing evidence on relevance and use of the Game based approach.. https://www.pressreader.com/india/economic-times/20170608/281934542920334

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  6. Exciting to find another article published endorsing the approach in the book.....

    https://www.forbes.com/sites/forbescoachescouncil/2017/06/27/why-experiential-learning-should-be-part-of-your-employee-training/

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  7. Created a new game of recognising the object by a blindfolded person and describing it to the another blindfolded partner who is expected draw it based on the description of the object by the partner let's call this game The Blind charade the game helps identify the gaps in communication in the improved version only the partner is blindfolded while a person describe is able to see the object.

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  8. extended a game of Blind Charade to include AUDIENCE as the third level and facilitated the AMPLIFICATION of wrong or right judgement at the first occurence.

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  9. Team - Game (New)

    A Picture of a "Jigsaw puzzle" with pieces from different colours (preferably 3 or more colour) is cut into pieces and then segregated by the colour. Colour-wise pieces are put into an envelope and each team member from 2 team is handed over their envelope. Two teams compete to put the pieces together to accomplish the task of formation of a perfect combination. The process chosen by each team and their journey to accomplish the piecing together enables appreciate critical importance of INTERDEPENDENCY

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