If you haven’t read this article J. van Aart, B. Salem, C. Bartneck, J. Hu, and M. Rauterberg, “Designing for Experience: Arousing Boredom to Evoke Predefined User Behaviour,” in 6th Design and emotion conference, Hong Kong, 2008 I highly recommend that you do.
(Picture CC – http://farm5.staticflickr.com/4089/5140203952_6e02f65e8b.jpg)
In the article, the researchers through literature review establish a framework for inducing bordem and state it as follows:
G1: Induce sensory deprivation by reducing external stimuli to a minimum
G2: Create monotony, by using highly predictive repetitive stimuli
G3: Prevent drowsiness by using stimuli with high intensity.
G4: Do not satisfy the need for excitement; rather use the user’s expectation to create an anti-climax.
G5: Avoid any novelties, changes and surprises; everything should seem in place and make sense.
G6: Do not mentioning a wait on forehand, nor explaining the length and reason of it.
G7: Emphasize the passage of time during a wait.
They then design an experiment to test: what was the most effective method to trigger boredom and how long it would take someone to become bored under the guideline established. While they could not answer their first question within the research design, they did however make this observation:
“Overall, a significant rise of inactiveness and introversion is observed, accompanied by a reduction of extroversion and a decrease of cheerfulness. Additionally, most participants reported to feel bored of having nothing to do. These are signs that boredom is in fact triggered.”
And their results showed that it would take someone a maximum of 10 minutes within the guidelines stated to become bored.
If this research is a correct indication of what boredom is and what constitutes it, it validates calls from many researchers for many decades why lectures and transmission styled teaching doesn’t work.
The guidelines and the overall experiment could actually be conducted in a lecture room without making in changes in many cases to replicate the same result or even a more informative finding.
In fact, in my opinion it should be made a guideline for teachers of what not to do or avoid in their teaching at all times. Your teaching at all cost should avoid ” …….. Pedagogy 101
A plea to ‘touch students’ hearts’
Need for change, going beyond just pre-packaged content in the classroom.
Jeff Bliss states the obvious. Maybe the forum he chose was not appropriate but what he says to his teacher makes complete sense. Jeff’s rant was captured by another student in the class ironically and uploaded to YouTube and has since received more than one million hit.
ABC News featured the clip and interviewed Jeff.
It’s interesting reading the comments posted regarding the video on YouTube. Some are questioning if he indeed was forced by his mother to go back to school since Jeff had dropped out of class year before. Or as he himself says it in his interview, he now realises the importance of education in his life. And maybe from his prior learning experience sensed that he was going through the same old boring ‘bum on seat’ teaching approach that didn’t work for him the first time.
Much has been said about the need to change our approach in the classroom. However, traditional teaching methods unfortunately still govern the classrooms. Achieving the transformation we have been talking about for many years now still eludes practitioners around the world.
As a freelance instructional designer and e-learning developer (custom Flash and Captivate) I assisted a DHB in creating engaging online learning for nurses and small online tools, working together with nurse educators.
In several cases, this assisted a ‘flipped classroom’ approach: nurses would study equipment and procedures online before a workshop, saving precious time for practice and procedures. The material were created as custom Flash or Captivate courses and animations. This included integration of audio, video and the creation of xml-based templates for easy reuse of learning formats.
Currently I work as an e-learning instructional designer for the largest DHB in New Zealand, working in Totara, Articulate Storyline and Branchtrack.
- Cannulation (identifying equipment/understanding procedures)
- Tracheostomy (identify equipment / load trolley)
- Sleeping index (self tests for doctors)
- Brachial ankle index (instruction course / custom calculator)
- Emergency staffing calculator
- Medtronic pacemaker manual
- Cardiac rythm identification
And who are you, the proud lord said,
that I must bow so low?
Only a cat of a different coat,
that’s all the truth I know.
In a coat of gold or a coat of red,
a lion still has claws,
And mine are long and sharp, my lord,
as long and sharp as yours.
And so he spoke, and so he spoke,
that lord of Castamere,
But now the rains weep o’er his hall,
with no one there to hear.
Yes now the rains weep o’er his hall,
and not a soul to hear.
非常悲壮的一首站歌。来自 Game of Thrones
I’m currently employed at Kineo Pacific as a Senior Instructional Designer. As I am of course bound by confidentiality towards our clients, this is a brief description of projects I’ve worked on and am working on at the moment!
- E-learning course about Document Management for government client.
My role: Concept and instructional design, development in Articulate Studio.
- Compliance course for international mining company.
My role: Concept and instructional design. Basic setup in Articulate Studio, finalised by Kineo graphics and development team.
- Face-to-face workshops on home lending for large Australasian bank.
My role: instructional design of workshops, including facilitator guides, workbooks and classroom materials.
- Scenario-based code of conduct course for international mining company.
My role: concept and instructional design. Developed in Articulate Studio by Kineo development team.
- E-learning course on basics of LEAN in healthcare for government client.
My role: instructional design. Developed in HTML by Kineo development team.
- E-learning course for travel agents about tour operator programmes.
My role: concept and instructional design. Developed by Kineo team in Captivate 6.
- Competency assessment tools for medical screeners.
My role: concept and instructional design of Totara course page, scenario-based assessment. Developed in Captivate by Kineo Development team.
- E-learning modules for overseas travel agents about country assets and regions.
My role: concepts and instructional design for Articulate Storyline.
- E-learning modules on NZ educational system.
My role: concept and instructional design. Storyboarding developed in Articulate Storyline.
- and more…