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Scenario based learning

A New Padagogy Wheel: Sprechen Sie Deutsch?

“Das „Padagogy Wheel” setzt die Idee der Motivation und Fähigkeiten optisch ins Zentrum. Dies ist eines der prägnanteren Merkmale als Modell:  das Ineinandergreifen der Technologie, des Denkens und der Motivation der Studierenden. Viele der Misserfolge in #edtech sind Misserfolge der #edtech Integration. Ansätze wie das „Padagogy Wheel” versuchen die Beziehung zwischen den Elementen des „großen Ganzen“ zu verdeutlichen. Es ist von zentraler Bedeutung, die einzelnen Teile – Tablets, Apps, Lernziele, kognitive Handlungen, etc. –in ihrem Zusammenspiel zu betrachten. Ohne diese Vision ist jeder Einsatz von #edtech nutzlos.”

Auszug aus dem te@chthought blog post:
German translated by Google Translate  Das Gesamtbild der Bildungstechnologie: das Padagogy-Rad  Original Article in English:

Padagogy_Whl_only_GERSMLThe Global Reach of the Padagogy Wheel continues

volkmar-langer-foto.256x256Twitter is an amazing Professional Development tool for Teachers. It also helps them expand their PLN (Personal Learning Network).  I met Volkmar on Twitter and after numerous exciting Direct Messages and emails he agreed to translate the Padagogy Wheel German Version. His full contact details are: Prof. Dr. Volkmar Langer, Präsident, Hochschule Weserbergland, 
University of Applied Sciences, Am Stockhof 2, D-31785 Hameln Deutschland. Volkmar  will be blogging about the German Version on the HSW-learn blog

There are two Versions of the German Padagogy Wheel V4 Poster

  1. Poster ThumbnailThe GERMAN Wheel Poster Print (4.6 mb): This is a bigger file size to print the Poster as an A3 or A2 hardcopy suggest laminated.
  2. The GERMAN Wheel Poster Screen (1.7 mb): Usually just for computer screen use.

The Wheel Road Map

We now have the Padagogy Wheel Learning and Teaching Model in three languages English, Spanish and now German.  At the time of this post, we have the following languages in production, Catalan | Chinese (Simplified) | Dutch | Filipino | French | Greek | Italian | Japanese | Norwegian | Portuguese | Russian – 11 languages. However  let’s not stop there. If you are interested in translating the Padagogy Wheel into your heart language, then please read this Translation Method and get in contact.

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A New Padagogy Wheel: ¿Hablas español?

“La Rueda de la Pedagogía (Padagogy Wheel) pone la motivación y capacidades al centro; que le da una de sus características más importantes como modelo que sirve de engranaje para la tecnología, el pensamiento y la motivación del estudiante.  Muchos de los errores de #edtech son errores de integración, por eso, modelos como la Rueda de la Pedagogía intentan clarificar la relación entre los elementos de todo el panorama.  Ver las piezas – tabletas, apps, objetivos de aprendizaje, actividades cognitivas, etc., y ver como trabajan juntas es el fin de este modelo, sin esa visión, cualquier cosa de #edtech se queda coja y muerta”.

Entrada en el blog te@chthought
Spanish translated by Google Translate:
Una imagen amplia de la Tecnología Educativa: La Rueda de la Pedagogía (Padagogy Wheel)
Original Article in English:

Padagogy Wheel Only in Spanish

This is an important day in the Padagogy Wheel Journey.

David NoriegaAfter a wonderful ongoing collaboration with Aroldo David Noriega of El Instituto de Educación a Distancia “La escuela en su casa” ISEA in Guatemala we have a Spanish Version of the Padagogy Wheel V4.0. David is blogging about the Spanish Wheel on DISEÑO DE LA INSTRUCCIÓN

There are two Versions of the Spanish Padagogy Wheel  V4 Poster

  1. Padagogy_Whl_only _SP_SMLThe SPANISH Wheel Poster Print (7.3mb):
    This is a bigger file size to print the Poster as an A3 or A2 hardcopy suggest laminated.
  2. The SPANISH Wheel Poster Screen (2 MB):
    Usually just for computer screen use

The Wheel Road Map

At the time of this post, we have the following languages in production, Portuguese | French | German | Norwegian | Greek | Catalan | Italian | Russian | Japanese  … but let’s not stop there. If you are interested in translating the Padagogy Wheel into your heart language, then please read this Translation Method and get in contact.

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The Padagogy Wheel V4.0 … the Next Generation

The Padagogy Wheel visual places the idea of motivation and capabilities at the center, which gets at one of its more compelling characteristics as a model – the meshing of technology, thinking, and student motivation. Many of the failures in #edtech are failures in #edtech integration, and frameworks like the Padagogy wheel attempt to clarify the relationship between “big picture” elements. Seeing the pieces–tablets, apps, learning goals, cognitive actions, etc.–and how they work together is everything. Without that vision, any bit of #edtech is limp and lifeless.

Extracted from te@chthought blog post: The Big Picture Of Education Technology: The Padagogy Wheel published 12 Dec 2014

When the above quote was published I was excited.  It is such a succinct explanation of what the Padagogy Wheel is trying to achieve.  It has been 2 years since V3 was published and over a 100,000 copies of the PDF poster have been downloaded from this blog, I am truly honoured by the interest in the model.   Two years is a long time in the development of technology enhanced education and tablet app development has come a long way. It is time for the next generation of the Padagogy Wheel.  Today V4.0 goes public…. yeeess!

Wheel only Padagogy Wheel V4.0How it Happened

I have been trying to find a better way to find apps and manage the resources on how to use them. V4 became possible when I discovered a web resource developed by fellow Apple Distinguished Educators (ADEs) is a extremely useful resource for educators wanting to improve their teaching using mobile devices.  I want to publicly thank them for their hard work and making V4 so much easier to update.

What’s New on the PDF Poster?

Is it much different? It sure is.

  • Links to twice as many apps: It has direct links to 122 of the latest and most popular educational iPad apps.
  • App selection criteria: to help teachers make better app decisions These also are linked to the APPitic website and each Bloom’s Cognitive Domain Category has comprehensive selection criteria.  Prompts asking the teacher to think how the app would help the user achieve the domain activities.
  • Each domain activity linked to apps:  (that’s wheel 5 from the core) is linked to a group of apps considered most useful to enhance good outcomes.
  • The SAMR model wheel better communicates the idea.  This might seem a small addition but I have added two way arrows around the wheel.  I hope this helps teachers understand that the idea is to virtually align the SAMR model with the Bloom’s category they are working with.  The idea is once one or more apps are chosen then think Redefinition if possible. Just keep in focus that the SAMR wheel is meant to spin.  It also has a link to a great video from Dr P. as we call him in the ADE community (Dr Ruben Puentedura) who invented the SMAR model, that’s also worth watching.
  • The QR codes have been updated: and provide a great way to connect the “treeware” (aka printed) poster to online resources.  Every mobile device should have a QR reader App …. they are free as well.  The email QR code is particularly cool in it sets up an email to me in your email program and even gives it a subject line and says “Hi Allan”.
  • Information available in 19 languages: This is the most exciting new feature to me and it is again thanks to the hard work of the APPitic team.  So if one of these languages is your heart language, and not English, you can research the app and the pedagogical resources in your first language. Now that opens up help to a lot more teachers.  Of course the challenge is to get a padagogy wheel in the same 19 languages … anyone like to help.
  • NEW PEDAGOGY JUST ADDED: Immersive Learning at the core of the wheel is the New Instructional Design. Simulations are the most effective pedagogy to develop graduate attributes and capabilities in learners, as well as address motivation. Linked to the new Padagogy Wheel are Immersive Learning Resources which will  help you design an build engaging experienced-based immersive scenarios.

There are Two Choices for Downloading the Poster

  1. A screen version lower resolution and smaller file size (1.5 mb) of The Padagogy Wheel V4 Poster Low Res 
  2. A higher resolution version for using to print as an A3 (or even A2) size hard copy poster (5.2 mb). The Padagogy Wheel V4 Poster for Printing 

PadWheel Poster ThumbnailThe thumbnail image to the left is linked to V4 as a webpage and you can see the poster and its links online.  The poster has been completely redesigned and is now available for download as a an Acrobat PDF and the electronic version has over 150 links to online resources.  It has also been designed to be printed into hard copy as an A3 or even A2 sized poster. Great on the wall of staff locations … at least that’s what many school districts have told me. :-)

To help teachers understand the significance of V4 here is a 11 min audio narrated presentation on the “evolution” of the Padagogy Wheel and how to use it.  I hope you find it useful.

Please let me know how you are using the wheel by using the comments below or contacting me on twitter (@allanadl)

We are now planning V5 to include lesson plans and examples of how apps are used to get the redefinition of task and help transformational learning.    We are planning for this to be an App, but we need your help with examples of best practice. Please contact me

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Immersive Learning: Resilience Training?

Resilience graphicThis episode has been way too long waiting for publishing and I am apologizing publicly to Ken Spero and to those who are following my podcasting and blogging. 2014 was a year of great change for me.  I have been transitioning from a full time position as a Learning Designer with the University of Adelaide to running my own learning and teaching consultancy.  There has been much time away from the computer for personal reasons as well.  Now in 2015 I am intending to publish once a month I hope.  This episode is way too important to go unpublished and I hope Ken will record more episodes in 2015 as we explore Immersive Learning and simulations to help transformational learning.

In this fourth episode  with Ken we explore more about Immersive Learning and something I had never heard of called a Resilience Report. When he challenged me before it started with “What is it that keeps people from making good decisions and in fact what is a good decision … it was quite a challenge.  If we use simulations as a pedagogy to train can we simulate experience.

Ken SperoKen asks us to focus on troublesome decision not the easy ones. They are things we need to focus on with simulation development.

He gives example of a colleague or friend may have behaved inappropriately (bullying) and explains if you focus only on the student of course you have to report it, but there are other points of view needing weight. What do we do? How do we wrestle with this?  With simulations we can show the choices and consequences. There is a lot to think about in this episode.

The difference between Assessment and Development

Ken talks about this difference, explaining that perception often connects the term “Score card” with Assessment. He talks about how simulations so effectively help development. They give people the opportunity to fail. Ken says as learning designers building simulations we should design really tough decisions so the learner will struggle with these decisions – if we choose the poorer pathways then we will only get “wacked by the virtual 4×4 rather than real life consequences.

Simulation provides an opportunity for participants to have to think critically and exercise judgment in realistic scenarios, to create muscle memory around thinking and not being mindless. It then provides an opportunity for the student to experience consequences so that they can expand their experience portfolios with meaningful experiences that they can draw upon in real life.

keepgoingKen really nails the definition of resilience as to roll with the punches. He shares much wisdom about educational leadership in the day by day running of a school.

The following content is extracted from Ken’s excellent article in the Winter of 2014 Focus Magazine. I have included an extract of this for download at the end of the post.

With simulations we want to provide students with the practice of making those difficult decisions where they know that even if they make the optimal choice, parts of the outcome will be bad. Simulation provides a context for this kind of meaningful learning-by-doing and the resilience report provides:

  1. The insight and understanding of the issues at play.
  2. The trade offs/cause & effect that manifest in the scenario and/or broader context.
  3. Insight into the stakeholders, beyond the obvious ones, that are affected by the context.
  4. Demonstrations of the impact of time and what can make the students successful in the future.

The resilience report helps us to concretise the learning in decision making so that the student can literally see the issues that are at play in the issue even when the decision does not lead to the best outcome. This is a key enabler for learning of greater impact than that of instruction because it encourages students to try things out, to explore and discover. Even if they fail, they will be able to gain valuable insight into why and in that way add to their experience portfolios that they can draw upon when they face similar situations in real life

Ken wraps up this podcast episode with another major “ah aha” for a teacher wanting to build simulations.  Simulations are powerful but one thing developers have trouble getting their heads around is they never need to get the simulation “right”.  Simulation is a tool to drive critical thinking which means we can address learning in so many different ways Please listen to the interview all the way to the end and hear all the challenges and “ah ahas” for teachers to help students transform with their learning .. to empower them to make a difference.

Podcast Episode:

Life needs Resilience

I discovered this video on YouTube.  I was excited when I found one that was a student’s project no less. Covers the subject well and also starts with one of my favourite pieces of music from the movie Rocky.  Then talks about the life of someone who has impacted my personal life significantly during some serious life threatening illnesses.  I want to share it with you

Take note of some of the great quotes in the video

Resilience is when a person never gives up, never loses hope, and accepts failure as part of the road to success.

Resilience does not eliminate stress or ease life’s difficulties. Instead, it gives people the strength to tackle problems head on, overcome adversity and move on with their lives in the wake of traumas.

This video highlights the characteristics of resilience and goes on to give a story of a really resilient guy.  Nick Vujicic is truly a survivor and not a victim.  Sure he is an Aussie, so I am biased, but his story has impacted hundreds of thousands of people around the world.  Learn from Nick’s life and the concepts highlighted in this video. It also gives keys on how to improve your resilience.

A final challenge to you as a teacher and learning designer:  If we can build simulations which develop people with resilience like Nick …. Let’s go for it.

Online Resources

  • Ed Leadership SIMS (ELS): This is Ken’s Educational Consultancy Website specializing in the development of simulations Please visit.
  • Measuring Experience: Scorecards and Simulations is an extracted article from the Winter 2014 edition of Focus Magazine published in the USA.
  • Scenario-Based E-Learning: Ken Spero, ASTD INFOline series Oct 2012
    Allan’s comment: This is a 16 pg. booklet published by ASTD targeted at and priced for the corporate marketplace. It sells for U$25.00. Ken mentioned a one off entry.  I was not able to check that for when I went to this search page, I visited a different one of the results and am now locked out.  Please take care on your first visit if you want to see the book
  • Learning’s Hierarchy of Tools: Addressing Transactional Need Through Experiential Simulation: In this article Ken talks about a model he calls “Learning’s Hierarchy of Tools  and models it on Maslow’s Hierarchy of Needs … well worth a read
  • Three Keys to Designing Good Scenarios: This is a short article but touches on three important tips for designing good scenarios
  • ASTD Philadelphia E-Learning SIG Presentation Capturing and Deploying Experience Through Simulations with Ken Spero:  This was a presentation Ken made at the ASTD in Philadelphia on Thu Sept 20th 2012. There are a good set of PowerPoint slides here for downloading.
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At The Padagogy Wheel Core: Immersive Learning Targets Engagement

Padagogy Wheel Target

Jeff Dunn Edudemic“The new version of the Padagogy Wheel tackles a major question that is lurking in the back of everyone’s mind. If it’s not … it should be. It’s about the problem of motivation in education. How do we motivate students, teachers, parents, and everyone else to get excited about learning? How do you stay motivated? What works and what doesn’t?”

Jeff Dunn: Editor Edudemic
Blog Post:Updated Padagogy Wheel
  Tackles The Problem Of Motivation in Education 

KenSpero_withCaption_ThumbnailIn this third podcast episode with Ken Spero, a Senior Strategist with The Regis Company, in Philadelphia, USA we talk about how the pedagogy of Immersive Learning is ideal to tackle the problem of motivation and hits the bullseye at the core of The Padagogy Wheel.

Ken introduces Engagement into the equation and how it drives motivation for learning. He talks about the relationship between motivation and learning design, arguing that the more motivated the learner is, the less context and learning design is needed, and vice versa. – hmmm, now reflecting on that takes more than one cup of coffee for sure. Moving along the subject of “fun” came up and I challenged Ken about simulations being gaming. We then proceeded to discuss the difference between gaming and simulations. It is all about reality and alternate reality of the experience.

I asked Ken if he thought Immersive learning would help teachers work with mutually agreed graduate attributes and capabilities, helping the students embed them in their lives. His response that you can’t teach these in a classroom alone but have to witness them in the real world is fascinating..

We talked about how simulations are ideal for testing and modeling attributes and capabilities measured in context. Then the challenge, that you don’t suddenly learn a capability like “perseverance”.  These attributes and capabilities need to be observed – they are evidenced in behaviours.   You can teach about them but that doesn’t incorporate them into behaviour.

It is so logical when you think about it …or at least when you hear Ken explain the process. If we put the learner into a situation, which requires choices and has consequences in a simple context and story, if it is realistic and the learners are engaged, we can give the learner choices or options which are equally as good as each other but which demonstrate different biases, behaviours and preferences.

Instruction is fundamentally linear, however with attributes and capabilities a lot cannot be separated from each other, they are linked – a part of the same big picture.  We can provide instruction to address any of the fifteen listed in the capability list on the pedagogy wheel poster – but only one at a time. We can actually create simulations to manifest numerous of these 15 capabilities simultaneously in a story. A simulation allows us to leverage off these dynamics within the context of a story

Ken describes in detail how a simulation is a better way to provide a realistic context for learners to demonstrate attributes values and capabilities and provide a close to realistic way for learners to practice for the real world of work. He speaks of the need to adjust and prioritize.

laptopsplitarrowSMLBullseye! Immersive Learning has major advantages over conventional instructional design when addressing the core of the Padagogy Wheel model “Graduate Attributes and Capabilities”.

He goes on the talk about immersion not only for adults but how it can work for the K-12 learning environments Ken explains how to immerse students into the story… the context.  He uses history and the approach of having the students living in the experience … “a day in the life of” approach to a simulation.

He talks about scorecards reflecting the norms of the times and context of the simulation which makes the weighting of choices possible – how a scorecard is similar to a rubric. A scorecard reflects the core elements or behaviours and how we can address autonomy mastery and purpose … the puzzle of motivation.

I had to ask Ken in the middle of the interview … “OK I’m convinced, but how do you start to build a simulation? Is there a process and even better a checklist or template a teacher could follow when wanting to build a simulation for the first time?”  He proceeded to expand his six steps on “Getting Started” from his book “Scenario-Based E-Learning”. (see link in the online resources below).  Following is a direct extract of that section of his book … I can’t say it any better.

Getting Started

Developing a simulation includes elements such as plot and characters that may be new to many designers. However, by concentrating on your learning objectives and the desired performance outcome, you can give focus to your simulation and provide a rich and engaging learning experience. When designing your scenario, follow this six-step framework:

  1. Identify the specific problem or issue that needs to be fixed.
  2. Envision the desired experience. What do you want people to experience when they go through the narrative? Is it a change in behavior? Is it the application of a new skill? Do you want to reinforce something they have been taught elsewhere? Or to allow them to fail forward in a safe environment? What is the outcome you are looking for?
  3. Determine the timeline in which this experience takes place. Is it during the course of an hour-long meeting? A day-in-the-life? A week-in-the-life? A year-in-the-life? This will provide some necessary context for the narrative and determine its scope.
  4. Define success. How is success going to be measured in the experience? What are the learning objectives? Who are the stakeholders and how are they affected by a successful or unsuccessful learning outcome? Is there financial impact or only interpersonal? By truly understanding the scorecard, we can identify root challenges and how to successfully overcome them.
  5. Add conflict. Learners need to face a simulated challenge and solve it as they would in a real-life situation.
  6. Finish the story. After you finish the core narrative, you will be able to go back later and add branches if you like. These elements do not need to be detailed or formalised at this point—you just want enough information to provide a framework.

Now, you should have a solid foundation on which you can build a simulation that is compelling and results in better retention and transfer.

Listen to this podcast episode and download the very helpful job aid in the online resources listed below.  Please don’t just file it away for future reference. As soon as possible grab a SME (subject matter expert) and work through it. Get something on paper and start building a simulation.  Your students will be very grateful. Keep this up and the community will really appreciate your graduates – these graduates will truly make a difference.

Podcast Episode:

 It’s All About Engagement

Simulations are a tool to help students engage with the learning and I began to wonder what engagement-based learning might look like across an entire program – even across all education – and I found this TEDtalk by Gever Tulley on YouTube.  He targets big questions like: Where does competence come from? and  What kinds of experiences predispose children (and adults) to heroic behaviours later in life?

One of the major “ah ahas” for me in this video was “Create a meaningful experience and the learning will follow and do this BEFORE you design any sort of curriculum.  Gever goes on to define a new pedagogical unit he calls the ark. Watch this video and implement this model with simulations and filter everything you design through the grids of the Padagogy Wheel.  Start this at a school and arm your students with a portfolio as Gever describes and they will not only get through the university of their choice, but as graduates they will impact their worlds and make a difference.

Online Resources

Immersive Learning & Simulations Story So Far: If you would like to visit all the blog entries so far that are about Simulations and how to build what I have called ILMS’ (Immersive Learning Micro Simulations) using the latest multimedia software, please follow this link.

  • Scenario and Simulation Authoring Job Aid:  A four-page questionnaire designed as guidance for designers when working with subject matter experts (SMEs) to author a scenario-based learning program. In order to capture and deploy the most realistic and effective scenario possible, SME knowledge has to be transferred to the designer. This job aid will provide a process to capture and transfer that knowledge, through two design approaches. Approach A is an analytical approach. Answering the questions below will provide enough data to author a scenario. Approach B is a storytelling approach. Simply relate what happens in a typical day in the life of the person whose job is recreated in the scenario. Please note that names, situations, and specifics should be changed to protect the identity of the persons involved, and disguise the real-life situations if they are described to provide insight to the scenario. Download the PDF
  • Scenario-Based E-Learning: Ken Spero, ASTD INFOline series Oct 2012
Allan’s comment: This is a 16 pg. booklet published by ASTD targeted at and priced for the corporate marketplace. It sells for U$25.00. Ken mentioned a one off entry.  I was not able to check that for when I went to this search page, I visited a different one of the results and am now locked out.  Please take care on your first visit if you want to see the book
  • Learning’s Hierarchy of Tools: Addressing Transactional Need Through Experiential Simulation: In this article Ken talks about a model he calls “Learning’s Hierarchy of Tools and models it on Maslow’s Hierarchy of Needs … well worth a read
  • Three Keys to Designing Good Scenarios: This is a short article but touches on three important tips for designing good scenarios
  • ASTD Philadelphia E-Learning SIG Presentation Capturing and Deploying Experience Through Simulations with Ken Spero:  This was a presentation Ken made at the ASTD in Philadelphia on Thu Sept 20th 2012. There are a good set of PowerPoint slides here for downloading.

Immersive Learning Today: Software Tools and Resources

The Padagogy Wheel Story So Far: I developed this concept in July 2012 for use in face-to-face seminars as an aid to understand how to best use the iPad for education.  The interest has been amazing and it has grown into a Learning Design Model for Technology Enhanced Learning and Teaching.  There is the latest version of the Wheel (V3) as well as help how to get the best use from the model, please follow this link.

  • Download the Latest Version of the Padagogy Wheel Poster: This PDF has all the Apps hot linked to their iTunes preview pages and other online resources. It could provide the backbone of a complete course or seminar on Learning Design. If you would like help with this please just ask.  It also prints well as an A3 poster. With QR Codes linking to this post and the Version 3.0 explanation.  You are also encouraged to print it out for use in your college or school.
  • Introduction to the Padagogy Wheel: A 2 minute video introduction to how the wheel works.
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