Explain/Teach Nearly Anything with this Hands-on Game

November 20, 2013

cloudBoard-TopAngle

cloudBoard is a new project on Kickstarter that intrigues me as it uses a physical board with puzzle-like pieces and a digital computer game component to teach various concepts, primarily to kids. I think this learning approach is ingenious, as it blends kids’ natural desire to play with (and relate to) something physical (like a classic board/puzzle game) and yet leverages the ability to drive video games, providing a rich visual element kids love. And not just kids. The guys at Digital Dream Labs have play-tested their invention with kids and adults alike, often finding that it bridges the generation gap, engaging young and old alike. Early play-testing also revealed some encouraging results with autistic individuals.

How’s it work? Players place various tiles in the cloudBoard in specific positions or sequences, and that becomes a direct link to functionality and features enabled in the video game. Repetitive play — the key to learning — is easy, accomplished by simply swapping or rearranging the pieces in the board, allowing learners to tinker with various configurations.

cloudBoard-TopDownWithStickers

3 things I love most about the cloudBoard project:

It bridges the physical and virtual. I’ve long been a believer in leveraging aspects of the physical world in explanation and teaching because people connect with physical things in a unique and memorable way. cloudBoard takes this to a whole new level, grabbing the best aspects of board and puzzle-piece games from our childhood while marrying them to what’s possible with modern digital computer technologies. And unlike the Skylanders concept, where the physical figure’s position or relationship to other figures is irrelevant, the physical cloudBoard pieces mean different things when they’re in different positions on the board.

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It’s not just a single game. Multiple games can be supported. While the Cork The Volcano game — designed to teach trial-and-error concepts, key to understanding computer programming — is the first game to be released, the Digital Dream Labs dudes have multiple other concepts in the works, including a chemisty game, a music game, and a farming game. Virtually any game can be created with the right software and new tops to the puzzle pieces. And here’s where the real extensibility of the cloudBoard concept shines…

Developers can extend it themselves.  I spoke with Justin Sabo from Digital Dream Labs, and I think this is a point worth emphasizing about their project. The game APIs will be open to those who wish program their own video game to interface with the cloudBoard hardware. And unlike some other game systems, cloudBoard is designed to run the same across many platforms (tablet, PC, etc.), extending its usefulness.

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The tops of the puzzle pieces can also be swapped with other tops, allowing the physical aspect to be ever-changable but using the original pieces. (You don’t necessarily need brand new pieces for every game; just change the toppers.) Change the pictures? Fine. Add fuzzy three-dimensional toppers? Go for it. 3D-print your own? Why not? This is part of the future vision that Justin shared with me — that what they’ve created is a platform others can easily expand upon. Who knows how many educational games could be created.

Here’s what I don’t like about the cloudBoard project:

It’s not fully funded yet.  So spread the word and head on over to the cloudBoard kickstarter page to help make it a reality.


4 quick tips for explaining tech to parents (and other non-techies)

May 12, 2011

To celebrate the launch of The Ultimate PC Primer, I wanted to share a few of the teaching strategies I leveraged in crafting the book. If you’re struggling to explain a new technology to a parent, grandparent, or coworker, consider these before your next attempt.

1. Lose yourself.

Forget that you know what you know. Admit that you have The Curse of Knowledge, despite how annoyed you may feel about how “basic” you think the subject matter is. This is extremely difficult, to imagine what it’s like to not understand something that you indeed understand all too well. (That’s partially why it took so long to write the book.) But you have to start here. It will save you frustration. It also will help you empathise, or at least be able to say things that sound empathetic in those key moments when your learner is deciding to tune out or stay with you.

2. Make connections with things known.

Draw comparisons from familiar things. Find something your learner can relate to. This may be hard, based on the cultural or age differences between you and your learner. I admit, it was a stretch for me to write The Ultimate PC Primer because I had to continually learn about how others see the world, based on their experiences and mental reference points. You want to look for common ground in the least-technical space possible. The everyday world is filled with these opportunities. You just have to find them. When I present in front of groups, I try to know the audience as much as possible and leverage examples that I’m fairly confident they can relate to. Speaking of analogies…

3. Find analogies that go the distance.

Analogies and metaphors can be fantastic ways to connect the known with the unknown. You start with something ordinary, of which the learner has no fear. You use it as a bridge to the “scary technology concept.” It takes away the fear and can help create a solid mental model of the technology or concept you’re trying to explain. However, all analogies are not created equal. They break down at some point. (That’s why they’re only analogies.) But a well-conceived analogy can go the distance, being relevant and helpful in multiple situations and scenarios. The best analogies contribute to the learner’s mental model, rather than fracturing it. So search for the golden analogies. It’s hard work, but it keeps you from having to say “forget I said that” or “well, in this case, this technology is actually different from what I said before.” You want to make a lasagna, where all the noodles fit neatly together, not analogy spaghetti.

4. Don’t overload.

When you begin to see the lightbulb go on, it’s easy to try to quickly piggyback on that lightbulb moment — to want to move expediently toward “the end game.” I know getting across the finish line will make your life easier, and you undoubtedly want to make their life easier. But if you want to truly get your learner across the finish line, be prepared to hold yourself back. As a concept is newly formed in the mind of your learner, you don’t want to cause cognitive overload by quickly dumping all kinds of other foreign concepts on top of it in your earnest attempt to “get them up to speed.”  In writing The Ultimate PC Primer, I went through several manuscript revisions trying to make sure I wasn’t crowding too much into each lesson. When I started writing, I worried about having too little in my book. Eventually, I started pulling content out, to keep from overloading the reader with too many new concepts. And that’s why the book ended up being a primer. You have to give people somewhere to start… a foundation. I found I couldn’t explain everything a PC user would need to know in one book, and you can’t build your learner’s house right after pouring the foundation.  Let it solidify, lest you dislodge what you just built. Though tech-savvy people like you and I are conditioned to wait for little in this age, remember Rome wasn’t built in a day. If you want your learner to truly understand something of depth, several cumulative lessons may be needed.

Best wishes as you endeavor to explain technology to your learner.  For some additional ideas on explaining personal computers to new or confused users, pick up a copy of The Ultimate PC Primer on Amazon or through your favorite bookseller.