all in the game

Excerpt from the book - A New Culture of Learning by Douglas Thomas and John Seely Brown

Imagine an environment that is constantly changing. Imagine an environment where the participants are building, creating, and participating in a massive network of dozens of databases, hundreds of wikis and websites, and thousands of message forums, literally creating a large-scale knowledge economy. Imagine an environment where participants are constantly measuring and evaluating their own performances, even if that requires them to build new tools to do it. Imagine an environment where user interface dashboards are individually and personally constructed by users to help them make sense of the world and their own performance in it. Imagine an environment where evaluation is based on after-action reviews not to determine rewards but to continually enhance performance. Imagine an environment where learning happens on a continuous basis because the participants are internally motivated to find, share and filter new information on a near-constant basis. 

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I know, it sounds almost impossible to create such an environment. But the interesting fact is that we have seen and experienced such environments. Yes, through these new generation games that are available. That is where our tacit knowledge comes in to picture.

Yet, this aspect needs to be much debated because it is not given enough importance. In fact educators constantly dismiss games as a learning tool. 

Where as, all the learning is in the game, or, in the form of game. Games enhance learning. 

Srik

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