Learn from a Genius

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After an unfortunate screen-cracking incident the other week, I needed to get my iPad replaced. So I booked an appointment at my local Apple Store. They sorted me out with a replacement to the tune of $329 which is better than buying a new one. Awesome.

This was my first experience at the Genius Bar on a Saturday afternoon. It was interesteing to see the tons of people needing help, support, and some quick tutorials were packed into the store. People in blue t-shirts were busy helping them learn new things and providing one-on-one support.

Here’s what this seemed to do for Apple’s business.

1. It created a culture of learning

Everyone was there to learn and Apple people were there to teach and answer questions. I’m sure they sold some stuff amonst all of that teaching, but there seemed to be way more teaching than selling going on. As Kathy Sierra says, when it comes to marketing “You can out-spend, or out-teach”. Apple probably do both. As for all the customers, their brains were engaged in learning how to use their iPad minis, edit photos, make music and get their MacBooks to organise their photos. And it wasn’t just that the staff were good with customer service. The fact that you could book in time at the ‘group training’ or ‘one-on-one training’ tables, or the Genius Bar shows how intentional all this learning activity was.

Now think about the last learning experience you designed. Were people booking in time (of their own free will) to take part in the learning? On a Saturday afternoon? I don’t have all the answers, but I suspect the passion Apple’s customers have for learning stems from their message of ‘we love to help you learn cool stuff’.

How can you send this message when you design your learning strategy?

2. It made it cool to ask for help

We all like to appear as though we know what we’re doing. At work or at school, asking questions isn’t usually that cool. It usually seems easier, and safer, to just keep you head down and not ask. After all, getting access to experts and coaching all takes time, and often money. Part of the value Apple were providing to their customers was helping them feel okay about asking for help. The more they asked for help, the more they learnt, and their skill levels increased.

I’m not sure what this does for sales. What I do know is, the more I can do with a computer or mobile device, the more valuable it is to me. And the more likely I am to upgrade to a newer, more powerful version of ‘the thing’. Not because it feels good to buy stuff. Because learning, like games, is about getting to the next level. When it comes to technology, the next level is often a more advanced version of your current gadget.

When you’re designing learning experiences, how do you allow people to ask experts questions? How easy is it for experts answer them and provide quick tutorials when required?

Every company should have a version of Apple’s Genius Bar. Whether it’s in person or needs to be online, you can create a culture of learning for your customers and your company. Make it cool to ask for help and grow your business by out-teaching the competition.

Your turn
Do you have a ‘Genius Bar’ (or something similar) at your company? How does it work? Tell us all about it in the comments.

Three ways games can help you learn

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Gamification. Game Design. Game-based learning (g-learning?). Serious games. Game mechanics. What’s with all the games? While there are definitely a million different ways people are talking about and using games, here are three ways game-based challenges can help you learn.

First of all, what are game-based challenges?
“What is 1 + 1?” is a challenge. But not really a game-based one. There is no context, no goal you’re pursuing (that you care about). There is no meaningful feedback apart from “right” or “wrong”.

Game-based challenges are ones that are set in a meaningful context. Using the maths equation above, an example might be that you’re running a shop and need to count stock or give change or pay wages. Your goal is to run a profitable business. If you run out of stock, (or spend too much on it), give the wrong change or under/over pay an employee, then you can bet there will be some feedback! As you solve maths equations correctly while running the shop, your progress over time can be made visible in the form of profit and loss statements, customer satisfaction surveys, etc. As you get better you’ll be eager to solve more challenging maths equations and grow your business.

Now let’s see how all of this applies to learning.

Number one: challenges
Being presented with some information to memorise or take notes from (think lectures, video lectures in MOOCs, pre-reading, required reading) followed by a quiz is traditionally what most learning looks like. From primary school, to university, to the workplace, it’s information with a test at the end. If you’re lucky there is some practical activity in the middle.

The thing is that you learn by experience. You can know about about something. However, unless you’ve practised it, you aren’t actually increasing your skill level. In other words, you need to practise. Games provide chances to practise all sorts of things in the form of challenges. They can focus on shooting, running, throwing, managing money, strategy, etc.

Well designed games keep you in the flow state by increasing the level of challenge so that it requires you to increase your skills at the right rate. Too hard too soon makes you anxious and want to quit. Too easy for too long makes you bored and want to quit. Keeping people in ‘flow’ means keeping them engaged and that’s balancing challenge level with skill is a huge part of achieving this.

What is the core challenge in the learning experiences you’re designing? How can increase the level of challenge over time to keep people engaged in the activity they are doing?

Number two: feedback
When you try something, you need feedback to find out if your knowledge of how the activity should be done, or your application of that knowledge, was correct. You can then validate that you were successful or can learn what not to do and formulate a different way to do it next time. That’s the value of feedback and good games are full of it. From missing a turn, losing health or a life, losing money, getting into check (in chess), to jumping high or far enough, timing your shot just right or seeing your strategy succeed, games give you feedback.

Game-based challenges provide you the feedback you need to know if you should keep doing it that way, or change your approach in the future. This is best provided immediately, e.g. at the end of your ‘turn’ or when you’ve made a choice or taken action. Failure can lead to, or highlight the need for, learning, which can lead to change, which can lead to success.

How can you build meaningful feedback into the learning experiences you design?

Number three: visible progess
We all like to know how we are doing at a given activity at a big picture level. This information can be motivating and can act as social proof of how good we are or aren’t at something. Games of all kinds have ways of making our progress visible. You’re familiar with sports that keep score, Monopoly that shows how much money and property you have, and electronic games with high score lists and leader boards.

Game-based challenges make progress visible. It’s not about having an assessment or a test and passing or failing though. You have a goal you’re helping people achieve. They are either getting closer to, or further from it. It’s about the journey.

How can you make people’s progress visible in the learning experiences you design?

Let the games begin
Now it’s your turn. Challenges with levels, feedback and visible progress. Build them into your learning experiences and people will find them more engaging and effective.

Agree or disagree with something in this post? Got a good example to share? Leave a comment and add to the conversation.

E-learning modules on a mobile device

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There seems to be a trend where companies will optimise their existing e-learning modules for mobile devices.

The benefits I hear stated are that people who are busy can do their modules on the train. There are a few problems I see with this idea.

Firstly, you’re asking people to learn out of context. You might learn web design on the train because you probably do some coding while you’re travelling, not just at your desk. Asking people to think about compliance or leadership on the train might not be the best way to link their learning to application.

Secondly, who wants to do e-learning modules on the train? You’re probably a bit tired from a long day at the office. Asking people to switch into learning mode may not work that well.

Third, good practice in adapting say a website to a mobile device usually involves making it easy to contact a company, locate their stores, redeem a code, checking the status of an order, that kind of thing. Activities you want to do on the go. For example, an accounting Web app would allow you to create invoices. You would usually do this in the office. However, you may want to check if a particular invoice has been paid or check your account balance on your mobile device.

The point is, in a mobile context people use technology and access information for different reasons. Applying this principles to e-learning modules should really look like this: I can scan a QR code next to a piece of equipment and be linked to a quick safety video, tips sheet or diagram. Or I could chat to an expert via instant messaging or on a forum to get help when I need it. Or I could look up the specs of a product I’m selling and show photos to a client. Basically it’s about performance support; using mobile devices to access job aids and quick reference information.

Next time you’re asked if you can ‘put your e-learning modules on a tablet’ stop and think about the goal you’re trying to achieve and if this is the best use of your time and budget and learner’s mobile data allowance.

How are you using mobile devices to help people learn new skills? Share a comment.