All right, thank you!
Tell us a little about e-learning, is there really a (virtual) world behind this expression? And have the last few years led to an effective expansion of this field?
There is also a virtual world, but it is only one part of e-learning, however important. Let’s say it’s the part dedicated to a certain kind of user experience, more immersive, detailed in context, and, in some ways, even more tied and constrained to the use of certain technologies. This is the sphere in which the largest slice of the training process is accomplished, which obviously presupposes all upstream work not only in the virtual sphere, and which equally can come alongside a part of learning that is more real than virtual. Inevitably, the last two years have made a difference for the sector, partly because of the need to continue with training in a context where it was impossible to find oneself in the classroom. The downside, however, has been the great confusion generated by this sudden notoriety of e-learning (sudden at least in our country), confused with DAD or a simple conference call on Zoom.
Let’s shed some light on another expression that has been gaining popularity recently: gamification. What is gamification and how do we all experience it, for better or worse?
Game dynamics play a key role in training processes because they require the user to take action, developing skills such as problem solving, decision making and creativity. This occurs spontaneously during play.
Specifically, gamification is a learning methodology that involves the application of game mechanics in non-game and predominantly professional contexts. Among the most commonly used elements we can find challenge, levels, point system, leaderboard and various types of prizes or rewards. However, we would like to make it clear that we use it always and only for benevolent purposes.
Will there really be a radical alternative between classroom and digital learning in the future? For Matrix lovers, red pill or blue pill?
The way technology is evolving, it is plausible to think that e-learning will go with the flow and embrace new 100% digital methodologies, as it is already doing in part. Think Virtual or Augmented Reality, the various interactions with Artificial Intelligence, and-in summary-everything that is coming under the Metaverse concept. Of course, in-presence training will retain its importance and will not be absorbed by digital training, as is already happening thanks to the blended approach, which mixes remote and in-presence, synchronous and asynchronous. Matrix lovers will be left with the luxury of not having to choose between the red pill and the blue pill, since they can have both!
What were the biggest challenges and rewards in the work of creating the e-learning course on RFDCD?
Certainly it was interesting and constructive to be able to decline a course on content about universally valid values, applicable in every context, not only professional and social but also human; this especially at a time like the present, when it happens to be questioned a little too freely. We think of human rights, respect for diversity, inclusiveness, but also more complex concepts such as the importance of institutional adherence and support for this system of values, which then goes on to form the framework of democracy proper. Working with similar, sometimes abstract, content and trying to concretize it visually required us to make an imaginative effort, which then resulted in the creation of graphic elements and videos (created thanks to the work of Studio Magoga) charged with meaning. If the end user can unpack this content and extract the core values contained therein, then we can say we are even more gratified by this effort.
For further study:
Distance learning – Encyclopedia Britannica Game based learning, gamification and education: what they are – Save the Children Italy The Reference Framework of Competences for Democratic Culture (RFCDC) – Council of Europe
