Play is an essential element of learning. Call it gamification, group engagement, experiential interaction – at its base, play is a deeply human, social baseline. Consider the basic structure of a Montessori school, where the basis of learning is through continual peer-to-peer interaction on varying subjects led by a facilitator (teacher/instructor) who can read the room and clearly guide and enable the methods and forms of communication. The efficacy of the discovery-based learning does not dissipate and then fully dissolve once a person reaches adulthood. There is an implicit value attached to a facilitator-led experience, particularly in the workplace, and it is feasible to achieve the level of engagement and learning objectives critical to improve performance even with the seemingly obtrusive obstacle of a computer screen.
Even before the life altering phenomenon of COVID-19, many businesses and organisations were relying on virtual learning to bring together employees from both national and international audiences. Truly it is remarkable that a virtual face-to-face gathering is feasible across oceans and timezones, and while enabling this level of connection through the virtual realm naturally has its challenges, it takes the work of a willing and eager audience in tandem with the skills of an apt facilitator.
Discovery-based learning: what is it and why does it matter to your organization?
Alot of the psychological research surrounding discovery-based learning focuses on students, and there is research suggesting that younger learners may have both negative and positive responses to discovery-based learning. In shifting the focus to adults exploring a different learning platform in a corporate setting, it becomes more evident that this learning style is greatly beneficial. There are a myriad of ways to understand what discovery-based learning actually is, and multiple published peer-reviewed journal articles offer an array of definitions. However, “common to all of the literature […] is that the target information must be discovered by the learner within the confines of the task and its material” (Alfieri, Brooks, Aldrich, & Tenenbaum, 2011). In the scenario of a group meeting for a corporation, this works on several levels. The individual involved in the task on hand has the potential to unearth and exhibit their personal skillset that benefits the overall organisation. While engaging with one another, colleagues have the ability to collaborate with a particular, shared focus, which inspires confidence and trust that in showcasing personal strengths, it can contribute to the overall vigor of the company or organisation.
There is a distinction, however, between discovery-based learning and discovery-based learning with the advantage of a facilitator. Richard Mayer conducts research spanning studies from the 1960s to the 1980s on the nature and benefit of this style of learning, as well as the healthy skepticism that may be geared towards this style. Looking specifically to the idea of constructivism in learning, both cognitively and and socially, he lands on the strong hypothesis that discovery-based learning with little-to-no guidance is not quite productive. Rather, he states that “the constructivist view of learning may be best supported by methods of instruction that enable deep understanding of targeted concepts, principles, and strategies — even when such methods require guidance and structure […] there is increasing evidence that effective methods for promoting constructivist learning involve cognitive activity rather than behavioral activity, instructional guidance rather than pure discovery, and curricular focus rather than unstructured exploration” (Mayer, 2004). Without being too bogged down in the language of psychological science, it is important to acknowledge and highlight that “instructional guidance” and “curricular focus” are distinguishing characteristics of an effective and rewarding discovery-based learning experience and can be assets to your webinars, company meetings and virtual, continuing education efforts.
Taking this beyond the theoretical, looking to the practical application of this learning style can bring us into the world of simulation and gamification. Having a group of peers or colleagues together, virtually or otherwise, each individual is arriving with a lived set of personal experiences. A well-trained facilitator will have the ability to encourage the sharing of these unique lived experiences and enable them to be mapped out in a broader discussion that capitalizes on everyone’s unique contributions. Q&A sessions, polls, surveys, etc. are certainly great for collecting and redistributing information in a more neat, packaged format, but the ability to navigate through a problem-solving, critical thinking based situation in realtime can be much more revealing of an individual’s talents and the overall power dynamic of the group, inspiring collective confidence. The collaborative effort of working through an issue with dynamic and investigative problem-solving strategies has the potential to foster not just a sense of camaraderie but also one of appreciation for what each person brings to the table. A facilitator-led atmosphere, moreover, contributes to the overall focus of the group and the contouring of the simulation itself. Knowing how to effectively pivot around the varying aspects of the given task is also beneficial.
HDX offers experiential simulations that preempt the possibility of colleagues multi-tasking or becoming too distracted by something not immediately related to the group effort and task at hand. For instance, the Shift Gaminar speaks directly to the reality of a changing world and human adaptability. Critical choices must be made in the moment and many of these decisions will press participants to explore beyond their comfort zone, much like a real world stressful or challenging situation. It is easy to talk about doing something that is uncomfortable, but actually doing it is another story. Participants in this type of simulation are guided to be both pragmatic and clever in working towards a solution, where adaptability undoubtedly occurs both in responding to the scenario, as well as to the individuals they are working with on the task. Critical thinking does not happen in a vacuum, and these simulations and gaminars actively encourage participants to pool their resources and strengths in an effort to not just learn about themselves but more broadly about the changing world around them.
