Exploration is where we play with the learning, and it’s one of the areas where we see the greatest variation in individual behaviours. Playing is important: it lets us explore boundaries, it’s where we push buttons and pull levers, as well as being where we make our first mistakes.
It’s about testing the boundaries between ‘what i know’ and ‘what i don’t know’, it’s where we push and expand these spaces. When it comes to knowledge, this is where we start to manipulate concepts, this is where we start to size up how the new learning impacts on our current worldview.
In terms of learning design, in workshops, this is where we are roleplaying, trying out different roles (which is a socially permissible way of experimenting with different styles in a permissive environment), whilst in e-learning we may be using simulations to play.
It’s important to remember that ‘exploration‘ is one of the most valuable parts of the learning methodology, it’s an important stop on our learning journey, but it’s often subverted by the desire to assess. When we should be letting people play, instead we want them to do things ‘right‘, but play isn’t about getting things right. It’s about testing boundaries, experimenting with feedback and moderating or modifying behaviours and actions as a result.
In terms of learning design, we have to create bubbles for play, separated by more formal gateways for knowledge checks and assessments. Within the bubbles, we can make mistakes, we can try things out, we can learn. We provide contextual feedback and keep the errors safe, but we let people make them. If you create a simulation environment, a space for play, where you can’t fail, then you can’t learn.
1. How does this fit with what i know already?
2. Where do i plug this in?
3. What does it feel like?
Yes: it’s about playing and making mistakes
No: it’s not about assessment