1. Note to the
Presenter:
You may choose which slides
you want to use and which to
skip within this prepared
presentation.
The Polls and Questions are
offered as suggestions, you
may omit them or create your
own interactive activities.
Remember, your goal is to
engage the audience every 5
minutes.
Your presentation should last
about 5 minutes, including
the participatory activities .
1

2. ID: Andrea Hildreth
Client: Walden University, Capstone Project
Item: Book Review, Reality is Broken by Jane McGonigal

3. Covering pages 52 -115

4. Fix #3: More Satisfying Work
“Compared with games, reality is unproductive.
Games give us clearer missions and more satisfying,
hands-on work.”
(p. 55)
4

5. A. Meaningful instruction is an unachievable goal
B. Only experiential instruction can be made meaningful (not
memorization-based exercises)
C. Technology can help us engage learners in most subject areas
D. I am uninterested in this poll question
5

6. Fix 4: Better Hope of Success
“Compared with games, reality is hopeless. Games
eliminate our fear of failure and improve our chances
for success.”
(p. 68)
6

7. Inclusion of an
Outside
Resource:
TED Keynote
Featuring
McGonigal
Tinyurl:
http://tinyurl.c
om/y9bkj96
7

8. Do you think that reading McGonigal’s book would change
the way you approach Instructional Design?
8

9. Fix #5: Stronger Social Connectivity
“Compared with games, reality is disconnected. Games
build stronger social bonds and lead to more active
social networks. The more time we spend interacting
within our social networks, the more likely we are to
generate a subset of positive emotions known as
“prosocial emotions”
(p. 82)
9

10. Considering social connectivity in learning.
In designing online instruction we talk about the importance of
learning communities.
Does McGonigal’s description of “prosocial emotions” seem aligned
with our discussion of learning communities?
10

11. Fix #6: Epic Scale
“Compared with games, reality is trivial. Games make
us a part of something bigger and give epic meaning to
our actions.”
(p. 98)
11

12. About designing meaning into instruction.
How can we know that the learners will share our interpretation
of “meaning”?
12

13. Final comments or questions?
13