Students say that they learn from games much more that they do from exponential classes. But I wonder if they really learn from games and how we can measure that learning. After doing a team building activity I asked the class what they learned. It was hard for most students to verbalize what they learned. The team building activity I did was about to move across a simulated piranha-infested river. Each group is given a limited number of stepping stones (small pieces of wood), always fewer than the number of group members. No one is allowed to touch the ground, and if this happens they have to start again from the beginning. This forces them to develop a strategy, leadership and trust, to avoid falling off. The frustration of the loser teams was evident. I gave to the team the time to stop a coordinate their teams. I also gave leadership instructions to the spontaneously elected leaders. However, most of the leaders were not able to coordinate their teams in the way they had in mind the team should work. Team leaders, and other active participants of the game, realized sometimes what you have in mind cannot be transfer to others. But they were not able to do this explanation. I wonder how limited is the language to our students to refer to phenomena we are not use to tank about. Like trust, coordination, communication, intuition, etc. I think is necessary to develop a whole new set of word to facilitate the understanding of phenomena related to innovation and team relationships.


Un pensamiento en “spechless


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