Beruflich Dokumente
Kultur Dokumente
To make the experience as productive as possible, we strongly recommend that you review
this document prior to working with Google Breadcrumb; it will familiarize you with the basics of
creating content and help you think about how you’ll use the platform.
Background
What are some learning stories people have created on Google Breadcrumb?
1. Help data-center technicians troubleshoot problems on the datacenter floor.
2. Teach novice nurses how to interpret patient symptoms the way expert nurses
do.
3. Educate new managers about how the decisions they make affect the happiness
of their teammates.
4. Assist a new learning and development professional who wants to choose a
survey tool.
5. Engage kids in a choose-your-own-adventure style, text-based learning game.
Keep it fun. Don’t bring up academic models or theories. Don’t include mini-lessons
in a game setting. Instead, perhaps add a pointer at the end of your story to a website
listing more traditional offerings. Keep the learner in the moment.
Evoke feelings through your text. If your learners are stepping through interactive
scenarios, you might be tempted to tell the learner how her or she feels. Don’t. Instead,
evoke emotions by describing a situation fully. What is the tone or body language of
the customer or coworkers? Simple cues might make one user feel comfortable and
another user feel on edge. By telling someone how to feel, you're not allowing him or
her to have a unique experience.
Write in the present tense. Everything is taking place right now for your learner. At
first, you might find it awkward to write this way because this verb tense is not often used
in English.
1. “You walked into the conference room.” (Not so good)
2. “You walk into the conference room.” (Better!)
Value your real estate. Everything seems vital to your particular story... until you see it
on the phone and spend half of your time scrolling. Clicking next is not very interactive.
Be brief.
In some cases, there are clear right and wrong answers, and these should be
represented in what you create.
1. Create your first page. Each page needs a unique page identifier, like a page
number or another form of unique text. This page number is displayed in
parenthesis -- there should be one page number for each page. After you add a
number, write the text for your first page.
1. Build your second and third pages. What comes next in your story? Build these
pages just like the first page (but with a different page number).
1. Add links between pages. At this point, you have created three separate pages,
but users cannot navigate from one to another. Use square brackets [ ] to tell the
interpreter that a particular piece of text is a link. In this example, there are two
choices for the user: choice one or choice two.
(1) Here is your text for your first page. Here is [choice one] or
[choice two]?
1. Associate a destination page with each link. When a user selects a link, the
interpreter needs to know where to send the user. Like the page identifier,
these numbers are in parenthesis. They follow each choice -- in this example,
if a user selects “choice one,” he or she will be directed to page two. If a user
selects “choice two,” he or she will directed to page three.
(1) Here is your text for your first page. Here is [choice one]
(2) or [choice two] (3)?
1. Press the “ring the bell” button. This will give you an accurate representation of
what you’ve created. Is it not displaying the way you expect it to? Then it’s time
to check to make sure you’ve included all three of the elements above.
Send learner to a new page ( ) after each choice (1) You walk into a room. Do
you say ["Hello world"] (2) or
[say nothing] (3)?
Additional reading
Never developed a game before? Don't worry. You’ve likely played a game before. Google
Breadcrumb stories might be game-like or they might not. Regardless, if you’re interested in
this subject area, read on.
Why do we play games anyway? In What video games have to teach us about learning and
Academic references
1. Gaming and cognition: Theories and Practice from the Learning Sciences (2010)
2. What video games have to teach us about learning and literacy (2007)
3. Rules of play: Game design fundamentals (2004)
4. Rethinking education in the age of technology (2009)
5. Enhancing adult motivation to learn (2008)
6. A theory of fun (2005)
7. Pragmatic thinking and learning (2008)
8. Acting with technology (2006)
9. Cultivating communities of practice (2002)
10. How computer games help children learn (2008)
11. The video game theory reader 1 (2003)
12. The video game theory reader 2 (2008)