Chloe Notes on What makes a good Challenge 08/29/2011
What makes a good challenge? 
Simple setup- complex problem: The challenge uses a simple setup that requires learners to find the solution to a complex problem. For example- in the "Bring it all together"  challenge learners have to create a portfolio site (simple setup) but the problem they have to solve has many layers (complex). they have to sketch-  design and develop wireframes to build their portfolio site.
Taking on a role: learners take on an identity or a multiple set of identities such as  programmer- collaborator- activist- ice cream lover. In so doing they become committed to the space and the community in which the  complex learning challenge is situated.
Having a "need to know": The challenge is meaningful for the learner audience. There is a need for them to master the skills required to complete the challenge. For example there is a personal motivation for the learners- such as creating your own portfolio site- or a community related one- such as leveling up and becoming a Guru/Mentor or winning a competition among the community- and even a fun factor such as a compelling story that draws you into having a reason to solve the challenge.  A need to know could be designed as a combination of some/all of the above. In doing so the learners find the challenge meanigful and personally fulfilling.
Belonging to a larger context : challenges level up and are grouped together in what could be called a Quest- Mission- etc. The architecture of the Quest/Mission allows for one to take linear or non-linear learning paths. For example in the Webmaking 101 -let's name it - Quest- a user can take some challenges through a linear path (as they appear- first- second-third etc) and other challenges through non-linear paths (like a choose your own adventure)
Clear goals:  the challenge/ or group of challenges has a clear overall goal- such as building a portfolio. A challenge goal can consist of smaller goals or combinations- such as building a portfolio site- winning badges-  getting community credit etc
Receiving feedback along the way: Learners receive feedback on their actions as they progress through the challenge or a group of challenges. (this could be were badges-points- progress map etc come in) For example-(from the top of my head) in the Better- Faster- Stronger  challenge- the learner get's feedback on the time taken for his/ her  portfolio content to load. A key idea here is that of a feedback loop. That allows users based on the challenge assessment to redo their previous action or take a new action based on the assessment.
Smart tools: Moving through levels of the challenge unlocks smart tools.  A smart tool is something a learner can use again and again in other challenges. For example- Firebug (if Firebug was to be unlocked as a tool after completing challenge x) is a type of smart tool.
There is risk-taking and exploration. Learners are encouraged to take risks- explore- and try new things (trial and error). For example- in the Mish Mash challenge you have to create grids to lay out your work and there might be several sizes of grids that you can create- so during the process you might tinker with many grid sizes (trial)- make a couple of ugly layouts(error) until you find the one that works best. Note: something to think about is how we create a SAFE space for trial and error to happen and even been celebrated. 
Flow: Learners feel that there is flow in the experience- meaning that the challenge tasks are doable- but increasingly challenging. Balanced scaffolding(related to flow) scaffolding can help one overcome difficulties in a challenge that- if too difficult- could prevent them from moving forward. However- it's important not to build in so much scaffolding that users can get through the challenge without actually  learning anything (ref  Hussain- Taib)
A sense of agency: Learners feel a real sense of agency and control over what they are learning and doing in the challenge. For example- there could be an ability to edit some challenges and remix them or a requirement to create your own challenge after completing this first course/quest/mission.
There are many solutions to the same problem:  different users can solve the same problem in different ways. Being  able to compare the different solutions is equally important. (this  concept ties to Replayability- see below)
Fun and Replay ability: the challenges are so enjoyable that users will re-play certain ones that lead to different outcomes or allow them to pledge higher expertise (maybe a guru version of a badge). Adding a layer of community competition to this fact- such as a 'code-off' in the I heart command line challenge for example- increases the replayability of the challenge. (can explain more here)