Employing Simulations and Interactivity for Highly Motivational Environments

1
Employing Simulations and Interactivity for
Highly Motivational Environments

• Curt Bonk, Professor, Indiana University
• President, CourseShare.com
• cjbonk_at_indiana.edu
• http//php.indiana.edu/cjbonk
• http//CourseShare.com

2
What about in the oil and gas industry?
3
Electronic Collaboration is Getting Complex!!!

• Joanne McMorrow, marketing manager at in
  Accentures human performance group, uses
  Accentures Knowledge eXchange to share documents
  and track progress of her group projects,
  NetMeetings and her telephone to participate in
  team meetings, and myLearning.com to take courses
  and track her personal-learning budget.
• Fast Company, Virtually There, March 2002, p.
  113.

4
http//PublicationShare.com
5
(No Transcript)
6
(No Transcript)
7
(No Transcript)
8
(No Transcript)
9
What is the single biggest obstacle to e-learning
continuing to grow and fulfilling its
potential?1. The cost of development?2. Lack
of human contact?3. Reluctance of training
departments to change?
The problem is much more likely to be plain
boredom
10
Current Courseware System

• Slow development time.
• Not interactive.
• Low interactivity, boring.
• lack of bookmarking, tracking, eval
• XYZ is powerful and intuitive. It is not always
  reliable.
• It is comprehensive, scalable, and intuitive.
• From a cost posture, they are, quite simply,
  unbeatable.

11
From Learning Designers to Experience Designers
(Reinhard Ziegler, March 2002, e-learning)

• How are we going to create environments,
  simulations, and real learning experiences unless
  theyve participated in them and reflected on
  their importance for themselves?the key is how
  to design the interaction so the user lives the
  experience

12
Lack of Motivation or Incentive to Complete!!!

• Corporate Study
• 55 did not track or did not know their
  completion rates
• Of those that did, 22 reported completion rates
  of less than a fourth of students.
• Nearly half reported less than 50 completion
  rates
• Only 2 reported 100 completion.

13
E-Learning Harnessing the hype. Cohen
Payiatakis (2002, Feb). Performance Improvement,
41(7), 7-15.

• both instructional and graphic (design)must be
  compelling and engaging enough to keep the
  learner involved, interested, and stimulatedThe
  ideal future is a learning experience designed to
  be memorable, motivational, and magical if it is
  to make a lasting impact on the capabilities of
  the learner.

14
Motivating Employees During Down Times, Training
Magazine, April 2002

• True motivation comes from within. Programs of
  manipulation, incentive schemes and other
  gimmicks never bring about the ongoing change
  that is truly needed. Ultimately, we have to be
  inwardly motivated and emotionally engaged while
  doing it.
• R. Brayton Bowen, Author
• of Recognizing and
• Rewarding Employees.

15
Online Training Boring? From Forrester, Michelle
Delio (2000), Wired News. (Interviewed 40
training managers and knowledge officers)
16
Part I. Advice on Asynchronous E-Learning
17
Types of Asynchronous Activities

• Introductory Activities and Ice Breakers
• Games and Simulations
• Perspectives from Cases, Internships, Jobs, Field
  Experiences
• Learner-Content Interaction, Self-Testing,
  e-Books
• Summary and Reflective Writing
• Web Resource Reviews
• Interactive Questioning
• Virtual Debates
• Secret Coaches and Protégés, Critical Friends
• Problem-Based Learning and Team Projects

18
1. Introductory Activities

• a. Introductions require not only that students
  introduce themselves, but also that they find and
  respond to two other participants who have
  something in common (Serves dual purpose of
  setting tone and having students learn to use the
  tool)
• b. Two Truths, One Lie
• Tell 2 truths and 1 lie about yourself
• Class votes on which is the lie

19
1. More Intro/Ice Breakers

• c. Eight Nouns Activity
• 1. Introduce self using 8 nouns
• 2. Explain why choose each noun
• 3. Comment on 1-2 peer postings
• d. Coffee House Expectations
• 1. Have everyone post 2-3 course expectations
• 2. Instructor summarizes and comments on how they
  might be met
• (or make public commitments of how they will fit
  into busy schedules!)

20
2. Games and Simulations

• Theres something new on the horizon, though
  computer-based soft skills simulations, which let
  learners practice skills such as negotiation and
  team building.
• Clark Aldrich, The State of Simulations, Sept.
  2001, Online Learning

21
Mark Brodsky, May 7, 2003

• Another business driver that will ultimately
  perpetuate an important trend in e-learning,
  specifically the greater use of simulation-based
  e-learning, is the migration of more and more
  services to automated or "self-service"
  applications. With the greater use of
  self-service applications, the type of training
  organizations provide their employees will
  change.

22
Marty Siegel, IU Professor, and Founder of Wisdom
Tools

• Simulations are data driven. There's a model of
  behavior that underlies them, simulating some
  process or behavior.
• A simulation approximates reality. It is not
  reality.
• Simulations allow users to interact with
  characters or events or processes and see what
  happens.
• They're very interactive (most of the time) and
  can include sophisticated graphics.
• Many computer games employ simulation technology.
  MAXIS makes great games.

23
Six Types of E-learning ContentClark Aldrich, A
Field Guide to Educational Simulations

• Extended Books
• Extended Lectures
• Extended Communities
• Extended Expert Access
• Embedded Help
• Simulations

24
The Simu-gamé-story Market(per Clark Aldrich,
2003)
25
Simulation Based
Airline Flight Simulators
SimuLearn
Off-the-Shelf Flight Simulators
The Sims
Medal of Honor
Accenture/Indeliq
Solitaire
Visual Purple
Cognitive Arts
Wheel of Fortune
Will Interactive
Games2Train
You Dont Know Jack
Choose-your-own Adventure
Game based
Story Based
(per Clark Aldrich, 2003)
26
Simulation Based
Muscle Memory/Cyclical
Open-Ended/Systems
Negotiating
Batting Cages
Public Speaking
Dieting
Riding a Bicycle
Budgets
Ethics
Driving a Car
Content Types
Rules
Case Studies
movie
Game based
Story Based
Linear
27
Simulation-Based Number of Calculations/Turn (per
Clark Aldrich, 2003)
1000K
100K
10K
1000
100
10
1990
1995
2000
2005
2010
2015
28
Simu-game-story Development Budget (per Clark
Aldrich, 2003)
2M
500K
50K
5K
1990
1995
2000
2005
29

• Simple Games
• (see Thiagi.com
• Or deepfun.com)
• Puzzle games
• Solve puzzle against timer
• Learn concepts
• Compete
• Get points

30
More Complex Games from Option 6 (formerly part
of UNext)
31
More Option 6
32
More Option 6
33
More Option 6
34
Even More Option 6 (Option 7?)
35
(No Transcript)
36
Clark Aldrich, A Field Guide to Educational
Simulations

• Multiple Choice Pros
• Simple to figure out
• Provides new info
• Cheap to create
• Multiple Choice Cons
• Can lead the learner too much
• Railroads people into a certain decision
• May be too easy
• May not be sufficiently rich to capture real
  world

37
Online Jeopardy Game www.km-solutions.biz/caa/quiz
.zip
38
(No Transcript)
39
(No Transcript)
40
(No Transcript)
41
(No Transcript)
42
(No Transcript)
43
Clark Aldrich, A Field Guide to Educational
Simulations

• Turn-Based Simulation Pros
• Promotes contemplation, thoughtfulness, and
  reflection
• Less expensive
• Sense of flow
• Turn-Based Simulation Cons
• Not real
• People get more manipulative
• Need to be highly positive experiences

44
Complex Virtual Worlds/Virtual Reality

• Avatars--representations of people
• Objects--representations of objects
• Maps--the landscape which can be explored
• Bots--artificial intelligence

45
(No Transcript)
46
The Sims What will strike you?Clark Aldrich,
Simulations and the Future of Learning,
Jossey-Bass, Fall 2003

• Rudimentary and incomplete the game feels
• The Sims dont talk, they mumble, cleaning the
  house is a drag
• The interface is confusing
• How much fun it is
• Earning money is rewarding, you can decorate your
  house, flirt with the neighbors spouse, buy
  expensive tools, sleep late, invite friends over
  instead of going to work
• You might even reflect on your own life
• Time is a precious commodity

47
Clark Aldrich, A Field Guide to Educational
Simulations

• Abstract Manipulation Pros
• More options
• Interface can help organize info
• Responsive in real time
• Intuitive
• Abstract Manipulation Cons
• Very expensive
• Need instructions to use must be committed
• As much art as science
• Many are younger than age 35

48
Marty Siegel, IU Professor, and Founder of Wisdom
Tools

• If you're building a game and selling 10s of
  thousands of copies, you can invest a lot to
  build them and sell them for 50 a pop.
• If you're using them for training, they'll still
  cost a bundle to build, and you'll need to charge
  a lot to implement (that is, if the simulation is
  specific to a company if it's general, then you
  can sell it for less it still costs a bundled to
  produce).... And it takes a lot of time to
  produce.

49
Problems with Simulationsper Marty Siegel

• they never quite work (they always work for
  games, but that's a made-up world)
• if the user is a bit creative in a training
  simulation, you can easily make the simulation
  look dumb or break down
• they take a lot of time to build... months, not
  weeks
• they cost a lot to build...
• they tend to be oriented to single users no
  collaborative effort (collab simulations cost
  even more)
• If collab, usually is synchronous and all must be
  there
• important paths may be missed

50
Vendors in Simulations Space

• eDrama Learning (scenario, soft skills, emotion
  in learning)
• Forio Business Simulations (CEO for a day)
• Indeliq (simulation-based learning for business)
• Intermezzon (e-learning tools and training progs)
• SimuLearn (leadership)
• WisdomTools (story-based teaching, PBL)
• Ninth House Publishing

51
I. eDrama (Front Desk Hiring)
52
II. Indeliq Permanent or Indelible Learning

• Simulations include
• Strategic Selling
• Supply Chain Management
• Customer Relations Management
• Entrepreneurship
• Leadership
• Capturing Global Markets
• Managing in a Dynamic Environment
• Evaluating Strategic Growth Opportunities

53
Indeliq

• Simulation Perform Real-World Tasks
• Conduct analyses, make decisions, see immediate
  results, model expert decisions and behaviors
• Feedback Evaluate and Coach
• Identify mistakes, reinforce best practices,
  provide individualized coaching, offer feedback
  unique to each learner
• Reference Fill Knowledge Gaps
• Access expert war stories and perspectives, read
  industry examples and cases consult rich
  glossary, complete practice activities

54
(No Transcript)
55
(No Transcript)
56
Clark Aldrich, A Field Guide to Educational
Simulations

• Branching Calculation Models Pros
• Adaptive
• You know how they got there, so can embed linear
  instructional content
• Allows for more hand-holding
• Can be cost effective
• Consistency in assessment
• Good for story telling
• Branching Calculation Models Cons
• More of an assessment than an experience
• Feels manipulative if cant do what want to do
• Feels confined to set space

57
III. Intermezzon MoneyMaker Sales Training
58
IV. Florio simulation to see connection between
individuals actions and overall corporate
performance
59
V. SimuLearns Virtual Leader
60
Virtual Leader Components

• Power explores the effects of informal (i.e.,
  expertise and recognized alliances) and formal
  (e.g., title) power
• Ideas explores effective strategies for
  generating ideas
• Tension looking at how tension affects
  performance
• Once the 3 ingredients are aligned and balanced,
  the leaders commit to a course of action.

61
Virtual Leader Goals

• Employ real-time decision-making
• Role play and practice leadership
• Foster creativity to generate ideas
• Recognize, monitor, and adjust tension in
  meetings
• Uncover underlying issues
• Learn how and when to introduce, support or
  oppose an idea or colleague

62
Clark Aldrich, A Field Guide to Educational
Simulations

• Computer Graphics Pros
• Easy to tweak
• Taps creativity of user
• Explores uncharted territory
• Generalizes skills
• Good for high level business skills
• Computer Graphics Cons
• Expensive
• Requires significant processing power
• Skill base to produce is hard to find

63
VI. Wisdom Tools Time-Revealed Scenarios (TRS)
64
(No Transcript)
65
Strengths of Scenariosper Marty Siegel

• They take little time to build
• They are (in comparison) cheap to build and
  implement weeks vs. months (soon, even in days!)
• They follow a fixed path (some may see this as a
  flaw, but it's not) the designer controls the
  path experience thus, important
• Paths are always experienced.
• Because they describe a reality, like a good
  novel, it can feel VERY realistic.

66
WisdomTools Scenarios

• Scenarios
• Incorporate case study methodology, simulation
  and story-telling
• Occur in a rich context and are authentic in form
• Allow exploration of multiple paths from various
  perspectives
• Involve interactive real-world tasks with no
  single, correct answer

67
Why Scenarios?

• Scenarios equip individuals or teams to achieve
  results on mission critical or complex issues
• Scenarios create a shared experience at the
  learners convenience
• Learners can see failure, be challenged by
  other viewpoints, reflect and apply new learning,
  build community and culture
• Self and group assessment provided via quizzes,
  surveys, and facilitators/coaches
• Scenarios lead to insight, judgment, and
  strategic thinking

68
Differences between Scenarios and
Simulations Marty Siegel, 2003

• Scenarios are designed to ensure learners are
  directed towards a specific outcome or path
  whereas simulations can yield different results
  or outcomes and important paths are often missed
• Simulations take significantly more time,
  resources and money to develop than Scenarios
• People tend to try to game a simulation by
  tweaking inputs vs. directly facing the types of
  challenging situations they see on the job
• Simulations tend to be built for individuals
  instead of encouraging collaboration amongst
  individuals grappling with a complex challenge
• Collaborative simulations are very expensive and
  time consuming to build and even then must be
  operated in a synchronous environment
• Scenarios allow learners to build upon each
  others experiences as they are reacting to the
  story
• Scenarios provide necessary context around
  available resources and ensure their proper use,
  leveraging the prior investments made in these
  resources

69
(No Transcript)
70
Clark Aldrich, A Field Guide to Educational
Simulations

• Video Based Pros
• Lots of details, nuances, specific behaviors
• Feel serious and real
• Over-forty people are used to TV
• Works off dumb terminals
• Video Based Cons
• Expensive
• Huge bandwidth required
• Interaction with video has delays
• Hard to get just right
• Hard to make small changes

71
Simulation IssuesClark Aldrich, A Field Guide to
Educational Simulations

• Harder to evaluate simulation contentno ID
  theories
• Huge cultural shift from
• Just-enough, just-in-time, fast, relevant,
  bite-sized content
• Hard to know how much guidance to give learner
• SME and designers difficult to identify
• People may try beat to system rather than learn
• Bandwidth an issue especially on multiplayer
  games
• Tough to evaluate what people learned
• No real standards

72
3. Sharing Experiences

• Perspective sharing discussions Have learners
  relate the course material to a real-life
  experience. Real situations or cases.
• Example In a course on leadership development,
  have learners share experiences where they were
  all-of-a-sudden been put in charge of some
  project or activity and describe what happened as
  well as what they would do differently.

73
3. Job interviews or Field Reflections

• Learners interview someone about their job and
  post to the Web or Instructor provides reflection
  or prompt for job related or field observations
• Reflect on job setting or observe in field
• Record notes on Web and reflect on concepts from
  chapter
• Respond to peers
• Instructor summarizes posts

74
3. Case-Based Learning
75
(No Transcript)
76
4. Learner-Content Interactions
77
4. Annotations and Animations in Electronic
Books MetaText (eBooks)
78
5. Summary or Reflection Writing

• Nutshell, Abstract, Summing Up
• Pros and Cons, K-W-L,
• Muddiest Pt Papers, Minute Papers
• PMI (Plus, Minus, Interesting)
• Wet Ink, Diaries, Freewriting, Blogs
• Roundrobin, Forced Wrap Arounds

79
6. Web Resource Reviews
80
7. Interactive Questioning(Morten Flate Pausen,
1995 morten_at_nki.no)

• Shot Gun Post many questions or articles to
  discuss and answer anystudent choice.
• Hot Seat One student is selected to answer many
  questions from everyone in the class.
• 20 Questions Someone has an answer and others
  can only ask questions that have yes or no
  responses until someone guesses answer.

81
8. Virtual Debates (instructor or student
generated)
82
9. Secret Coaches and Protégés

• Input learner names into a Web site.
• When learners arrive it randomly assigns them a
  secret protégé for a meeting.
• Tell them to monitor the work of their protégé
  but to avoid being obvious by giving feedback to
  several different people.
• Give examples of comments.
• At end of mtg, have proteges guess coaches.
• Discuss how behavior could be used in other
  meetings.

83
9. E-mail Pal or Critical Friends

• 1. Partner everyone with a peer.
• 2. Provide weekly comments
• on his or her work
• What is interesting, missing, hits the mark,
  important? Provide criticism to peer as well as
  suggestions for strengthening. In effect,
  critical friends do not slide over weaknesses,
  but confront them kindly and directly.
• 3. Provide reminders of due dates
• 4. Provide help as needed.

84
10. Team Product or Jigsaw

• Team or Course White Paper, Business Plan, Study
  Guide, Glossary, Journal Have students work in
  teams to produce a product and share with other
  groups
• Post work to online gallery. Expert Review and
  rate projects (authentic audience)

85
(No Transcript)
86
Training and Learning InnovationsApril 2003
87
(No Transcript)
88
Three Phases of AC3-DL

• Asynchronous Phase 240 hours of instruction or 1
  year to complete must score 70 or better on
  each gate exam
• Synchronous Phase 60 hours of asynchronous and
  120 hours of synchronous
• Residential Phase 120 hours of training in 2
  weeks at Fort Knox

89
AC3-DL Course Tools

• Asynchronous
• Learning Management System
• E-mail
• Synchronous Virtual Tactical Operations Center
  (VTOC) (7 rooms 15 people/extension)
• Avatar
• Audio conference by extension/room (voice over
  IP)
• Text Chat Windowsglobal and private
• Special tools for collaboration

90
(No Transcript)
91
AC3-DL Collaboration Tools

• Asynchronous
• Document sharing
• E-mail
• Synchronous VTOC
• Shared text
• Shared bookshelf
• Mapedit
• 3D terrain

92
Teams Collaborate on Mission Analysis

• Information and critical reflection on
• terrain and weather,
• enemy forces,
• facts, assumptions, limitations,
• specific tasks, implied tasks,
• assets available, and
• additional considerations,

93
Collaborative Writing
94
Mapedit Tool

• The Mapedit program, was developed to create map
  overlays, emulating plastic sheets on which
  symbols are drawn that are laid onto a map (like
  football playbooks for the maneuver officer).
  And if students want a whiteboard, they simply
  have to open a blank overlay (no map background).

95
Mapedit Tool

• Mapedit allows multiple users to add, delete, and
  move symbols and lines on the map overlay. In
  Mapedit, the driver chooses which file to open,
  and names the file to save, but all users can
  edit the contents.

96
(No Transcript)
97
3D Terrain Tool

• The 3D terrain is a collaborative environment
  that does not result in a product, but, instead,
  allows students and instructors to "walk" the
  terrain and lay an overlay on the ground.
  Participants can click on another person's
  avatar, and they will see what that person sees
  as he makes key points about terrain.

98
Simulation Tools
99
Science Technology Experimentation with Games

• A highly realistic and innovative PC video game
  that puts you inside an Army unit.
• Youll face your first tour of duty along with
  your fellow Soldiers.

100
Screenshot From Obstacle Course
101
Part II. Advice on Synchronous E-Learning
102
Types of Synchronous Activities

• Webinar, Webcast
• Guest speaker or expert moderated (or open) QA
  forum
• Expert Chats and Online Communities
• Wearable and Wireless Technologies
• Peer Dialogue or Team activities or meetings
• Panels, Press Conferences, Symposia
• Role Play or Electronic Séance
• Quick Polls/Quizzes, Voting Ranking, Surveys
• Brainstorming ideas, What-Ifs, Quick reflections
• Graphic Organizers in Whiteboard (e.g., Venn)

103
1. Webinar
104
2. Electronic Guests Mentoring

• Find article or topic that is controversial
• Invite person associated with that article
  (perhaps based on student suggestions)
• Hold real time chat
• Pose questions
• Discuss and debrief (i.e., did anyone change
  their minds?)
• (Alternatives Email Interviews with experts
• Assignments with expert reviews)

105
(No Transcript)
106
3. Expert Chats and Communities
107
4. Wireless and Wearable Computing
108
5. Peer Questions Team Meeting Moderated
109
6. Symposia, Press Conference, or Panel of
Experts(see PlaceWareinstant messaging that
allows one to users to ask spontaneous questions
of a designated group of experts)

• Find topic during semester that peaks interest
• Find learners who tend to be more controversial
• Invite to a panel discussion on a topic or theme
• Have them prepare statements
• Invite questions from audience (other learners)
• Assign panelists to start

110
7. Role Play Personalities

• List possible roles or personalities (e.g.,
  coach, questioner, optimist, devils advocate,
  etc.)
• Sign up for different role every week (or for 5-6
  key roles during semester)
• Reassign roles if someone drops class
• Perform within rolestry to refer to different
  personalities in peer commenting

111
7. Role Play Six Hats (from De Bono, 985
adopted for online learning by Karen Belfer,
2001, Ed Media)

• White Hat Data, facts, figures, info (neutral)
• Red Hat Feelings, emotions, intuition, rage
• Yellow Hat Positive, sunshine, optimistic
• Black Hat Logical, negative, judgmental, gloomy
• Green Hat New ideas, creativity, growth
• Blue Hat Controls thinking process
  organization
• Note technique used in a business info systems
  class where discussion got too predictable!

112
8. Electronic Voting and Polling

• 1. Ask students to vote on issue before class
  (anonymously or send directly to the instructor)
• 2. Instructor pulls our minority pt of view
• 3. Discuss with majority pt of view
• 4. Repoll students after class
• (Note Delphi or Timed Disclosure Technique
  anomymous input till a due date
• and then post results and
• reconsider until consensus
• Rick Kulp, IBM, 1999)

113
8. Poll Your Students Online
114
8. Survey Student Opinions (e.g., InfoPoll,
SurveySolutions, Zoomerang, SurveyShare.com)
115
(No Transcript)
116
(No Transcript)
117
9. Brainstorming

• Come up with interesting or topic or problem to
  solve
• Anonymously brainstorm ideas in a chat discussion
• Encourage spin off ideas
• Post list of ideas generated
• Rank or rate ideas and submit to instructor
• Calculate average ratings and distribute to group

118
10. Graphic Organizers (e.g., Digital Whiteboards)
119
Questions?Comments?Concerns?