The simulation project

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The simulation project

• Identify worlds best practice in simulation
  design
• Create a simulation for a course
• Extract the framework from the simulation
• Create a simulation template
• Share the template with UniSA staff

2
Scope of the simulation template

• The simulation template will
• be used by course developers with little or no
  experience in creating simulations
• be able to be created in a short period of time
• be able to be designed, produced and delivered
  online using the enhanced UniSAnet platform
• flexible enough to allow for continual future
  development

3
Research

• Simulation Advisory Group explored
• the issues and principles of teaching and
  learning that underpin the successful use of
  simulations
• researched contemporary literature in
  pedagogical approaches e-instructional design
• the appropriateness of our chosen learning
  methodology
• how it will improve teaching and/or learning
  throughout UniSA

4
Project team

• Peter Jacobs Project Manager
• Ian Bone Co-designer/writer
• Rachel Kennedy Course Coordinator of MCM
• Travis Kemp Project Sponsor
• Freeman Schack Project Coordinator
• Simulation Advisory Group
• Numerous reference groups - International
  experts, students, etc

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What are simulations?

• Recreations of real world or fictitious
  situations, such as the work environment
• Alternative reality - a parallel universe - a
  microworld
• Made up of relational events - you encounter a
  particular learning event because of what you did
  dealing with some other learning event
• Simulations are problem based exercises that
  precipitates a variety of actions
• Roles are defined that interact with the
  simulated world
• Simulations involve the experience of functioning
  in a bona fide environment and encountering the
  consequence of ones actions as one makes
  decisions in that role (Gredler, M. (1992).
  Designing and evaluating games and simulations A
  process approach. London Kogan Page)

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What are simulations?

• Presentation - narrative approach including
  online/multi-media technologies
• Simulate whole systems, not simple
  cause-and-effect relationships
• Complex, interactive case study with a series of
  scenarios that require solutions

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Types of simulations

• Content simulations what?
• What of actions taken
• If an individual makes a decision and implements
  it, what will happen?
• Process simulations how and why?
• Examine the how and why of actions taken
• The focus of the simulation considers the outcome
  as it pertains to the congruity of the
  interpersonal processes and motives used, the how
  and why, a particular decision was reached.
  (Gredler, M. (1992). Designing and evaluating
  games and simulations A process approach.
  London Kogan Page)

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Types of simulations

• Management flight simulators (WHAT)
• Numerical inputs/outputs
• Beefeater ltltINSERT BEEFEATER HYPERLINKgtgt
• Story-based simulations (HOW WHY)
• Narrative and multi-media
• Problems requiring a response from the learner
• Johnson Bros ltltINSERT JB HYPERLINKgtgt
• Ramsden Alpha Hotel

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Why simulations?

• Learn on the job through solving problems as
  professionals in the real world would
• No more Im expected to learn the theory, but
  will I use it in the workplace?
• Bridge gap theory-practice
• Learners are motivated to learn theory and
  concepts to assist them in solving problems
• Experience the consequences/impacts of decisions
  made

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Case studies vs simulations
Case studies
Implement decisions
Simulations
past
today
future
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Student comments

• With simulations, I can make a decision and
  instantly see the result.
• My most powerful learning experiences occur when
  I make mistakes.
• The simulation provides us with real work life
  situations.
• It gives you the experience of what its
  actually like out there in the workplace.
• My job is not just about forming a decision for
  a problem. Its about implementing that decision.
  Things dont usually go as planned as unexpected
  events occur as the solution is implemented.
  Simulations reflect this real world dynamic
  situation.
• At uni I normally present a solution to a case
  problem to my lecturer through assignments. With
  a simulation I get to see how my solution
  impacts on the actual case situation.

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Simulations as a tool for learning

• Experiential
• Authentic learning experience through simulating
  the real world
• Whole, or part of, course
• Apply knowledge
• Emotionally involved
• Experience outcomes of decisions without the real
  world consequences of mistakes reduces the fear
  of failure encourages experimentation and
  innovation
• Focus on performance, not just knowledge
• Complex, interactive case study where scenarios
  are presented and decisions are made and
  implemented

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Simulation design searching for a worlds best
practice framework

• Learner adopts a role as an industry professional
• Setting and experience is realistic
• Goal
• Immersed in the simulation world through the use
  of realistic characters, narrative and
  multi-media elements
• Uses problem solving activities requiring
  decisions to be made and implemented
• All problems solved during the simulation would
  lead to the attainment of the overall goal
• Firstly consider learning objectives which are
  poorly achieved by traditional TL methods

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Simulation design searching for a worlds best
practice framework

• Concept learning and theories presented
  just-in-time through a coach or mentor
• A wide range of resources - use multi-media
  resources. Communication from people within the
  simulation to the learner to occur through
  emails, faxes, videoconferences, sound
  recordings, newspaper stories, WWW etc.
• Chunking of learning activities into tasks that
  emulate the work of an industry practitioner
• Online discussion forums or think tanks -
  debriefing and for learners to reflect
  collaboratively on their learning
• Role performance appraisal assessment

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Simulation design searching for a worlds best
practice framework

• Ask an expert
• Knowledge warehouse
• Interdisciplinary scenarios - reflecting the
  complex, ambiguous nature of problems in industry
  
• Instant feedback relating to the outcomes of the
  decisions
• Mistakes are powerful learning moments provide
  coaching
• The facilitators debriefing role sim...real
  world
• Role playing multiple roles problems solved in
  teams
• Live with bad decision/go back options
• Engaging - capture the imagination of the learner

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Features of the template

• Two versions
• 1 Recycle The Club
• 2 Create a sim from scratch
• Welcome
• Role
• Goal
• Corporate website - background
• Diary 13 weeks - work environment
• Knowledge warehouse
• Ask an expert
• Forum
• Drop box
• Events - decision making trails

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Using the template

• Download the template
• Preset learning object
• ltltINSERT URLgtgt
• ltltINSERT URL FOR KI EGgtgt
• Update the banner (see FLC)
• Welcome
• How the simulation works
• How to use the simulation
• How the simulation relates to the course

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Using the template

• Introduction
• Who, What, Where, When, Why, How
• Induction kit
• Case study
• History
• People and culture
• Stakeholders
• Other background information
• Aim to create a place that is real to place
  your situational problems

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Using the template

• Corporate website

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Using the template

• Define the learners role in the simulation
• Define the learners overall goal in the
  simulation
• Example from The Club - Greeting from the GM

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Using the template

• Diary
• Meetings, emails, activities, gossip (text,
  video, sound)
• Coach/mentor may appear here
• Ask an expert
• Knowledge warehouse
• Forum
• Peer discussions
• Multiple role play situations
• Learning journals - reflection around learning
  moments
• Performance appraisal items
• Dropbox
• Performance appraisal items (coachs eyes only)

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Events - decision making pathways
Plan
Problem
Analysis
Evaluate (output)
Implement (input)
Review
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Template Decision Making Pathway
Event 2
Outcome 2.1
Solution 2.1
Resources
Solution 2.2
Outcome 2.2
Event 1
Solution 2.3
Outcome 2.3
Solution 1.1
Outcome 1.1
Solution 2.4
Outcome 2.4
Resources
Outcome 1.2
Solution 1.2
Outcome 1.3
Solution 1.3
Outcome 1.4
Solution 1.4
Verification
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(No Transcript)
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Ramsden Alpha Hotel Example

• Strategy, Leadership and Competition LCB
• ltltINSERT URL HEREgtgt

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Future directions

• Coaching at a level determined by the
  learner/demonstrated capability
• Recycling The Club
• Creating simulation worlds for multiple
  courses/disciplines Eg UniSA Hospital
• Unique learning experiences
• Interactive video
• Live with decision or go back option
• Real time
• Juggle multiple tasks - behaviour evaluated

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Recycling simulations

• The Club simulation is available for reuse by
  other courses
• Reuse The Club resources
• Adapt The Club resources to your discipline
• Add new resources, events and decision making
  pathways

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Reusable learning objects
Recycling learning objects
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Assistance?

• Flexible Learning Centre Professional
  Development Staff or Online Advisers
• Simulation project website
• Simulation template
• The Club
• ltltINSERT URLgtgt
• Peter Jacobs
• Phone [phone]
• peter.jacobs_at_unisa.edu.au

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My thanks...

• UniSA TALC
• Ian Bone
• Freeman Schank
• Rachel Kennedy
• Simulation Advisory Group

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• Rachel Kennedy The Club Health and Fitness
  Centre Simulation