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SimBLs™
Turbo charge your e-Learning
TATA INTERACTIVE SYSTEMS
What is a Simulation?
Definitions of Simulations
The creation of an artificial world that approximates the real one
A mathematical or algorithmic model, combined with a set of initial
conditions, that allows prediction and visualization as time unfolds
A simulation proceeds in a non-linear manner to an outcome
determined dynamically
Characteristics of Simulations
Governed to some degree by computer software
Have a degree of fidelity (realism) that enhances learner attention
and motivation
Provide a high degree of interactivity and learner control
Proceed in a non-linear manner to an outcome determined
dynamically
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What is a Simulation?
Simulations range from:Simple: Spreadsheets where you can enter formulae
that "simulate" future outputs using past information
TO
Complex: Computer-aided business simulations, in
which people interact with each other in real-time
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Why Simulation?
• A simulation is a construct that offers a more comprehensive learning
experience by providing –
w
Uncertainty
w
Unpredictability
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A continuum of options to select
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Instant feedback for learners’ actions
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Instant view of learners’ actions
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Influences of the external environment
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An opportunity to review decisions, and alter them
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High levels of interactivity
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An opportunity to practice skills
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An practical view of the conceptual learning
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High level of engagement, allowing learners to replay it many
times
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An Effective Learning Tool
• Business simulations are being used for
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Strategy Development: To probe strategies for dealing
with market conditions
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Process Education: To optimize the development of
new products or enterprise processes
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Training: To educate new personnel about existing
devices or environments
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Usage Scenarios
• Evaluate effects of different decisions and variables
• Aid decision making in complex “what if” scenarios
• Assist analysis by combining historical data with “causeeffect” assumptions
• Predict future performance in various situations
• Integrate strategy to operational effectiveness by
providing a high fidelity testing opportunity
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An effective Learning tool
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Simulations are closely associated with a constructivist view of learning,
which emphasizes the need for individuals to create their own models of
knowledge. In that regard, simulations can be viewed as cognitive tools.
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Through simulating a task or an environment, learners can experience
abstract concepts and the relations between them.
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Control shifts into the hands of the learners, providing them with the ability to
test and communicate their own ideas on how things work.
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Simulations offer instructors and learners more control, structure and
feedback than what may be possible in a real situation.
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An effective Learning tool
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Improve retention
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Learning by doing: The focus shifts to application, not recall & reproduction
Provide optimal motivation for learner
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By capturing Attention, providing Relevant scenarios, creating Confidence to safely
& successfully perform the given task and Satisfaction of a job well done
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Capable of producing an “Aha!”
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Safely make mistakes
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Learners can experience instants of sudden, spontaneous insight
The best learning comes from assessing where you went wrong
Provide accurate task based feedback
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Provides feedback on performance, and consequences of the learner’s decisions
Go beyond imparting knowledge: develop actual skill
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An effective Learning tool
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Reduce the training time, and the overall cost
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Avoid using / investing in extra equipment
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Aircraft maintenance, pipeline design can be done virtually
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Expensive assets stay productive for as long as possible
Provide special insights into a process
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Can be used to identify improvements in existing processes
Train for hazardous procedures
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Shutting down a nuclear reactor
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Types of e-Learning Simulations
•The four categories of simulations are compressed into two instructional strategies:
Learning about something
1.
2.
Physical Object / Environment Simulations
Process Simulations
Learning to do something
3.
4.
Procedural Simulations
Situational Simulations
(knowledge based)
(performance based)
Some examples of simulations that fall into one or more of the above
categories:
Software simulations
Business simulations
Technical simulations
Virtual worlds
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Comparison with other interactive formats
Parameters
Exercises
Case Studies
SimBLs
Provides Uncertainty
No
No
Yes
Provides Unpredictability
No
No
Yes
Unlimited range of choices
No
No
Yes
Instant feedback
Yes
Yes
Yes
Instant result
No
No
Yes
Influences of the external env
No
No
Yes
Opportunity to explore
No
No
Yes
Level of interactivity
Low to Medium
Very Low to Low
High to Very High
Opportunity to review, alter decisions
None
None
Many
Opportunity to practice skills
None
None
Many
Motivation to replay
Low
Low
High
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SimBLs™
Our Product Concept on Simulations
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SimBLs - Simulation Based Learning-Objects
• Simulations which are self-contained chunks of learning content that
can be assembled with other learning content to create courses and
curricula
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Blended solution (modular and can be reused independently)
• As discussion starters
• Pre-assessments
• Practice objects
• Assessment tools
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We Use SimBLs Differently
Simulation Based Learningobjects
(SimBLs)
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Chooses specific sub-topics to
simulate
Seeks to replicate the entire
phenomenon
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High fidelity as per reality
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High fidelity as per concept
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Expensive to build
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Relatively low effort to build
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Flexible: can use with content and
assessment for blended learning
Inflexible: cumbersome to manage,
maintain and change
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Complexity might obscure the
learning objective
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Complexity can be reduced by right
design
Traditional simulation design
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Case Study: University of Phoenix
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Tata Interactive Systems worked with the University of Phoenix to test the use of
simulations in their online MBA program
The objective was to increase instruction efficiency and to make it easier for instructors
to handle larger classes without affecting the quality of learning
We found a substantial rise in:
Instruction efficiency
30%
Level of learning of the students
35%
Relevant discussion taking place
40%
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Over 96% of the faculty use SimBLs as opposed to less than 70% using any
other e-Learning tool.
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“The project was executed efficiently, on time and the outcome was a very high quality product,
which met our objectives. The solution was appreciated by our students and faculty. Based on their
feedback we are rolling out additional MBA courses.”
Brian Mueller
EVP & CEO – University of Phoenix Online
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Other Case Studies
Consignia
WWTP
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Our Design Approach: GRASP
For simulations that work
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Guiding principle : Where and how to use simulations effectively
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Responsibility
: The learner takes control
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Assessment
: The right feedback, that drives the learning home
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Subject
: Which scenarios are right for the simulation
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Process
: Our plan for an effective design
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GRASP: Guiding Principle
Don’t confuse emulation for simulation
• Qualifying criteria
“A simulation should have input variables, assuming a state and
interacting with each other according to some predefined (logical
or mathematical) rule to produce an outcome via a path.”
TIS makes simulations for learning, not decision support
Defining criteria…
Favourable paths:
feedback & assessment
Fidelity: to the principle,
or the real world?
Fix a boundary: design
for limited levels
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GRASP : Responsibility
• The learner assumes a certain role
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Instructional design: scenarios, role-plays
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Visual design: realistic environment to draw the user in
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Model: mirrors everyday decision making
• The learner takes control of the pace of learning
• The learner takes control of his/her decisions
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The learner makes decisions that determine the outcome
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Feedback is based on the decisions and outcome
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Consequences are linked to the learner’s actions, which reinforce the
learning
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GRASP: Assessment and Feedback
• Provide multi-layer, modular feedback
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Specific feedback on the decision taken by the learner
• whether s/he was right or wrong
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Why was the learner right / wrong
• Theoretical underpinnings
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The effect the learner’s decision has on the scenario
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The effect of the learner’s decision on the overall performance
rating of the learner
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What the learner can do to get things back on track
• Provide both encouragement/ reprimand
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Which makes it real-life like
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GRASP : Subject
• We make sure that the situation and scenario is right
• Simulations help in cases where the learner has to:
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Apply concepts to real life
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See immediate consequence of a specific action
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Improve problem-solving and decision making skills
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Practice relevant skills in multiple settings
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Build high level of engagement and interactivity in the learning
process, thereby increasing retention
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GRASP : Subject
Where are SimBLs most effective?
Increase
Awareness
Features
• Focus on ‘Managing’
situations with the knowledge
• Adequate theory
• Multiple scenarios needing
knowledge of concepts
• Multiple paths
E.g.: Law Simulations for
Managers
Provide
Practice
Maximize
Understanding
Features
Features
• Focus on ‘Practice’
• Focus on ‘Applying Concepts’
• Provide scenarios in which
• Scenarios around the concept
the learner can practice skills
• Adequate reference
• Data rich
• Detailed feedback
• Minimal theory
E.g.: Working Capital Management
/ Stock Market simulations
E.g.: Capital Budgeting / Motivation
theory Simulations
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GRASP : Process
• We plan for a winning design
• Design and production of the simulation
• Adaptability - are tailored to individual or situational needs
• Accessibility - can be delivered to multiple target locations
• Reusability - can be incorporated into multiple applications
• Interoperability – can be delivered on multiple platforms
• Post-implementation: support, measure learning
effectiveness
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GRASP : Process- Measuring Effectiveness
• Measure against a control group
• Identify measurement parameters upfront
• Decide on periodicity of measurement

Immediately: learner reactions
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Week: effect on hard skills
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Month / quarter: effect on soft skills & attitudes
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The Tata Interactive Capability
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We are the world’s first SEI CMM Level 5 and ISO 9001
certified e-learning simulations company.
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Tata Interactive Systems
www.tatainteractive.com
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Established in 1991
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Part of TATA, India’s largest business group
- Over 200 clients worldwide
- Over 350 developers
- Over 500 custom projects
- 99% on-time finish
- Clients in the USA, UK and Asia
- 4.3% gain in productivity
- 80% repeat business
every quarter
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Recent Achievements
1997-98
British
Interactive Media
Award: Unilever
Finalist
Nomination: Milia
1998-99
CHIP award:
best animation JOJO in Number
Land
2000-01
Best E-learning
vendor:
Consignia
2001-02
Best Call Centre
Training: ASI AON
Best Online
Learning Resource:
Granada Learning
Best Educational SW,
SIA-Codie awards:
McGraw-Hill
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Production: Resources and Skill Sets
•
Resources
Two Level 5 development centers
High connectivity (T1)
 98% Server Uptime
 Latest development machines and
servers
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Cross-platform and crosstechnology skilled resources
Video and Audio conferencing
facilities
Client Extranet
Tie-ups with Country’s top Design
and Software Institutes
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Skills
Subject Matter Experts
Mathematical Modelers
Instructional Designers
Communication Designers
& Animators
Copywriters and Editors
Software Engineers
System architects
 Database designers
 Certified web engineers (Sun,
Microsoft, ATG)
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Project Managers
Software Quality assurance managers
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Features Available in a TIS Simulation
• Help and graphic features
• Blended solutions
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ILT, web / CD based e-learning content
Math model, decision tree simulations
Single / multiplayer capability
Tracking and Book marking
Feedback, scoring and assessment
SCORM / AICC compliant
…. Etc
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The TIS Value Proposition
 Strong product idea
: Using SimBLs for blended learning
 Cutting-edge design
: GRASP, for simulations that work
 Efficient production
: CMM level 5, ISO 9001
 Effective delivery
: Web-based – small; but visually ‘Wow!’
 Committed support
: Level-1 to Level-5
 Flexible business model
: Pricing, alliances
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Thank you
Manoj Kutty
Senior Vice President: N. America, Asia Pacific
Tata Interactive Systems
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