Transcript Employing Simulations and Interactivity for Highly Motivational Environments Curt Bonk, Professor, Indiana University President, CourseShare.com [email protected] http://php.indiana.edu/~cjbonk http://CourseShare.com.

Employing Simulations and
Interactivity for Highly Motivational
Environments
Curt Bonk, Professor, Indiana University
President, CourseShare.com
[email protected]
http://php.indiana.edu/~cjbonk
http://CourseShare.com
What about in the oil and gas industry?
Electronic Collaboration is
Getting Complex!!!
 Joanne McMorrow, marketing manager at in
Accenture’s human performance group, uses
Accenture’s 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.
In s tru c tio n a l S tra te g ie s P e rc e ive d a s E q u a lly S u p p o rte d
b y O n lin e a n d T ra d itio n a l C la s s ro o m E n viro n m e n ts
P e rcen t o f R esp o n d en ts
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E xplo r a tio n
Stude nt
G e ne r a te d
C a se -B a se d
G uilde d
PBL
M o de ling
L e a r ning
C o nte nt
O n lin e
T rad itio n al
E q u al
http://PublicationShare.com
D e g re e to W h ic h In s tru c tio n a l S tra te g ie s a re
S u p p o rte d b y D iffe re n t E n v iro n m e n ts
Pe rc e n t o f R e s p o n d e n t s
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G rou p /C ollab S ocratic Q 'in g
R ole P lay &
S im s
D icsu ssion
C oach or
L ectu rin g
M en tor
O n lin e
T ra d itio n a l
E q u al
M o tiv a tio n a l A s p e c ts o f W e b -B a s e d L e a rn in g
C u rio sity/F u n
V a rie ty/N o ve lty
In te ra ctive /C o lla b .
C h o ice /F le x ib ility
P e rso n a l G ro w th
G o a l-D rive n
R e sp o n sive F e e d b a ck
R e le va n t M a te ria ls
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P e rce n t o f R e sp o n d e n ts
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A c tiv itie s L e a rn e rs W o u ld D e e m Hig h ly
E n g a g in g a n d Us e fu l
S tude nts Le a ding
Dis c us s ion
Ele c tr onic
Gue s ts /M e ntor ing
Gr oup
P r oje c ts /Te a m s
Br a ins tor m ing
Ca s e s or J ob
Re fle c tions
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P e rce n t o f R e sp o n d e n ts
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L o we r R a n k e d A c tiv itie s L e a rn e rs W o u ld
D e e m Hig h ly E n g a g in g a n d Us e fu l
Ic e Br e a k e r s /S oc ia l
Dis pla y P r oduc ts
Ar tic le Dis c us s ion/Cr itique
Role P la y/De ba te s
E-m a il P a ls /P e e r Re vie w
V oting/P olling
S ym pos ia /P a ne ls
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10
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P e rc e n t o f R e s p o n d e n ts
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What is the single biggest obstacle to elearning 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
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.”
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
they’ve participated in them and
reflected on their importance for
themselves?”…the key is “how
to design the interaction so the
user lives the experience”
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.
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 stimulated…The 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.
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.
Online Training
Boring?
From Forrester, Michelle Delio (2000),
Wired News. (Interviewed 40 training
managers and knowledge officers)
Part I. Advice on
Asynchronous ELearning
Types of Asynchronous Activities
1. Introductory Activities and Ice Breakers
2. Games and Simulations
3. Perspectives from Cases, Internships, Jobs, Field
Experiences
4. Learner-Content Interaction, Self-Testing, e-Books
5. Summary and Reflective Writing
6. Web Resource Reviews
7. Interactive Questioning
8. Virtual Debates
9. Secret Coaches and Protégés, Critical Friends
10. Problem-Based Learning and Team Projects
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
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!)
2. Games and Simulations
“There’s 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
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.”
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.
Six Types of E-learning Content
Clark Aldrich, A Field Guide to Educational
Simulations
1. Extended Books
2. Extended Lectures
3. Extended Communities
4. Extended Expert Access
5. Embedded Help
6. Simulations
The Simu-gamé-story
Market
(per Clark Aldrich, 2003)
Simulation Based
Airline Flight Simulators
SimuLearn
Off-the-Shelf Flight Simulators
The Sims
Medal of Honor
Solitaire
Wheel of Fortune
Games2Train
You Don’t Know Jack
Game based
Accenture/Indeliq
Visual Purple
Cognitive Arts
Will Interactive
Choose-your-own Adventure
(per Clark Aldrich, 2003)
Story Based
Simulation Based
Muscle Memory/Cyclical
Batting Cages
Negotiating
Public Speaking
Riding a Bicycle
Open-Ended/Systems
Dieting
Budgets
Ethics
Driving a Car
Content Types
Rules
Case Studies
Game based
movie
Linear
Story Based
Simulation-Based:
Number of Calculations/Turn
(per Clark Aldrich, 2003)
1000K
100K
10
100
1990
1995
1000
2000
10K
2005
2010
2015
Simu-game-story:
Development Budget
(per Clark Aldrich, 2003)
2M
5K
1990
50K
1995
500K
2000
2005
Simple Games
(see Thiagi.com
Or deepfun.com)
1.
2.
3.
4.
5.
Puzzle games
Solve puzzle against timer
Learn concepts
Compete
Get points
More Complex Games from Option 6
(formerly part of UNext)
More Option 6
More Option 6
More Option 6
Even More Option 6 (Option 7?)
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
Online Jeopardy Game
www.km-solutions.biz/caa/quiz.zip
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
Complex Virtual Worlds/Virtual Reality
Avatars--representations
of people
Objects--representations of objects
Maps--the landscape which can be explored
Bots--artificial intelligence
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 don’t 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 neighbor’s 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
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
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.”
Problems with Simulations
per 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
Vendors in Simulations Space
I.
eDrama Learning (scenario, soft skills, emotion in
learning)
II. Forio Business Simulations (CEO for a day)
III. Indeliq (simulation-based learning for business)
IV. Intermezzon (e-learning tools and training progs)
V. SimuLearn (leadership)
VI. WisdomTools (story-based teaching, PBL)
VII. Ninth House Publishing
I. eDrama (Front Desk Hiring)
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
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
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 can’t do what want to do
– Feels confined to set space
III. Intermezzon: MoneyMaker Sales Training
IV. Florio: simulation to see
connection
between individuals actions and overall
corporate performance
V. SimuLearn’s Virtual Leader
Virtual Leader Components
1. Power: explores the effects of informal (i.e.,
expertise and recognized alliances) and
formal (e.g., title) power
2. Ideas: explores effective strategies for
generating ideas
3. Tension: looking at how tension affects
performance
• Once the 3 ingredients are aligned and
balanced, the leaders commit to a course of
action.
Virtual Leader Goals
1.
2.
3.
4.
Employ real-time decision-making
Role play and practice leadership
Foster creativity to generate ideas
Recognize, monitor, and adjust tension in
meetings
5. Uncover underlying issues
6. Learn how and when to introduce,
support or oppose an idea or colleague
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
VI. Wisdom Tools: Time-Revealed
Scenarios (TRS)
Strengths of Scenarios
per 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.
WisdomTools™ Scenarios
Scenarios…
• Incorporate case study
methodology, simulation and storytelling
• 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
Why Scenarios?
• Scenarios equip individuals or teams to
achieve results on mission critical or
complex issues
• Scenarios create a shared experience at
the learner’s 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
Differences
between Scenarios
and Simulations
Marty Siegel, 2003
1.
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
2.
Simulations take significantly more time,
resources and money to develop than Scenarios
3.
People tend to try to “game” a simulation by
tweaking inputs vs. directly facing the types of
challenging situations they see on the job
4.
Simulations tend to be built for individuals instead
of encouraging collaboration amongst individuals
grappling with a complex challenge
5.
Collaborative simulations are very expensive and
time consuming to build and even then must be
operated in a synchronous environment
6.
Scenarios allow learners to build upon each
other’s experiences as they are reacting to the
story
7.
Scenarios provide necessary context around
available resources and ensure their proper use,
leveraging the prior investments made in these
resources
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
Simulation Issues
Clark Aldrich, A Field Guide to Educational
Simulations
• Harder to evaluate simulation content—no 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
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.
3. Job interviews or
Field Reflections
1.
2.
3.
4.
5.
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
3. Case-Based
Learning
4. Learner-Content Interactions
4. Annotations and Animations in
Electronic Books: MetaText (eBooks)
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
6. Web Resource Reviews
7. Interactive Questioning
(Morten Flate Pausen, 1995; [email protected])
1. Shot Gun: Post many questions or articles
to discuss and answer any—student choice.
2. Hot Seat: One student is selected to
answer many questions from everyone in
the class.
3. 20 Questions: Someone has an answer
and others can only ask questions that have
“yes” or “no” responses until someone
guesses answer.
8. Virtual Debates (instructor or
student generated)
9. Secret Coaches and Protégés
1. Input learner names into a Web site.
2. When learners arrive it randomly assigns them a
secret protégé for a meeting.
3. Tell them to monitor the work of their protégé but
to avoid being obvious by giving feedback to
several different people.
4. Give examples of comments.
5. At end of mtg, have proteges guess coaches.
6. Discuss how behavior could be used in other
meetings.
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.
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)
Training and Learning Innovations
April 2003
Three Phases of AC3-DL
I.
Asynchronous Phase: 240 hours of
instruction or 1 year to complete; must score
70% or better on each gate exam
II. Synchronous Phase: 60 hours of
asynchronous and 120 hours of synchronous
III. Residential Phase: 120 hours of training
in 2 weeks at Fort Knox
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 Windows—global and private
– Special tools for collaboration
AC3-DL Collaboration Tools
• Asynchronous:
– Document sharing
– E-mail
• Synchronous: VTOC
– Shared text
– Shared bookshelf
– Mapedit
– 3D terrain
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,
Collaborative Writing
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).
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.
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.
Simulation Tools
Science & Technology
Experimentation with Games
• A highly realistic and innovative PC video game that puts
you inside an Army unit.
• You’ll face your first tour of duty along with your fellow
Soldiers.
Screenshot From Obstacle Course
Part II. Advice on
Synchronous ELearning
Types of Synchronous
Activities
1. Webinar, Webcast
2. Guest speaker or expert moderated (or open)
Q&A forum
3. Expert Chats and Online Communities
4. Wearable and Wireless Technologies
5. Peer Dialogue or Team activities or meetings
6. Panels, Press Conferences, Symposia
7. Role Play or Electronic Séance
8. Quick Polls/Quizzes, Voting Ranking, Surveys
9. Brainstorming ideas, What-Ifs, Quick reflections
10. Graphic Organizers in Whiteboard (e.g., Venn)
1. Webinar
2. Electronic Guests & Mentoring
1. Find article or topic that is controversial
2. Invite person associated with that article
(perhaps based on student suggestions)
3. Hold real time chat
4. Pose questions
5. Discuss and debrief (i.e., did anyone
change their minds?)
(Alternatives: Email Interviews with experts
Assignments with expert reviews)
3. Expert Chats and Communities
4. Wireless and Wearable Computing
5. Peer Questions & Team
Meeting: Moderated
6. Symposia, Press Conference, or Panel
of Experts
(see PlaceWare—instant messaging that allows one to users to ask
spontaneous questions of a designated group of experts)
1. Find topic during semester that peaks interest
2. Find learners who tend to be more
controversial
3. Invite to a panel discussion on a topic or theme
4. Have them prepare statements
5. Invite questions from audience (other learners)
6. Assign panelists to start
7. Role Play: Personalities
• List possible roles or personalities
(e.g., coach, questioner, optimist,
devil’s 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 roles—try to refer to
different personalities in peer
commenting
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!
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)
8. Poll Your Students Online
8. Survey Student Opinions
(e.g., InfoPoll, SurveySolutions, Zoomerang,
SurveyShare.com)
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
10. Graphic Organizers (e.g., Digital
Whiteboards)
Questions?
Comments?
Concerns?