It s only pretend


It’s only pretend

Let’s start by coming to terms with simulations and games, as they apply to the world of e-learning. A simulation is an imitation of a real-world process or situation, with which the learner can interact. A game, on the other hand, is an activity with a goal and rules, in which the learner competes against others, real or imaginary, or to better their own, previous attainments. A simulation can be set up as a game and a game can simulate reality, but the two can also work independently – you could have a simulation of a chemical process, with which learners can experiment, but with no goals or rules; or a game built around a simple quiz, with no attempt to simulate any real-life situation.

Case study: Artemis

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Artemis Management Systems, a leading supplier of project management software, launched its own computer-based training simulation product in November 2000 to meet the training requirements of those new to project management. Called Artemis OnTrack, the simulation provides training in the traditional project management measures of cost, quality and resources, providing an effective, action-orientated learning environment that allows people to practice their skills and make mistakes using a lively interactive, game-style approach.

A ‘live case study’ simulates the running of a project using a mix of audio and visual content, exposing participants to the problems, delays, conflicts and unexpected events that are likely to occur with a real project. These situations demand immediate decisions and, as a result, the group gain experience of working under pressure and making team-based decisions.

Artemis OnTrack was designed following an extensive examination of the training requirements of 800 project managers and has already been used to train over 5000 people in 13 different countries. The training is conducted in teams of up to four, over three separate sessions of three to four hours, covering the planning, execution and de-briefing stages.

With OnTrack now so widely in use, we should be increasingly optimistic about the chances of software projects coming in on time and budget? Cynics will maintain that e-learning’s good but that it can’t yet deliver miracles!

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What the two have in common, is that they can both form the basis of an engaging and stimulating learner experience, breaking the mould of the traditional ‘tell and test’ methodology.

Games and simulations sit somewhere in the middle of a continuum of learning methods, from the most abstract to the most concrete. At the abstract end, we have pure theory, devoid of practical examples and applications. At the other end is action learning, based on real problems and real work tasks. Simulations and games, along with classroom-based role plays, and on-job coaching, sit between the two, providing the opportunity to build real skills, but in a protected, supported environment.

Simulations and games vary enormously in their underlying models. Some are continuous systems, capable of continually changing their status. A classic example of this is a flight simulator, responding in real-time to the user’s manipulation of the controls, the plane’s state and a host of environmental factors. On the other hand, a simulation or game may work in a series of discrete steps, as in a business game. Some readers may recall Lemonade Stand, a game which ran on the old Apple II. Each day, in response to a weather report, you decided how much lemonade you were going to make, the price you were going to sell it at and the number of advertisements you would place. Having entered your decisions, you were immediately given a run-down on the day’s results. Your bank balance rose or fell on the basis of your decisions – extremely simple, lots of fun and you probably even learned something.

Like music equipment, your simulations can be extremely posh and hi-fi or the equivalent of a 60s music centre. Fidelity comes in two dimensions: physical fidelity, which is the extent to which the simulation looks and feels like the real world, and functional fidelity – the extent to which it acts like its real-world counterpart. The challenge is to balance fidelity, and the benefits that this may bring to learning effectiveness, with the costs that fidelity implies. Perhaps surprisingly, simulations can work well even when relatively lo-fi. Think back to some of the early video games – 2D platform games were certainly capable of getting the adrenaline going (I have the sweat stains to prove it) and text-based adventures were as intellectually challenging as their modern 3D equivalents.




E-Learning's Greatest Hits
E-learnings Greatest Hits
ISBN: 0954590406
EAN: 2147483647
Year: 2003
Pages: 198

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