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At this time of year I am asked several times a day by first time simulation adopters how best to integrate our simulations into courses. Given my involvement with online simulations for about 10 years now (as a student, an instructor, a marketer, a sales person, a consultant to faculty on integrating simulations into their courses, and just about anything that doesn’t include programming), I think I have a good idea of what works and what doesn’t work when integrating a simulation into a class.
My thoughts are designed to provide guidance but are not the only way you could use a simulation. I know of instructors who run things differently from what I recommend and it works well for them. So, think about my ideas, but don’t be afraid to try something different (although I do recommend experimenting more after you have had a simulation run successfully in your class at least one semester). My advice isn’t only for Interpretive simulations; it is a good general procedure to use for almost any simulation in class.
Preparation before class
- Ensure you have access to all teaching resources. You should find sample syllabi, presentations, assignments, and a whole host of resources provided by the provider of the simulation you are using that will prevent you from having to reinvent the wheel.
- Play a trial game. This isn’t compulsory, but it never hurts to actually experience the simulation from the student's perspective.
- If you have to place an order for your bookstore, double check with them to make sure they have the right product ordered. Your publisher’s sales rep should be able to help you with this.
- Communicate what your students will need to buy in your syllabus and anywhere else you post course information for students.
- Ensure your simulation provider knows how you want the simulation run, and that you know what you need to provide them to run your course. This is an important partnership that requires clear communication so that you can have the best experience. This includes determining team size (I recommend 3-4 students in a team, with no more than 5 for most simulations), what performance measures you will use, your schedule, and any other administration decisions that may be appropriate for the simulation you have adopted. Your simulation provider’s customer support team should go into the details of what you need to do before your simulation starts.
How to kick off the simulation
- I always recommend telling students about the simulation and what you want them to get out of it during your first class. This includes making sure they know where to find all resources that will help them learn more from the simulation. It doesn’t matter when you use the simulation during the course, what does matter is that students know how important this experience is going to be for them as they seek to achieve the learning outcomes of your course. So even if the simulation doesn’t start for 6 weeks, kick it off early.
- Interpretive has a quiz that I recommend to all faculty to use. It isn’t a tough quiz; it is just a way to encourage students to read the materials provided to get them off to a good start with the simulation. If you opt to skip the quiz, just find something that will ensure students have studied the simulation support materials before you start the simulation.
- Allow students as much time as you can to practice (usually one or two weeks). If the simulation you are using offers an individual play option, use it. Even if the simulation doesn’t offer individual play, you can always have a team practice decision.
- I personally recommend changing the scenario from the practice round to the real simulation, as this encourages and develops good decision making processes, rather than just learning how one scenario can be manipulated.
- Also, if the simulation you use offers replays of decision periods, limit this to no more than three replays. I personally think that more than three replays encourages students to just play with the model of the simulation to figure it out, rather than really understanding what goes into good decisions (which is critical for them in the real world).
What to do as the simulation progresses
- If you are using the simulation as a homework exercise, then mention it in class every once in awhile to highlight how the theory you are presenting in class is applicable in the simulation (or vice versa). Typically students begin asking simulation-related questions and this is a good opportunity to make this connection. This is one of the most powerful reasons for using a simulation as it creates a learning partnership with your students. If you are using the simulation as an intense two or three day experience, being available during this time to discuss the simulation will give you the same value.
- Don’t overload students with too much other work. I think using cases and other teaching tools makes sense in conjunction with a simulation but I think you have to be careful to balance the workload. Students will spend more time early on with the simulation than they will toward the end. This always happens regardless of complexity, just because students become more familiar with making decisions and it takes them less time. Be aware of this early on when giving students assignments and other readings. If you can use assignments related to the simulation it will most likely help students achieve your learning objectives. In this manner, students will not be overwhelmed because the time they spend on the simulation will also assist them with the assignment.
- Use peer evaluations. Make sure students know that you expect each person on a team to contribute, and that they will be evaluating each other. This will help eliminate any free rider concerns you may have.
How to end the simulation
- No matter what the simulation is, I think you need to unite the student game experience with the learning outcomes. In my experience there is nothing better than a presentation or paper that simply asks students to answer “What did you learn?” There are many dimensions that you can direct students to explore, but that simple basic question can be the most enlightening. Even with large classes, I have asked each team to spend two minutes speaking in class about this. The discussions and “ah-ha” moments for the whole class are always fun when different teams find out what was done well or badly.
- Tie a small amount of the course grade to simulation performance, and a greater part to assignments related to the simulation. If the time commitment you have allowed for the simulation is approximately 30% then the amount of the grade represented by simulation performance and assignments should be 30%.
Simulations should be fun. They should also be supportive of you and your learning outcomes. I think if you follow what I have outlined, you will have a great experience. As you become more comfortable with simulations, by all means, experiment. I know of some great instructors that do things like having board meetings with student teams or produce stock reports after every decision period. My purpose in writing this is to help give you a general guide as I think it is much easier to start from a solid base before you start experimenting with an actual class.
Good luck!
Tony
Tony Naidu
Vice President, Sales and Marketing
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