THIS PRESENTATION LAYS OUT SOME OF THE BASIC ASSUMPTIONS UNDERLYING INSTITUTE PROGRAMS AND TRAINING ACTIVITIES
Where Does a Simulation Take Place? Not in 1-D Not in 2-D Not even in 3-D, 4-D or n-D. It takes place In the minds of the participants.
This is going to go fast, and (hopefully?) its going to be up on youtube. So lets save the questions till the end. I can also always be reached for questions later. I would love to talk to you about all of this. I’m going to [go down the line reading the slide.] While I still have your attention before I get into the conclusion, I’ll want to acknowledge many of the wonderful people who have made this project a reality.
A complex world requires complex tools. You have already heard from Sheldon and the other presenters some very good reasons for using simulations in training. I’d like to just add a few more comments for emphases. Point 1 (complex and demanding) We live in a complex world. Things that were once considered normal and even valiant are longer even considered the best move. On the left is a representation of the flag raising at IWO Jima, on the right an actual picture of soldiers raising the flag over Saddam Hussein. All of the soldiers in these pictures are brave, but we are asking much more of the ones on the right. America plays a more multilateralist role, and accomplishing our goals is difficult. Point 1a (demanding) Our bar is high – D-Day 10,000 Americans died in a morning. We would never allow for such a thing again. In fact the bar is SO High today, that we really have to stop the problems before they begin – long before they manifest themselves. Now I don’t have time for a great ‘Chinese doctor’ story. Look for that soon on our blog, but the point of that story is that true experts stop problems long before they are visible. Consider a group of people who go into a village with only the best of intentions. They are going to build a well to help the people there. They do so, but don’t realize that they just undercut the local tribal leader who was making money off of the previous water distribution system. They have antagonized him, and hostilities increase. Things begin escalating and finally some people get killed. And all of this could have been avoided if they had just realized that they should have been more cautious, obtained more information and respectful before they dug that well in the wrong place. If they had done that none of the ensuing problems would have occurred. Point 2 (everyone needs the message) One small act that gets captured on film can set our missions back. Excellent training has to get rolled out and down to all levels. Point 3 (sobriety and urgency) I also like to use this slide to remind us that while here in Washington we are fairly well insulated from the real world, what we are talking about here profoundly impacts real lives. These tools really need to help people survive and improve their lives. That is the light that guides us.
An ancient Chinese Proverb reads – What I hear I forget What I see I remember What I do I know The goal for future training should be to find more opportunities to practice – more opportunities to “do”. The new enemy that I discussed earlier demands that we be agile, that we work together jointly – with all of our various international partners, it demands we have better cultural and regional understandings, that we focus on capabilities associated less with warfighting but on the social, political and economic areas needed for stabilization and reconstruction. In addition, there needs to be more opportunities for continuous, lifelong learning. Let’s look now at the costs associated with these different forms of training.
Stairsteps to the Holodeck Everyone should have a holodeck in their backroom. This technology should be come, to use a term that Ivan Marovich once explained to us, 'invisible.' A word processor is an invisible technology. No one says &quot;Wow you have a Word Processor!&quot; They only notice it if it is not there. To be able to create
Consultants form practice around this, Teachers Use this, Researchers Use for your experiments.
1. United States Institute of Peace Open Simulation Platform
2. The USIP OSP A ‘one stop shop’ to allow Anyone to easily create, conduct, refine and share online simulations.
3. Talk Outline <ul><li>Briefly Discuss “Why?” </li></ul><ul><li>Then Discuss “What?” </li></ul><ul><li>Then “Where” (Shooting for the ‘Interagency’ we missed, for now.) </li></ul><ul><li>Discuss “What Next?” </li></ul><ul><li>You (How you can get involved.) </li></ul>
5. <ul><li>We live in a complex and demanding world. </li></ul><ul><li>Peacebuilders need a far more holistic and nuanced education. </li></ul><ul><li>These problems need to be faced with sobriety and sense of urgency. </li></ul>
6. What I hear - I forget What I see - I remember What I do - I know
8. A ‘One Stop Shop’ Implies Many Perspectives
9. A Student’s Perspective
10. An Instructor’s Perspective
11. Author’s Perspective Not just hard DARPA Hard!
12. Everyone a Sim Author?
13. Authors Define Simulation Phases
14. Authors Give the Instructors & Students Tools
15. A Simulation is a Set of Interactions over Time
17. Number Two Link to Videos: http://www.usip.org/events/next-generation-simulations-and-serious-games-peacebuilding
18. Recent Feedback (The Bishop’s School) <ul><li>Student: It is really amazing how much potential the Open Simulation Platform has, and how beneficial it can be to helping achieve world peace. I am so lucky to be part of this event. From a Mediator's perspective using this technology has been a great experience. My ability to conduct a meeting with the chat and keep the team updated throughout pre-negotiations worked well. This is the first time this platform has been in use, and the ability to do everything one can is a dream come true. I am sure that in the future, this program will become even more excellent than it already is by fixing all the minor bugs. </li></ul><ul><li>Instructor: Today was great - the kids were using the Simplatform during class while they did research, and they were getting a lot done. It was actually really interesting watching them. They also seem really into it - they're excited about trying out something new like this. "Thanks" doesn't seem like enough, but really, thank you! </li></ul>
22. Recent Feedback (GW Instructor) <ul><li>First, the simulation was a fantastic success by all measures. Upon the students' urging, we extended it to two full days and received glowing feedback on the educational value of applying concepts to "real life" situations using the online platform. In our debrief, it became obvious that the insights learned spanned the entire semesters' material and beyond. We have recorded the students' specific feedback, but suffice it to say that I am intent upon using this technology in my subsequent classes and sharing it with my professorial colleagues. To this I wish to add that the simulation was incredibly stimulating and enriching to run as the control. </li></ul>
23. Recent Feedback (GW Students) <ul><li>Overall, I found the simulation an engaging and effective way of tying course principles together into a coherent, context-sensitive and practice-oriented lesson. In my experience, this is both rare and of great value; I was pleased to have the opportunity. </li></ul><ul><li>It made everything we've been learning about so much realer to me and helped me to really understand how difficult peace building can be. I learned a lot about how intricate a situation can be and how many actors are involved </li></ul><ul><li>The one thing that really got me was how every person in the room was involved in the simulation. </li></ul><ul><li>This simulation made me realize that theory is so much different from practice. Even if we have a clear plan and good intentions, problems always happens… I have never been sensitive about how to write something as I was today. </li></ul><ul><li>The simulation has taught me that peacemaking in conflict zones is exceptionally complex and cannot be oversimplified or idealized. </li></ul>
24. Students at GW University
25. The Chasm Image from http://en.wikipedia.org/wiki/Crossing_the_Chasm
26. What Next?
27. Stairways Forward
28. Tracking Data Automatically <ul><li>In most simulations ‘things happen.’ </li></ul><ul><li>Players react to ‘things happening’ in two predictable ways </li></ul><ul><ul><li>The ask questions </li></ul></ul><ul><ul><li>They do things </li></ul></ul><ul><li>We want to make it easy on the player to indicate what they are responding to </li></ul><ul><li>We want to capture this information so future instructors can leverage past experiences. </li></ul>
29. Allowing Universes to Talk <ul><li>In our original conception simulations all lived in their own little universes. </li></ul><ul><li>In the classroom setting, this is frequently not the case. Instructors will frequently have several groups of students in a simulation all at the same time. </li></ul><ul><li>The instructors may want to be able to push some information out to all of the linked simulations universes. </li></ul><ul><li>During the debrief, it is Extremely useful for the students to discuss and compare what they tried in their universe, and the results they achieved, with the other students. </li></ul>
31. It is Out There
32. Ways To Get Involved <ul><li>Get on our mailing list (just send me your email.) </li></ul><ul><li>Help spread the word about us. </li></ul><ul><li>Give Guidance (standards, scripting languages, etc.) </li></ul><ul><li>Help us write some APIs </li></ul><ul><li>Code for us! Become Outside Committer #1 </li></ul><ul><li>Convince a coder, documenter, artist, evangelist, or anyone with skills to come help us </li></ul><ul><li>Host a USIP OSP installation </li></ul><ul><li>Use the platform to create some simulations </li></ul><ul><li>Sponsor coders to help work on this system </li></ul>We have a place for anyone with interest!