Leveraging Branching Simulations in Management Education

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In this session, the speaker will share his experience with leveraging serious games and other simulations to address the learning needs of the students in the Smith School of Business. Participants will gain a better understanding of how games and sims can augment a traditional college course in innovative ways.

Education

Welcome!
Jonathan Southgate
Program Manager, Experiential Learning
Robert H. Smith School of Business
University of Maryland, College Park
2

Agenda
◎Introduction
◎(1) What is Experiential Learning?
◎(2) What was the situation?
◎(3) What did we do?
◎Questions
3

“
5
“ExL @ Smith is an integrative approach that challenges students to assess
messy, real-world business problems, deliver innovative solutions, manage
relationships, and adapt to change.”
“ExL @ Smith is an integrative approach that challenges students to assess
messy, real-world business problems, deliver innovative solutions, manage
relationships, and adapt to change.”

7
CONS
 The goal is to find one correct solution
 Procedure for solving case is
prescriptive
 Solutions are readily available online
 Discourages adaptive thinking
PROS
 Learning objectives are consistent
 Assessment is straightforward
 Outcomes are predictable
 Faculty can anticipate common
mistakes

Elements of a successful ExL engagement:
◎ Ambiguity
◎ Critical thinking
◎ Uncertainty
◎ Several plausible outcomes
◎ Knowledge transfer
Can a traditional business case study be considered
experiential, based on our definition?
8

Solutions?
How can we incorporate ExL principles
into traditional business cases?
9

?
10
Initiatives
Replaces
Business
Case
Company
is in the
classroom
Real World
Projects
Co-
curricular

Branching Simulations
Use branching logic and game design to
introduce…
◎ Variability
◎ Numerous Outcomes
◎ Different environments
12
All while continuing to…
◎ Maintain replicability
◎ Apply standard assessments

16
Phase 2: Executive Case
◎ Internal development
◎ Partner with corporations
◎ Scalable and useable throughout the business school

Branching
Logic Map
17
Source:
https://community.articulate.com/disc
ons/articulate-storyline/conditional-
endings-in-a-branched-simulation

Resources
◎Presentation template by SlidesCarnival
◎ https://community.articulate.com/discussions/articulate-storyline/conditional-endings-in-a-
endings-in-a-branched-simulation
◎ www.moblab.com
◎ www.advantexe.com
◎ www.cesim.com
19

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Leveraging Branching Simulations in Management Education

1. Leveraging Branching Simulations in Management Education

2. Welcome! Jonathan Southgate Program Manager, Experiential Learning Robert H. Smith School of Business University of Maryland, College Park 2

3. Agenda ◎Introduction ◎(1) What is Experiential Learning? ◎(2) What was the situation? ◎(3) What did we do? ◎Questions 3

4. What is Experiential Learning (ExL)? 4

5. “ 5 “ExL @ Smith is an integrative approach that challenges students to assess messy, real-world business problems, deliver innovative solutions, manage relationships, and adapt to change.” “ExL @ Smith is an integrative approach that challenges students to assess messy, real-world business problems, deliver innovative solutions, manage relationships, and adapt to change.”

6. What was the situation? 6

7. 7 CONS  The goal is to find one correct solution  Procedure for solving case is prescriptive  Solutions are readily available online  Discourages adaptive thinking PROS  Learning objectives are consistent  Assessment is straightforward  Outcomes are predictable  Faculty can anticipate common mistakes

8. Elements of a successful ExL engagement: ◎ Ambiguity ◎ Critical thinking ◎ Uncertainty ◎ Several plausible outcomes ◎ Knowledge transfer Can a traditional business case study be considered experiential, based on our definition? 8

9. Solutions? How can we incorporate ExL principles into traditional business cases? 9

10. ? 10 Initiatives Replaces Business Case Company is in the classroom Real World Projects Co- curricular

11. What did we do? 11

12. Branching Simulations Use branching logic and game design to introduce… ◎ Variability ◎ Numerous Outcomes ◎ Different environments 12 All while continuing to… ◎ Maintain replicability ◎ Apply standard assessments

13. 13 Phase 1: Vendors

14.

15.

16. 16 Phase 2: Executive Case ◎ Internal development ◎ Partner with corporations ◎ Scalable and useable throughout the business school

17. Branching Logic Map 17 Source: https://community.articulate.com/disc ons/articulate-storyline/conditional- endings-in-a-branched-simulation

18. Thank You! Any questions? 18

19. Resources ◎Presentation template by SlidesCarnival ◎ https://community.articulate.com/discussions/articulate-storyline/conditional-endings-in-a- endings-in-a-branched-simulation ◎ www.moblab.com ◎ www.advantexe.com ◎ www.cesim.com 19

20. 20

Editor's Notes

Mention Office of Transformational Learning What is our mandate? What do we do – internal consultants…
This morning, we will explore how we came to leveraging branching
We need to start with a definition of ExL What do you all think when you hear ExL? Gather some ideas
I was in a classroom at the beginning of our office, before ExL was conceived Was thinking of ways to incorporate exl into the classroom In this particular class, the professor and students were working on a Harvard business review case study (click) These are ubiquitous in business schools, they have pros, but also cons
Ambiguity is real world > this requires critical thinking > which necessitates uncertainty (no clear path) > because of this there are several possible answers, continuum of best not right or wrong > this leads to knowledge transfer in a new domain which is helpful for retention Ambiguity  Typically cases have a clear answer Uncertainty  The process to solve the problem is clear Critical thinking  Students must think critically, but within clear parameters Several plausible outcomes  Typically there is one or two correct answers Application of knowledge or skill learned in one setting in another setting  the case is in the class setting, so knowledge transfer is not as evident
We discussed our initiatives with the prof and it turns out that they wouldn’t work We needed a new method
We turned to simulations with branching logic
Started with these vendors
Example of qualitative case example, where decision points lead students down different paths. Over 500 possible outcomes (individual)
Real time data adjustment based on other teams (for teams)

Leveraging Branching Simulations in Management Education

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Editor's Notes