Failed Sim

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Carlton Reeve's talk at GLS7 on why simulations sometimes fail to deliver learning to adults.

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  • INTRO Like the interview question - what’s your worst trait? Not interview but therapy Virtual School - Educational simulation for teachers
  • CONTEXT BBC WIL NCSL Blair initiative Teachers - Leadership in schools New programme - LftM
  • AIMS & OBJECTIVES LftM - emergent leaders - 5 aims • Leadership of innovation and change • Knowledge and understanding of their role in leading teaching and learning • Enhancing self-confidence and skills as team leaders • Building team capacity through the efficient use of staff and resources • Active engagement in self-directed change in a blended learning environment Delivered through coaching , project , e- learning , community & VS VS - practicum, sand-pit - cf VirtualU • Raise awareness of ongoing issues • Provide a ' sand-pit ' for experimentation • Stimulate discussion in online forums • Provide scenarios to develop key skills , particularly communications • Offer users the chance to role-play • Illustrate key points from within the modules & build confidence
  • 51% “not much” - British understatement - this sucks So why didn’t it work? Not through lack of trying...testing, revisions, multiple sign-offs
  • [Explain process] visit Miss Dove’s classroom (not teacher - HoD)
  • 2. deal with various/ multiple scenarios expertly written - all plausible options - no failure
  • Out into corridor
  • Return to classroom
  • scenarios with quantitative and qualitative but delayed feedback mixed aim to stimulate discussion - actually created confusion NEED - Clarity, timing & explicit
  • NEED - variety, failure & reward
  • not just VS lack of connection - little integration ‘ active’ components less popular NEED - narrative, infrastructure
  • Single player + Scaffolding - Margaret ‘ in virtual school no one can hear you scream!’ NEED - transparency, integration
  • conservative audience/ commissioners design style - too game-like, too flippant NEED - value, Just In Time Go home to do more of the same work without clear benefits
  • Response: disaggregated scenarios changed use context - now group-based removed cartoon design integrated into face-2-face design style - too game-like
  • Traci Sitzmann & Katherine Ely: “ post-training self-efficacy was 20% higher, declarative knowledge was 11% higher, procedural knowledge was 14% higher, and retention was 9% higher for trainees taught with simulation games... However, trainees learned less from simulation games than comparison instructional methods when the instruction the comparison group received as a substitute for the simulation game actively engaged them in the learning experience.”
  • Failed Sim

    1. 1. Simulating failure: <ul><li>Why simulations don’t always work </li></ul>carlton reeve e: carlton@playwithlearning.com w: playwithlearning.com t: @carlton
    2. 2. Context
    3. 4. Evaluation
    4. 5. Evaluation
    5. 6. Failures <ul><li>Feedback </li></ul><ul><li>Engagement </li></ul><ul><li>Integration </li></ul><ul><li>Collaboration </li></ul><ul><li>Culture </li></ul>
    6. 7. Feedback <ul><li>“ I enjoyed making decisions, although, so far, I've had no effect on anyone's morale, or...anything!” </li></ul>
    7. 8. Feedback
    8. 9. Feedback
    9. 10. Feedback
    10. 11. Feedback
    11. 12. Feedback
    12. 13. Engagement
    13. 14. Integration
    14. 15. Collaboration
    15. 16. Culture
    16. 17. And the good news <ul><li>“ We had to work together ... This turned out to be a very positive experience because we had to discuss everything and we learned together!” </li></ul>
    17. 18. Response
    18. 19. My lessons <ul><li>Authenticity is a double-edged sword </li></ul><ul><li>Fun can be suspicious </li></ul><ul><li>Peers are everything </li></ul>
    19. 20. Thank you. <ul><li>Questions? </li></ul>carlton reeve e: carlton@playwithlearning.com w: playwithlearning.com t: @carlton

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