The document discusses using business simulation projects for experiential learning. It defines experiential learning as learning through reflection on experiences. Business simulations can develop skills like teamwork, decision making, and problem solving. One example provided is MicroTyco, a simulation where students manage a toy company. The document considers how to structure simulations to ensure students take ownership of their learning and outlines suggestions like including reflection sessions and tracking daily progress.

1. Experiential Learning Through
Business Simulation Projects
Alex Cann – BSC Edinburgh
@alexjcann
©Eaquals Eaquals International Conference | Prague | 26-28 April 2018 #eaquals18prague

2. Today I will cover…
• Experiential Learning
- Definitions
- Learning Cycles
• Business Simulation Projects
- Why and How?
- MicroTyco
• Discussion and Questions
©Eaquals #eaquals18prague

3. Experiential Learning
©Eaquals Eaquals International Conference, Riga, 27 – 29 April 2017 www.eaquals.org 3
Experiential learning is the process of learning
through experience, and is more specifically defined
as "learning through reflection on doing".
Felicia, Patrick (2011).
Experiential education first immerses learners in an
experience and then encourages reflection about the
experience to develop new skills, new attitudes, or
new ways of thinking.”
Lewis and William (1994).

4. Learning Cycle
©Eaquals Eaquals International Conference, Riga, 27 – 29 April 2017 www.eaquals.org 4

5. A Simple Model
©Eaquals Eaquals International Conference, Riga, 27 – 29 April 2017 www.eaquals.org 5

6. Projects can develop…
©Eaquals Eaquals International Conference, Riga, 27 – 29 April 2017 www.eaquals.org 6
Team
Work
Collaboration
Decision
Making
Business
Acumen Interpersonal
Skills
Creative
Thinking
Problem
Solving
Target
Setting
Time
Management
Enterprise
Skills
Independent
Research
Team-
building
Resourcefulness

7. Micro Tyco
©Eaquals Eaquals International Conference, Riga, 27 – 29 April 2017 www.eaquals.org 7

8. ©Eaquals Eaquals International Conference, Riga, 27 – 29 April 2017 www.eaquals.org 8

9. The £1 Challenge
©Eaquals Eaquals International Conference, Riga, 27 – 29 April 2017 www.eaquals.org 9

10. Some considerations
• Whose experience is it? How can I ensure
students take control of their own learning?
• What is the goal of the project for the students?
• What does success look like and how can it be
measured? What are you assessing?
• How invested are you in guaranteeing students
reach their desired outcomes?
©Eaquals Eaquals International Conference, Riga, 27 – 29 April 2017 www.eaquals.org 10

11. Suggestions
• Evidence learning in an e-portfolio which could include videos,
presentations, vlogs, blogs and web pages
• Include formal, teacher-led reflection and planning sessions
every day
• Record progress on a daily basis
• Start a leader board to give new groups a target to aim for and
have rewards for weekly and yearly winners
• Allow plenty of time for students to prepare their final
presentations
• Set up a partnership with a local charity
©Eaquals Eaquals International Conference, Riga, 27 – 29 April 2017 www.eaquals.org 11

12. Experiential Learning Through
Business Simulation Projects
Alex Cann – BSC Edinburgh
@alexjcann
©Eaquals Eaquals International Conference | Prague | 26-28 April 2018 #eaquals18prague

13. ©Eaquals Eaquals International Conference, Riga, 27 – 29 April 2017 www.eaquals.org 13