Developing Successful Learning Simulations
Thanks to Luke Kempski for this guest post. Luke is President of JPL, an integrated marketing, communications and learning solutions provider. He is also a member of the 2010 LEEF advisory committee.
In my last post, I wrote about how to get started developing learning experiences that are more interactive such as games and simulations. Now, we’ll take a closer look at some of the challenges in developing more interactive applications. I’ll focus on learning simulations since corporate decision makers tend to favor investing in something called a “simulation” over something called a “game.”
Let’s start with a definition of simulation for this article. A computer-based, learning simulation provides a virtual representation of the work environment in which the learner interacts.
We’re talking about practice.
Given limited resources, you first need to decide which learning objectives might yield higher performance results from a simulation. Since simulations require more development time and learner time, you will need to be selective. In general, you’ll be looking for skills that need to be mastered and require substantial practice to be mastered. You’ll also want skills that may be risky or difficult to practice safely on the job. While we may often think of safe practice for high risk jobs such as emergency responders, pilots, and surgeons, keep in mind the value and risk factors around customer interactions and the potential damage an untrained employee can cause “practicing” on the job.
Simplify reality.
The instructional design team needs to determine the simulation’s level of “fidelity”. They need to decide how real is real enough for the learner to practice applying their knowledge and skills and move toward mastery. If the level is too low, the practice may not be relevant enough to improve performance on the job. If the level is too high, resources may be spent on items that don’t improve learning and increase the cost of the simulation beyond the value of accomplishing the objective.
For instance, we created a simulation set inside a house for probation officers to look for clues of illegal activity. In this scenario, we invested more time designing the materials in the room that may provide clues and less time on the furniture and appliances that only provide the setting.
Provide choices that impact outcomes.
Inside the simulated setting, your learner will perform. Performance will be demonstrated by the choices the learner selects and the outcomes that result from those choices. Each learner choice should have an impact. When a customer service rep resolves a customer issue, the simulation indicates success. Feedback can re-enforce and build on why the choice produced a successful outcome. When the rep’s choice causes the customer to hang up in frustration, the “safe failure” of the simulation provides a great opportunity to deliver valuable learning through feedback.
Support the learner.
Ideally, the participant in your simulation will require little upfront instruction. Instead, the simulation should clearly communicate what is expected from the learner at every step. Too often, simulations frustrate participants because the learner gets stuck not knowing what to do. Everyone on the development team needs to constantly think about supporting the learner. The learner should be challenged by the scenarios not navigating the simulation. Visual cues, narrated feedback and onscreen text must guide so that the learner’s thinking remains focused on the choices they’re making in the scenarios.
Narrow objectives, better results.
Technology holds few limits in creating a learning simulation. Instead, you’re limited by time and resources. For this reason, it’s critical to keep learning objectives contained and targeted. In a sales training course, you may not be able to simulate every potential customer objection to selecting your product but you may be able to address the leading objection from many different angles. This may be more valuable to your organization. Simulations should be used where the value of the learning to the organization is substantial.
The learning objectives will drive decisions about the types of scenarios, the level of fidelity, learner decision points and system guidance and feedback. By narrowing your objectives and not trying to accomplish too much, you can develop a more interactive simulation that requires higher level thinking from the learner. The learner who masters the skill in a simulated environment will be much better prepared to perform in the real world.
You can learn more about the skills, processes and infrastructure required to develop learning simulations at the Learning and Entertainment Evolution Forum – LEEF 2010, on June 17-18 at Harrisburg University.
Tags: development, kempski, learning and entertainment technologies
Commercial interior designers face the challenge of finding furniture that is both functional and durable while being attractive and often personal. That relies heavily on the furniture manufacturers that specialize in custom manufacturing and hotel furniture to achieve this.