LEEF Blog

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.

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Males-Females and online learning

Dr. Rick Van Sant is a tenured professor of education and senior scholar in residence in the Faculty Center for Teaching and Learning at Ferris State University, specializing in teaching and learning theory. His current area of inquiry is the implication of brain-based learning research on technologically mediated and online learning.

Working with a student of mine, we just completed a study looking at the relationship between gender and a number of variables in online learning. We were fortunate enough to have access to a large sample of high school students taking courses online via Michigan Virtual High School.

There were a number of predictable results such as more males than females took computer courses online, and that there were a wide range of reasons for taking online courses such as it being a required course for graduation, personal interest etc.

What was a bit more interesting was the apparent contradiction between survey results and some of the established wisdom:

Established wisdom: Females have a more empathetic brain type (Simon Baron-Cohen) and that they are more collaborative by nature. Conversely, Males are more systematic and tend to divide and conquer as a work methodology. Read the rest of this entry »

Gameration 3: Implementing Games and Simulations within a Generational Context

Thanks Andy Petroski and Josh Stroup for their guest post. Andy is a co-coordinator of LEEF and Director and Assistant Professor of Learning Technologies at Harrisburg University.  Josh Stroup is President of QTS Performance Solutions in Harrisburg PA.

Read Gameration 1
Read Gameration 2

In this series, we’re taking a look at how the generation (Boomers, Generation X or Generation Y) might impact the way an individual thinks about and engages in games and ways in which learning professionals can adjust the game and simulation to address the expectations of each generation.  As we explore the generations keep in mind the characteristics are generalizations of the generation and not necessarily accurate for any one individual. 

This blog post focuses on game and simulation design and implementation considerations for Generation Y.  This is the generation for which electronic communication and games (hand-held or console) has been a part of their daily lives from their earliest years. Read the rest of this entry »

ASTD Article on Ingredients of Great Games

A truly interesting article from ASTD about elements needed for great games. Discover not only the ingredients for successful and lasting games, but also learn how the right combination of “ingredients” significantly impacts the nature of the game.

Ten Ingredients of Great Games

Do you feel the ingredients of great games presented in this article are valid? Is there an 11th ingredient missing from the article that is worth mentioning?

Build Momentum for Successful Change

Scott Palmer is a Principal Technologist in Research and Development at RWD Technologies. RWD is a leading human and operations process improvement company that enables sustainable business transformation.

In some ways, organizational change is like waiting in line at the (pick your favorite consumer/bureaucratic punching bag here).  Everyone sees the problems, everyone knows how things should be done, but no one seems to be able to make the process better or faster.  Organizational change isn’t easy, but it is manageable.  Here are some things to keep in mind before you get to a-changin’.

Vision/mission statements are fun to make, so a lot of people start there.  But don’t you start there.  Before you have a vision meeting, discuss strategy, and come up with pithy phrasing for some  “world class solution” this or “supreme customer service” – you have some homework to do.  First, you have to create a sense of urgency.  If there is no overriding reason for making a change then don’t do it.  Second, you should bring together a committed group of senior leaders who want the change to be made.  Only then can you have that vision meeting.  Leading with vision alone makes for empty platitudes that no one is willing to back up with real action.

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Why is LEEF Important to Advance Interactive Learning Solutions?

Andy Petroski from Harrisburg University asks Mike Cuffe the same question in this installment of the LEEF podcast. Listen Mike Cuffe’s answer below.

A national expert in training and education systems and solutions, Mike Cuffe joined Farmers Insurance Group as Director, Claims Training & Education, in fall 2005. Since then, he and his team have completed a complete restructuring and revamping of the learning, training, and leadership development programs offered by the Farmers Claims organization. As a result of his visionary leadership, Cuffe was promoted to Assistant Vice President, University of Farmers, Claims, on January 1, 2007; and to Vice President on July 1, 2008.

This is the final installment of the interview with Mike Cuffe.

Mike is a Keynote speaker at LEEF 2010. The title of his presentation is “Talk about a revolution… Learning, technology and people.” Go to http://leef2010.net to learn more about LEEF 2010 and register.

Subscribers may need to click through to the original post to listen to the podcast.

Lessons Learned at a Poverty Simulation Workshop

Nancy E. Adams is University Librarian and Director of Student Services at Harrisburg University of Science and Technology.  Nancy is interested in partnering with faculty to develop students’ proficiency in information literacy – the ability to find, evaluate, and use information — and in using technology to improve library and student services.

Recently I attended a poverty simulation workshop at a local urban high school. Attendees were placed randomly into “families” when we arrived and given a packet containing a description of our fictitious identities (I was an umemployed 19-year-old mom with a baby living with an employed boyfriend); a list of our weekly and monthly expenses and income sources; play money and transportation passes; and slips showing our personal possessions – all eligible for trade at the local pawn shop.  The family groups sat in the middle of the school gymnasium.  Around the perimeter of the gym were tables containing consumer and social services, including: an employment agency, a pawn shop, food pantry, a school, and a grocery store, among others.  The scenario ran in four 15-minute increments, each representing one week.  The object:  to end the month in your home with all utilities on, your family fed adequately and your children in school.  My family? We didn’t succeed.

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Is the Use of Games Increasing at Your Corporation?

At Farmers Insurance Group games and simulations are poised to be 70% of their training program versus traditional standup. Harrisburg University’s Andy Petroski interviews LEEF 2010 Keynote speaker Mike Cuffe. In this installment of the LEEF Podcast they discuss the growing future of games and simulations at Farmers Insurance Group and other corporations. Mike also gives some tips to help increase the use of technology at your corporation.

A national expert in training and education systems and solutions, Mike Cuffe joined Farmers Insurance Group as Director, Claims Training & Education, in fall 2005. Since then, he and his team have completed a complete restructuring and revamping of the learning, training, and leadership development programs offered by the Farmers Claims organization. As a result of his visionary leadership, Cuffe was promoted to Assistant Vice President, University of Farmers, Claims, on January 1, 2007; and to Vice President on July 1, 2008.

The final installment will be published on Tuesday, April 27.

Mike is a Keynote speaker at LEEF 2010. The title of his presentation is “Talk about a revolution… Learning, technology and people.” Go to http://leef2010.net to learn more about LEEF 2010 and register.

Subscribers may need to click through to the original post to listen to the podcast.

How Has Using Technology Changed Your Staff?

For Mike Cuffe, from Farmer’s Insurance Group, his standup training has decreased by 50%. His standup trainers are now interacting in the content management system. This is just one example of how technology has changed human effects of technology in training. In this installment off the LEEF Podcast Andy Petroski from Harrisburg University interviews Mike Cuffe. Mike discusses some of the common human barriers and adjustments to using technology in training.

A national expert in training and education systems and solutions, Mike Cuffe joined Farmers Insurance Group as Director, Claims Training & Education, in fall 2005. Since then, he and his team have completed a complete restructuring and revamping of the learning, training, and leadership development programs offered by the Farmers Claims organization. As a result of his visionary leadership, Cuffe was promoted to Assistant Vice President, University of Farmers, Claims, on January 1, 2007; and to Vice President on July 1, 2008.

The next installment to this podcast series will be published on Wednesday, April 21.

Mike is a Keynote speaker at LEEF 2010. The title of his presentation is “Talk about a revolution… Learning, technology and people.” Go to http://leef2010.net to learn more about LEEF 2010 and register.

Subscribers may need to click through to the original post to listen to the podcast.

Games, Values and Ethics

Karen is the director of interactive media and technology at ESI Design and a part-time doctoral student at Columbia University in games and learning. Her co-edited volume, Ethics and Game Design: Teaching Values through Play, just came out last month.

How can we design games to better support the practice of ethical thinking skills? What are the ethics of designing, producing, playing and distributing games? These are the questions that drive my new edited collection, Ethics and Game Design: Teaching Values through Play, published last month by IGI Global.

Ethical thinking and reasoning is the ability to analyze, assess and reflect on our decisions and actions, and understand the consequences and complexities of social issues and possibilities. It is the ability to use appropriate judgment in diverse situations and make choices that lead to “being a good human being” (Sicart, 2005). Such skills not only make you a better person, but they make you a better citizen. We need to be able to analyze, empathize, make decisions about values, identify biases, and reflect on one’s beliefs, and assess others’ perspectives as an engaged, informed citizenship.

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