Simulation Strategies in Online Education

Have you ever taught a class of training professionals? If you have, then you have met the toughest group of critics.

While critical reflection is good and part of our professional heritage, it needs to be tempered with insight into the context of the examples you are about to experience and with an appreciation for parts done well. As you look at the examples, remember that they have been chosen for a specific aspect that has been done well or for how they have overcome budget constraints, technology limitations, or a design challenge like no right answers or a population with poor reading skills.

The examples have been divided into nine kinds of simulations to form a rough taxonomy. It could be argued that a given simulation example could fit in more than one section. In cases where an example could be in more than one place, we have chosen what we think is that example’s strength and placed it in that category. The examples presented here feature a screen shot and web address. At the time of writing, these examples were free and could be found by following a link from the URL provided. If the links don’t work, try searching using terms like simulation, simulator, online learning, web-based training, demo, free sample, and other terms.

Attitudinal Simulation

Attitude simulations teach learners how to deal with the attitudes and behavior of people in different situation. These simulations allow the learner to experiment with multiple approaches to solving a problem. Learners try different solutions in a safe environment and receive feedback.

• Business Etiquette: Communicating in Today’s Workplace. http://www.netg.com

• Manager as Coach and Councilor. www.skillsoft.com

Case Study

Case studies offer a low-cost way of simulating or reproducing a situation in which learners can be asked to apply new skills and knowledge. Case studies can be developed from actual events or they can be created to ensure the goals of the program are realized. Using the Web, case studies can be as simple as text-based cases posted on a website or e-mailed to students, or they can be more elaborate presentations featuring streaming video and access to backup documents and data accessible online.

Case studies take advantage of adult learners’ preference for learning experiences that have practical application. The cases require learners to draw on their past experience and to apply new knowledge to solve a problem. The challenge in writing a case study is to select a problem that is relevant and interesting to students given their level of experience and knowledge of the concepts being taught. Online learning offers a variety of options that range from working alone to working in groups on the analysis. Case studies can be delivered in real time using live virtual classrooms, chat, and instant messenger or asynchronously using e-mail, static HTML pages, or streaming media.

According to Harvard Business Online, “The case study method is designed to provide an ‘immersion’ experience, challenging students by bringing them as close as possible to the business situations of the real world” (2004). Case studies work best when the topic being studied does not have clear right or wrong answers. The topic should be conflict provoking, and the process of analysis should be as important as the final answer.

Examples of case studies include:

• InteractiveEval (A Social Work Case Study). www.socialwork.ed.ac.uk/EAL/InteractivEAL/index.html#video

• American Academy of Family Practice Case Studies. www.aafp.org/x22313.xml

• Case studies for an undergraduate course in pharmacology. http://cvu.strath.ac.uk/courseware/socialwork/fal/#

• Family and Life Span Development. http://cvu.strath.ac.uk/courseware/socialwork/fal/#

Game-Based Simulations

Games are an instructional strategy. In this section we are looking at games as they relate to simulations. In this context the games are really simulations with scoring. As the examples in this section illustrate, games-based simulations are best for learning objectives that are right/wrong and scorable.

Examples of game-based simulations include:

• FunBrain: K-12 Games. http://www.funbrain.com/

• MIT Beer Game. http://beergame.mit.edu/

• Explore Cleveland. www.fathomi.com/elearning/case-studies.asp

Physical Simulations

Physical simulations teach learners about the workings of physical objects or processes. These kinds of simulations differ from process (step) simulations. In process simulators, learners interact with the program by making step-by-step decisions, choosing responses, or manipulating virtual objects.

In physical simulations, the learner sets variables and sits back to watch and reflect. Physical simulations give learners insights into things, such as combustion engines and blood pressure, that are not easily understood by observation.

Physical simulations are ones in which the learner has the ability to observe a physical object or phenomenon, such as observing a nuclear reactor working or witnessing the process of flies mating and the genetic results. These simulations may even allow the learner to slow down or speed up a physical process to gain a greater understanding of how it works.

Examples of physical simulations include:

• Control the Nuclear Power Plant (Demonstration). www.ida.liu.se/~her/npp/demo.html

• World Population. www.census.gov/cgi-bin/ipc/popclockw

• Circuit Simulator. www.udel.edu/present/showcase/watson/

• Electric Circuit. www.article19.com/shockwave/sg04.htm

• Models in Medicine. www.shodor.org/master/biomed//

• Eye Simulator. http://cim.ucdavis.edu/eyes/version1/eyesim.htm

Process (Step) Simulations

Process simulations focus on teaching how things work. They teach learners how to execute steps in a procedure and how to deal with a situation. When teaching learners how to execute steps in a process such as how to land a space shuttle or how to dissect a frog, the simulations may require the learner to manipulate virtual objects such as flight controls or knives in a dissection kit. The point of these simulations is not to use virtual objects but to master the procedure.

Examples of process simulations include the following:

• ETMB.com Cardiovascular Emergencies Simulation. www.emtb.com/8e/ interactive_simulation_view.cfm?simid=11

• Frog Guts. www.froguts.com/flash_content/demo/frog.html

• Windows Server 2003 Interactive Training Simulations. http://www .microsoft.com/windowsserver2003/techinfo/training/sims.mspx

Role Play

Role-play simulation is a learning strategy in which the learners assume the roles of fictional characters in a defined scenario. Role-play strategies are one of the less expensive simulation options because the program can be run in a live virtual classroom environment or via text in the form of e-mail, instant messaging, or threaded discussion. The examples that follow offer fully developed scenarios in which the learners play a role and the system uses branching and feedback to enhance the learning experience.

Role plays, when well-designed, take advantage of adult learners’ life experience. The learners are able to try out different problem-solving strategies in a safe environment. Learners can be asked to do things such as take a point of view contrary to their beliefs and thus to explore a different point of view. Learners are also able to try approaches and reflect on the outcomes. The interactions can be spaced days apart to allow learners time to reflect on their interactions and to prepare for the next encounter. The challenge with web-based role play is the missing physical dimension of facial expressions, gestures, and intonation. Without these elements the transference of skills to real-world situations is lacking a dimension.

Role-play simulations are best for teaching problem-solving skills within a context. Popular training topics for role plays are business problems such as hiring, decision making, and delivering feedback and political and organizational problems that require negotiation and communication skills.

Examples of role plays include:

• The Bureau of Alcohol, Tobacco, Firearms and Explosives (ATF). www.atf.gov/firearms/ffrrg/ltright.htm

• WebQuest: It’s Mine. www.education.tas.gov.au/itproject/webquests/copyright/index.htm

• Flight to Freedom. http://ssad.bowdoin.edu:9780/projects/ flighttofreedom/persona.shtml

• International Communication and Negotiation Simulations. www.icons.umd.edu/ICONS

• New York Emergency Room RN. http://www.nyerrn.com/simulators.htm

• Taking Control of Your Day. www.skillsoft.com

• Smoking Cessation for Pregnancy and Beyond. iml.dartmouth.edu/ education/cme/Smoking/install.html

Software Simulation

Software simulations are probably the most common kind of simulation. As the name implies, these are programs that mimic or simulate a software application. Software simulations allow learners to practice skills such as word processing or spreadsheets in a controlled environment. Unlike working in the actual application, the leaner works in a simulated environment where very little can go wrong. The simulation limits the number of interactions that are recognized so a learner cannot delete a database entry or change the applications setting. The simulation not only provides a safe environment, but it provides a clear path with abundant feedback. Developing software simulation is becoming easier with new authoring tools, but it is still time-consuming and requires good design skills. The lessons need to be well designed to create logical groups, wise decisions regarding the level of detail, and significant amounts of formative evaluation to ensure the feedback is meaningful. In most cases, organization will purchase software simulations for things like Microsoft Office or other common applications rather than develop their own software simulations. Software simulations are an excellent option for teaching proprietary software application for things such as expense reporting developed in-house or customized SAP or PeopleSoft self-service functions.

Examples of software simulations include:

• Robodemo. See the customer examples http://www.macromedia.com/ software/robodemo/customer_examples/

• Thomson/NETg: Other courses available. www.Netg.com

• SkillSoft: Microsoft Office. www.skillsoft.com

• Camtasia. www.techsmith.com/products/studio/default.asp

• Apex Web Media. http://apex.vtc.com/

Symbolic (Invisible) Simulations

Symbolic simulations teach learners about things that are not visible. Symbolic simulations provide learners with insights into how processes and principles that cannot be seen operate. Like physical simulations, these simulations allow learners to set variables, sit back and watch, and reflect on relationships. Examples of symbolic simulations can be seen in programs allowing learners to observe principles such as supply and demand, market volatility, and the spread of disease.

The challenge in developing symbolic process simulations is that one must be able to develop a model that has the right level of detail to allow learners to understand cause and effect. The model must not be too complex or it will be difficult to see cause and effect or too simplistic so that the lessons are not transferable. Models pose additional challenges when dealing with social systems because of biases that can be built into models. An example of social systems bias can be seen in the model underpinning SimCity. While playing SimCity with his daughter, Paul Starr (1994), a professor of sociology at Princeton, pondered these biases: “What assumptions were buried in the underlying models? What was their ‘hidden curriculum’?

Did a conservative or a liberal determine the response to changes in tax rates in Sim- City? While playing SimCity with my eleven-year-old daughter, I railed against what I thought was a built-in bias of the program against mixed-use development.” Models are best for explaining concepts that are difficult to understand because they are not visible. They are particularly good for explaining how complex situation with multiple variables work. There are a number of very good models that explain concepts related to math, physics, health, and economic theories. Consider using symbolic process simulations when you are able to create a model for the concept or principle you are trying to teach.

Examples of other symbolic (invisible) simulations include:

• Hollywood Stock Exchange. www.hsx.com/

• Modeling for K-12 Science. http://mvhs1.mbhs.edu/ncsa/hydrology.html

• Math and Science Meta site. www.edp.ust.hk/physics/explore/ dswmedia/indexb.htm

• Explore Learning. www.explorelearning.com/index.cfm

• CyberPet. http://rspcapet.onlinemagic.com/intro.html

Virtual Reality

Virtual reality (VR) is a technology that began in military and university laboratories more than twenty years ago. Originally VR was a computer-created sensory experience that allowed a participant to believe and barely distinguish a “virtual” experience from a real one. Today virtual reality is used more broadly to refer to a range of computer-based approaches using visualization of concepts, objects, or spaces in three or more dimensions with user interaction.

The challenges when developing VR simulations for training are the cost of development and the computation power needed to run the program. As the examples in this module illustrate, they would not be described as “barely distinguishable from a real experience.” The technical limitations of providing VR experience are compounded when the learning must be delivered over the Internet, making rich media and interaction difficult to deliver. It is also a challenge to develop interfaces that are intuitive and at the same time place the learning in a real experience. Although virtual reality has evolved to have broader uses since its early days as a military tool, it still plays an important role in military training. The Army’s Simulation, Training, and Instrumentation Command, known as STRICOM, spent $1 billion on VR training for Afghanistan. ABC News (2004) reported that “there are thousands of STRICOM simulators at U.S. bases around the world. The simulators vary in size and design, from small booths for pilots and tank personnel, to larger rooms with wall-sized high-resolution displays for squads of infantry. . . . At the end of the simulation, commanders play back the firefight, with the positions of the soldiers’ shots appearing on the screen. The soldiers can review their performance, and learn from their mistakes.”

Other popular training subjects are public safety, dangerous construction projects, high-stakes medical procedures, and aviation. What all of these topics share is a high cost of failure and a learning curve that is too steep or risky to allow on-the-job training. The free examples of VR available on the Web would not meet most people’s definition of virtual realty. In many cases the virtual reality e-learning programs are delivered on CD-ROM or the programs use a combination of the computer and peripheral equipment such as CPR mannequins that connect to a PC.

Examples of virtual reality include the following (note that you may need to download or order the examples):

• EMT Training. www.patient-simulation.com/demo.htm

• AIMS Research: VR Safety Training. www.nottingham.ac.uk/aims/VRSite/ HTML/SafeVR.html

• VStep: VR Safety Training. www.vstep.nl/