A simple way to prepare the use of simulations in class
As with any class, proper planning helps to increase the chances of success. This is particularly true for instructors starting to teach with simulations. In this article, we will discuss some simple steps to make sure that you are well prepared.
Play the Game
Probably the most important step in preparing to teach with simulations is to put yourself in the position of the student and play the game. Hopefully this has already been done when evaluating the simulation that you are planning to teach with. Playing the game a second or third time will enable you to imagine what it feels like to students in various circumstances and what questions may arise. It should not be your objective to be able to perfectly answer every detailed question about the game on the spot during class. You just need to know enough to guide students and know where to look for specific details (or better still; ask the students to look).
Instructors should also get familiar with the instructor functionality, including the leaderboard and ways to customize the set-up of the game.
This step of the preparation also includes a review of the Teaching Note, debrief slides and additional learning resources. Some Teaching Notes are overwhelmingly long and run into nearly 100 pages. Remember that the Teaching Note is mostly a reference guide and does not to be read in its entirety before teaching with the simulation.
Plan the Class
If there are possibilities to tailor the simulation set up, then this needs to be planned. When a simulation is used for the first time it is usually best to maintain the default settings, but sometimes choices must be made regarding number of rounds, team size, and modules to include or scenarios to play.
A lesson plan should be made for each class that involves a simulation and each of these classes should always follow a brief-play-debrief cycle. Each of the phases (brief, play and debrief) should be planned, with an estimated time and planned activities and materials for each phase.
Decide on Assessment of Learning
Get ready to explain to students if and how the simulation experience will be incorporated into the course assessment. Including the game score or student ranking as an element of a course grade can increase student motivation but is also likely to spark competitive behaviour in class, and this may not be conductive to learning. Additionally, scores obtained in a game may not be a good measure of actual learning that has taken place.
Alternatively, instructors can assign learning reflections in the form of presentations or essays where students are asked how they played the simulation, what results they obtained, and what lessons they learned. Sometimes hybrid approaches are used, with a grade based on a combination of game performance and other evidence of learning.
If the simulation is very closely aligned with the overall course objectives, no separate form of assessment may be needed, and all can be integrated into the existing course learning assessments (such as exams or projects). Whatever form of assessment is used, communication about this must take place before students start playing, as uncertainty about grades can be a cause of anxiety.
Technical Requirements
Nearly all simulations are now browser based and accessible through a username and password. Therefore, a laptop or tablet and an internet connection are sufficient to use BSG in class. Some simulations can also be played on a smartphone, but for games of medium or high complexity, the learning experience is not as good as on a larger screen. It is therefore recommended to make sure that all students have access to a laptop or tablet for the class sessions during which a simulation is used.
With these simple steps, your chances of successful deployment of a simulation are greatly enhanced. Instructors may use their own structure for making a lesson plan or can obtain our template by getting in touch with us at Sim Institute.
