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Experiential Simulations
61 followers -
serial entrepreneur, investor, professor
serial entrepreneur, investor, professor

61 followers
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Why Simulations?

Experiential learning through simulations and games is the learning approach of the 21st century.
Universities and colleges are undergoing an era of unprecedented change. Students are dissatisfied with the old lecture style of teaching; they are the interactive generation, used to games which require high engagement levels. Students want an interactive, online and experiential education, one in which they can engage their curiosity and receive feedback as to their progress.
Traditionally in institutions of higher education, learning consisted of lectures and application of knowledge through assignments or activities. In organizational training, seminars and modular learning components were the norm. However, we are seeing a game change occurring, today’s generation is more experiential in their learning approach, they are used to learning in virtual learning environments whether it be in a video game or working with others online. There are several learning approaches that align with today’s need for experiential learning such as active learning, problem based learning, informed learning, discovery learning, group learning, and collaborative learning.
Games and simulations are the natural way for humans to learn, children learn through games and so do adults. Games provide students with an irresistible appeal to engage with the game, to strive to improve and to desire to learn. When the game element is included in a simulation, engagement rates of students increase. Traditionally the closest we had to experiential learning in schools of business were business cases.
The Use of Cases
In schools of business cases are widely used, cases have two major issues: most cases only have 1 decision point, in other words, students read the case and make recommendations and then, perhaps, the professor discusses the results. Cases do not have a series of decisions that need to be made with a learning cycle between each decision. Where each decision impacts the decision possibilities in the next decision turn. A learning cycle between each decision increases the students learning level. As well, students quickly learn that traditional cases do not have - a correct answer - thus making grading of the case problematic for the professor as students can argue that their suggested answer is as valid as the one recommended by the case author. 

Simulations can be considered as the 21st century case approach. Simulations can have multiple decision rounds with a learning cycle between each decision round. And decisions impacted by prior decisions. In addition, simulations have metrics that can quantifiably measure student results providing a definitive grade.

The simulation metrics can be compared with other student results providing information as to student ability on a global scale, thus providing professors the ability to create a world class learning environment and distinguish their courses. This provides a clear link between learning objectives and metrics to grade student accomplishments.
Games and Simulations?
They align with learning objectives,
They have quantifiable learning accomplishments,
They increase engagement and desire to learn,
They provide the environment to see theory in practice,
They give students the ability to be recognized for achievement on a world basis thus providing critical personal resume content,
They can require little or no effort additional effort by the instructor, and,
Today’s generation is already tuned to learning by playing.

In the learning institute or in the corporate environment it’s time to Game On!

James Bowen, Phd, PMP
At age 21 and while still in undergraduate university James co-founded a software company. Over the next 20 years he and his co-founders grew an international client base.
Dr. Bowen has been interviewed on the internet, radio, magazine, T.V. and newspaper both in North America and Europe. He was the sole author of two books discussing the creation and growth of high-tech product companies. He published his third book “The Entrepreneurial Effect”, which drew upon his wide network of entrepreneurs in a collaborative approach, focused on lessons learned from entrepreneurs and investors. The second in the series was published in 2011.
He is associated with 10 universities including 3 in Europe where he teaches MBAs over 12 subject areas including: technology, leadership, marketing, supply chain management, project management, entrepreneurship and strategy. In the last decade, he has taught 200 courses to 8000 students.
Currently he is the vice chair of Start-up Canada’s Entrepreneurial Effect awards. He is active with technology companies and investors and regularly provides advice to technology companies. He is the inventor of an underwater localization system using passive sonar, a task management system and an archaeological object localization system that uses ultrasonic and infrared.
He is also confounder of www.experientialsimulations.com, Experiential Simulations is a global company dedicated to changing the way we learn.
We are here to make learning engaging, fun and experiential. Join in the conversation at https://www.facebook.com/ExperientialSimulations, https://twitter.com/experientialsim and https://experientialsimulations.wordpress.com/


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ES has launched a crowdfunding prize fund to encourage students to participate in a entrepreneurship tournament.

http://www.indiegogo.com/projects/help-fund-educational-tournaments-for-students

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