If created along the principles of engagement, relevance and measurability, learning games offer appealing benefits both for managers (project sponsors) and employees (end-users). Yet widespread use of such serious games at for-profit organisations may be set back by financial barriers. The article focuses on how to create simulations cost-effectively and at a good quality level at the same time. The key is to advance in small, consecutive steps, creating short, self-contained stories with a limited number of characters in a relatively simple, unchanged environment. On a simple and steady platform of a few strong-featured heroes, together with their business and human relations, a complex world of intricate narratives may be built up as new topics are treated. As developers we do not need to make big promises about the numbers of learning goals and skills to improve. We just start by stating that we can set up a modular system of simulations in a relatively inexpensive way. If we do it right, there will always be enough interest (and money) to expand the horizon. Nevertheless, it is still true that we need a considerable investment of trust and financial resources at the beginning, just to be able to introduce the characters and setting to the audience just as well as to create the appropriate software background.
| Published in | Science Journal of Education (Volume 7, Issue 4) |
| DOI | 10.11648/j.sjedu.20190704.12 |
| Page(s) | 87-90 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
| Copyright |
Copyright © The Author(s), 2024. Published by Science Publishing Group |
E-learning, Skills Development, Gamification, Game-Based Learning, Simulation, Short Sim
| [1] | Before dreaming on, we should stop and ask a few fundamental questions about learning objectives, learners, and resources, as Jenny Saucerman does: http://twist.elearningguild.net/2018/02/when-simulations-work-jenny-saucerman/ |
| [2] | Basic categorisation taken from here: http://www.theknowledgeguru.com/games-vs-simulations-choosing-right-approach/ |
| [3] | Clark Aldrich’s manifesto on Short Sims is available here: https://docs.wixstatic.com/ugd/9650eb_3597a7fd99694f2d95a8238126c49acc.pdf?dn=Short+Sims+by+Clark+Aldrich.pdf or through a shorter link: https://www.shortsims.com/podcast, 2 January 2019 episode, titled Short Sims the Cover Story on the Industry's Flagship Publication |
| [4] | We cannot do without „spice” in simulations. By definition, simulations are about alternatives. In simulations, users learn by doing, and they have to face the consequences of their decisions immediately. https://www.elearningguild.com/pdf/2/091702des-h.pdf |
| [5] | E-learners should talk to each other about what they have experienced. Personal contact may not be substituted even by the best-quality simulated world. Other advantages of blended courses are listed here: https://www.teachthought.com/technology/the-benefits-of-blended-learning/ |
| [6] | You may find a short definition and actual trends of microlearning here: https://elearningindustry.com/microlearning-trends-in-2019-adopt |
| [7] | For those who want to go further into details of what and how to measure in e-learning, I suggest the following article to start with: https://blog.commlabindia.com/elearning-design/course-tracking-to-improve-elearning-effectiveness |
| [8] | Why is it important to use the screenwriter approach? E-learning Brothers tell us with a picturesque example: https://elearningbrothers.com/blog/importance-script-writing-video-presentations/ |
| [9] | Twine is free and open-source: http://twinery.org/ |
| [10] | Add-on free toolkits are, for example: https://www.ispringsolutions.com/; https://www.branchtrack.com/ |
| [11] | More about the Simformer platform available here: https://simformer.com/ |
| [12] | By additional contents, the importance of “something to take away” must be stressed, like downloadable materials: https://elearningindustry.com/tips-use-downloadable-elearning-content |
| [13] | Aptly defined, “in a push strategy, individuals actively encode their knowledge to make it available for others. In a pull strategy, team members seek out experts to request knowledge sharing, so you only transfer knowledge on an as-needed basis.” Source: https://www.smartsheet.com/knowledge-management-101 |
| [14] | For advantages and rules of use of social media in e-learning courses, see Marina Arshavskiy’s article: https://elearningindustry.com/improve-formal-learning-with-social-media-social-media-elearning |
| [15] | …yet all pointing toward personalised learning, expanding and deepening the learning cycle. https://spinofflearning.com/2018/07/31/personalised-learning-and-the-sigma-problem/#more-1074 |
APA Style
Aron Solecki. (2019). Developing Skills and Measuring Competences Through Simulations in Corporate Environment. Science Journal of Education, 7(4), 87-90. https://doi.org/10.11648/j.sjedu.20190704.12
ACS Style
Aron Solecki. Developing Skills and Measuring Competences Through Simulations in Corporate Environment. Sci. J. Educ. 2019, 7(4), 87-90. doi: 10.11648/j.sjedu.20190704.12
AMA Style
Aron Solecki. Developing Skills and Measuring Competences Through Simulations in Corporate Environment. Sci J Educ. 2019;7(4):87-90. doi: 10.11648/j.sjedu.20190704.12
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Download@article{10.11648/j.sjedu.20190704.12,
author = {Aron Solecki},
title = {Developing Skills and Measuring Competences Through Simulations in Corporate Environment},
journal = {Science Journal of Education},
volume = {7},
number = {4},
pages = {87-90},
doi = {10.11648/j.sjedu.20190704.12},
url = {https://doi.org/10.11648/j.sjedu.20190704.12},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.sjedu.20190704.12},
abstract = {If created along the principles of engagement, relevance and measurability, learning games offer appealing benefits both for managers (project sponsors) and employees (end-users). Yet widespread use of such serious games at for-profit organisations may be set back by financial barriers. The article focuses on how to create simulations cost-effectively and at a good quality level at the same time. The key is to advance in small, consecutive steps, creating short, self-contained stories with a limited number of characters in a relatively simple, unchanged environment. On a simple and steady platform of a few strong-featured heroes, together with their business and human relations, a complex world of intricate narratives may be built up as new topics are treated. As developers we do not need to make big promises about the numbers of learning goals and skills to improve. We just start by stating that we can set up a modular system of simulations in a relatively inexpensive way. If we do it right, there will always be enough interest (and money) to expand the horizon. Nevertheless, it is still true that we need a considerable investment of trust and financial resources at the beginning, just to be able to introduce the characters and setting to the audience just as well as to create the appropriate software background.},
year = {2019}
}
TY - JOUR T1 - Developing Skills and Measuring Competences Through Simulations in Corporate Environment AU - Aron Solecki Y1 - 2019/09/05 PY - 2019 N1 - https://doi.org/10.11648/j.sjedu.20190704.12 DO - 10.11648/j.sjedu.20190704.12 T2 - Science Journal of Education JF - Science Journal of Education JO - Science Journal of Education SP - 87 EP - 90 PB - Science Publishing Group SN - 2329-0897 UR - https://doi.org/10.11648/j.sjedu.20190704.12 AB - If created along the principles of engagement, relevance and measurability, learning games offer appealing benefits both for managers (project sponsors) and employees (end-users). Yet widespread use of such serious games at for-profit organisations may be set back by financial barriers. The article focuses on how to create simulations cost-effectively and at a good quality level at the same time. The key is to advance in small, consecutive steps, creating short, self-contained stories with a limited number of characters in a relatively simple, unchanged environment. On a simple and steady platform of a few strong-featured heroes, together with their business and human relations, a complex world of intricate narratives may be built up as new topics are treated. As developers we do not need to make big promises about the numbers of learning goals and skills to improve. We just start by stating that we can set up a modular system of simulations in a relatively inexpensive way. If we do it right, there will always be enough interest (and money) to expand the horizon. Nevertheless, it is still true that we need a considerable investment of trust and financial resources at the beginning, just to be able to introduce the characters and setting to the audience just as well as to create the appropriate software background. VL - 7 IS - 4 ER -
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