SimBLs™ Turbo charge your e-Learning

1. SimBLs™Turbo charge your e-Learning

2. What is a Simulation? Definitions of Simulations The creation of an artificial world that approximates the real one A mathematical or algorithmic model, combined with a set of initial conditions, that allows prediction and visualization as time unfolds A simulation proceeds in a non-linear manner to an outcome determined dynamically Characteristics of Simulations Governed to some degree by computer software Have a degree of fidelity (realism) that enhances learner attention and motivation Provide a high degree of interactivity and learner control Proceed in a non-linear manner to an outcome determined dynamically

3. What is a Simulation? Simulations range from:- Simple: Spreadsheets where you can enter formulae that "simulate" future outputs using past information TO Complex: Computer-aided business simulations, in which people interact with each other in real-time

4. Why Simulation? • A simulation is a construct that offers a more comprehensive learning experience by providing – wUncertainty wUnpredictability wA continuum of options to select wInstant feedback for learners’ actions wInstant view of learners’ actions wInfluences of the external environment wAn opportunity to review decisions, and alter them wHigh levels of interactivity wAn opportunity to practice skills wAn practical view of the conceptual learning wHigh level of engagement, allowing learners to replay it many times

5. An Effective Learning Tool • Business simulations are being used for • Strategy Development: To probe strategies for dealing with market conditions •  Process Education: To optimize the development of new products or enterprise processes •  Training: To educate new personnel about existing devices or environments

6. Usage Scenarios • Evaluate effects of different decisions and variables • Aid decision making in complex “what if” scenarios • Assist analysis by combining historical data with “cause-effect” assumptions • Predict future performance in various situations • Integrate strategy to operational effectiveness by providing a high fidelity testing opportunity

7. An effective Learning tool • Simulations are closely associated with a constructivist view of learning, which emphasizes the need for individuals to create their own models of knowledge. In that regard, simulations can be viewed as cognitive tools. • Through simulating a task or an environment, learners can experience abstract concepts and the relations between them. • Control shifts into the hands of the learners, providing them with the ability to test and communicate their own ideas on how things work. • Simulations offer instructors and learners more control, structure and feedback than what may be possible in a real situation.

8. An effective Learning tool • Improve retention • Learning by doing: The focus shifts to application, not recall & reproduction • Provide optimal motivation for learner • By capturing Attention, providing Relevant scenarios, creating Confidence to safely & successfully perform the given task and Satisfaction of a job well done • Capable of producing an “Aha!” • Learners can experience instants of sudden, spontaneous insight • Safely make mistakes • The best learning comes from assessing where you went wrong • Provide accurate task based feedback • Provides feedback on performance, and consequences of the learner’s decisions Go beyond imparting knowledge: develop actual skill

9. An effective Learning tool • Reduce the training time, and the overall cost • Avoid using / investing in extra equipment • Aircraft maintenance, pipeline design can be done virtually • Expensive assets stay productive for as long as possible • Provide special insights into a process • Can be used to identify improvements in existing processes • Train for hazardous procedures • Shutting down a nuclear reactor

10. Types of e-Learning Simulations • The four categories of simulations are compressed into two instructional strategies: • Some examples of simulations that fall into one or more of the above categories: • Software simulations • Business simulations • Technical simulations • Virtual worlds

11. Comparison with other interactive formats

12. SimBLs™Our Product Concept on Simulations

13. Simulations which are self-contained chunks of learning content that can be assembled with other learning content to create courses and curricula Blended solution (modular and can be reused independently) As discussion starters Pre-assessments Practice objects Assessment tools SimBLs - Simulation Based Learning-Objects

14. Traditional simulation design Seeks to replicate the entire phenomenon High fidelity as per reality Expensive to build Inflexible: cumbersome to manage, maintain and change Complexity might obscure the learning objective Simulation Based Learning-objects (SimBLs) Chooses specific sub-topics to simulate High fidelity as per concept Relatively low effort to build Flexible: can use with content and assessment for blended learning Complexity can be reduced by right design We Use SimBLs Differently

15. Instruction efficiency 30% Level of learning of the students 35% Relevant discussion taking place 40% Case Study: University of Phoenix • Tata Interactive Systems worked with the University of Phoenix to test the use of simulations in their online MBA program • The objective was to increase instruction efficiency and to make it easier for instructors to handle larger classes without affecting the quality of learning • We found a substantial rise in: • Over 96% of the faculty use SimBLs as opposed to less than 70% using any other e-Learning tool. • “The project was executed efficiently, on time and the outcome was a very high quality product, which met our objectives. The solution was appreciated by our students and faculty. Based on their feedback we are rolling out additional MBA courses.” Brian Mueller EVP & CEO – University of Phoenix Online

16. Other Case Studies Consignia WWTP

17. Our Design Approach: GRASP For simulations that work • Guiding principle : Where and how to use simulations effectively • Responsibility : The learner takes control • Assessment : The right feedback, that drives the learning home • Subject : Which scenarios are right for the simulation • Process : Our plan for an effective design

18. Favourable paths: feedback & assessment Fidelity: to the principle, or the real world? Fix a boundary: design for limited levels GRASP: Guiding Principle Don’t confuse emulation for simulation • Qualifying criteria “A simulation should have input variables, assuming a state and interacting with each otheraccording to some predefined (logical or mathematical) rule to produce an outcome via a path.” TIS makes simulations for learning, not decision support Defining criteria…

19. GRASP : Responsibility • The learner assumes a certain role • Instructional design: scenarios, role-plays • Visual design: realistic environment to draw the user in • Model: mirrors everyday decision making • The learner takes control of the pace of learning • The learner takes control of his/her decisions • The learner makes decisions that determine the outcome • Feedback is based on the decisions and outcome • Consequences are linked to the learner’s actions, which reinforce the learning

20. GRASP: Assessment and Feedback • Provide multi-layer, modular feedback • Specific feedback on the decision taken by the learner • whether s/he was right or wrong • Why was the learner right / wrong • Theoretical underpinnings • The effect the learner’s decision has on the scenario • The effect of the learner’s decision on the overall performance rating of the learner • What the learner can do to get things back on track • Provide both encouragement/ reprimand • Which makes it real-life like

21. GRASP : Subject • We make sure that the situation and scenario is right • Simulations help in cases where the learner has to: • Apply concepts to real life • See immediate consequence of a specific action • Improve problem-solving and decision making skills • Practice relevant skills in multiple settings • Build high level of engagement and interactivity in the learning process, thereby increasing retention

22. GRASP : Subject Where are SimBLs most effective? Increase Awareness Provide Practice Maximize Understanding • Features • Focus on ‘Managing’ • situations with the knowledge • Adequate theory • Multiple scenarios needing • knowledge of concepts • Multiple paths • E.g.: Law Simulations for Managers • Features • Focus on ‘Practice’ • Provide scenarios in which • the learner can practice skills • Data rich • Minimal theory • E.g.: Working Capital Management / Stock Market simulations • Features • Focus on ‘Applying Concepts’ • Scenarios around the concept • Adequate reference • Detailed feedback • E.g.: Capital Budgeting / Motivation theory Simulations

23. GRASP : Process • We plan for a winning design • Design and production of the simulation • Adaptability - are tailored to individual or situational needs • Accessibility - can be delivered to multiple target locations • Reusability - can be incorporated into multiple applications • Interoperability – can be delivered on multiple platforms • Post-implementation: support, measure learning effectiveness

24. GRASP : Process- Measuring Effectiveness • Measure against a control group • Identify measurement parameters upfront • Decide on periodicity of measurement • Immediately: learner reactions • Week: effect on hard skills • Month / quarter: effect on soft skills & attitudes

25. The Tata Interactive Capability

26. We are the world’s first SEI CMM Level 5 and ISO 9001 certified e-learning simulations company.

27. Tata Interactive Systems www.tatainteractive.com • Established in 1991 • Part of TATA, India’s largest business group - Over 200 clients worldwide - Over 500 custom projects - Clients in the USA, UK and Asia - 80% repeat business - Over 350 developers - 99% on-time finish - 4.3% gain in productivity every quarter

28. Recent Achievements 1997-98 1998-99 2000-01 2001-02 • British Interactive Media Award: Unilever CHIP award: best animation - JOJO in Number Land Finalist Nomination: Milia • Best E-learning vendor: Consignia • Best Call Centre Training: ASI -AON • Best Online Learning Resource: Granada Learning • Best Educational SW, SIA-Codie awards: McGraw-Hill

29. Production: Resources and Skill Sets Resources • Two Level 5 development centers • High connectivity (T1) • 98% Server Uptime • Latest development machines and servers • Cross-platform and cross-technology skilled resources • Video and Audio conferencing facilities • Client Extranet • Tie-ups with Country’s top Design and Software Institutes Skills • Subject Matter Experts • Mathematical Modelers • Instructional Designers • Communication Designers & Animators • Copywriters and Editors • Software Engineers • System architects • Database designers • Certified web engineers (Sun, Microsoft, ATG) • Project Managers • Software Quality assurance managers

30. Features Available in a TIS Simulation • Help and graphic features • Blended solutions • ILT, web / CD based e-learning content • Math model, decision tree simulations • Single / multiplayer capability • Tracking and Book marking • Feedback, scoring and assessment • SCORM / AICC compliant • …. Etc

31. The TIS Value Proposition • Strong product idea : Using SimBLs for blended learning • Cutting-edge design : GRASP, for simulations that work • Efficient production : CMM level 5, ISO 9001 • Effective delivery : Web-based – small; but visually ‘Wow!’ • Committed support : Level-1 to Level-5 • Flexible business model : Pricing, alliances

32. Thank you Manoj Kutty Senior Vice President: N. America, Asia Pacific Tata Interactive Systems