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Jumping into the Deep End: Using Immersive Simulations to Promote Critical Thinking

Jumping into the Deep End: Using Immersive Simulations to Promote Critical Thinking. Lynn Grinnell, Sustainability Management Professor, College of Business Karen Fritch, Instructional Design Technologist. Agenda. Theoretical Background Issues with realistic online practice Simulations

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Jumping into the Deep End: Using Immersive Simulations to Promote Critical Thinking

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  1. Jumping into the Deep End: Using Immersive Simulations to Promote Critical Thinking Lynn Grinnell, Sustainability Management Professor, College of Business Karen Fritch, Instructional Design Technologist

  2. Agenda • Theoretical Background • Issues with realistic online practice • Simulations • Curriculum • Sustainable Business Strategies • Sustainable Budget Management: Triple Bottom Line • Second Life • Tour: Shopping/business center, warehouse, presentations • Student reactions • Critical thinking

  3. Issues with realistic online practice • Teamwork • Challenges • Practice

  4. Theoretical Background: Simulations • Educational aspects • Drama increases attention • Retention fostered by practice • Active learning • Scaffolded practice increases transfer • Engagement elements • Thematic • Balanced challenge • Relevant linkages to reality • Choices of action • Direct manipulation • Feedback • Affect

  5. Overall Project • Two course-project • MAN 4781 Sustainable Business Strategies • Plan a sustainable business • MAN 4783Sustainable Budget Management • Budget and develop measures for same business Take both in one semester • Weekly assignments • Balance of traditional and sustainable tools • Individual submissions and team submissions • Synchronous meetings in WebEx and Second Life

  6. 1st course:Developing Sustainable Businesses • Green team • Team of people passionate/interested in this business and sustainability • Review of sustainable business planning • Vision and mission • Organizational structure and HR • Internal and external environmental scans • Marketing/communication/training plans • Products/services • Processes • Strategic and sustainability planning

  7. 2nd Course:Implementing Sustainable Businesses • Budgeting • Income statement • Cash flow statement • Break-even analysis • Risk Management • Life Cycle Cost • Willingness-to-pay • Cost-benefit analysis • Design • Purchasing decisions • Store/business Layout • Eco-map • Reporting

  8. Simulation in Second Life ™ • Purpose • Increased fidelity of simulation experience • Better team experience • Skills in cutting-edge technology • Provide evidence for portfolio/resume

  9. Second Life • 1stcourse: Navigate in Second Life • 2ndcourse: “Build" business in Eco-Village

  10. Second Life Activities for 1st course • Second half • Training • Presentation to community • First half • Set up account • Create avatar

  11. Second Life Activities in 2nd course • Design business layout • Buy fixtures, equipment • Furnish business • Presentation to the community • Tour of the business

  12. Business Plan Implementation in 2nd Life

  13. Tours and Training in 2nd Life Students new to 2nd Life Week 1: Wednesday and Thursday at 9:00 pm All students (times/dates to be published) Week 2: Loading presentations Week 4: Tours of Warehouse/Training on moving items • Meet in 2ndLife at the entrance to Eco-Village

  14. To join Second Life, go to http://secondlife.com/ - Joining is free To get to Eco-Village:http://slurl.com/secondlife/MCCAVLC%20Island/63/149/25 Karen Fritch The Second life experience

  15. Instruction in Second Life • Process for instructional development • Coordination with SME • Tutorials • Demonstrations • Tour: • Shopping/business center • Warehouse • Presentations • Money

  16. Student reactions

  17. Critical Thinking CRITICAL THINKING is the active and systematic process of • Communication • Analysis • Synthesis • Problem-solving • Evaluation • Reflection both individually and in communityto • Foster understanding • Support sound decision-making and • Guide action

  18. Enhancing Critical Thinking through Virtual Worlds • Team interaction • Communicating through 3-D graphics • Visualizing plans • Analyzing • Synthesizing • Solving problems • Evaluating • Creating community

  19. Lessons Learned • Learning curve • Technology requirements • Support

  20. How can you do this?

  21. References • Quinn, C. (2005). Engaging learning: Designing e-learning simulation games. San Francisco, CA: Pfeiffer. • Aldrich, C. (2009). Learning online with games, simulations, and virtual worlds: Strategies for online instruction. San Francisco, CA: Jossey-Bass. • Aldrich, C. (2005). Learning by doing: A comprehensive guide to simulations, computer games, and pedagogy in e-Learning and other educational experiences. San Francisco, CA: Pfeiffer. • Haskell, R. (2001). Transfer of learning: Cognition, instruction, and reasoning. San Diego, CA: Academic Press

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