jumping into the deep end: using immersive simulations to promote critical thinking lynn grinnell,...

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

• Curriculum– Sustainable Business Strategies– Sustainable Budget Management: Triple Bottom Line

• Second Life– Tour: Shopping/business center, warehouse,

presentations

– Student reactions

• Critical thinking

Issues with realistic online practice

• Teamwork– Challenges

• Practice

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

Overall Project

• Two course-project

– MAN 4781 Sustainable Business Strategies • Plan a sustainable business

– MAN 4783 Sustainable 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

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

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

Simulation in Second Life ™

• Purpose – Increased fidelity of simulation experience

– Better team experience

– Skills in cutting-edge technology

– Provide evidence for portfolio/resume

Second Life

• 1st course:

Navigate in Second Life 

• 2nd course:

“Build" business in Eco-Village

Second Life Activities for 1st course

First half Set up account

Create avatar

Second half Training

Presentation to community

Second Life Activities in 2nd course

• Design business layout

• Buy fixtures, equipment

• Furnish business

• Presentation to the community

• Tour of the business

Business Plan Implementation in 2nd Life

Timeline Activities in 2nd Life

Week 1 Set up synchronous meeting times

Week 2 Tour business location/discuss budget

Week 3 Design layout (not in 2nd Life)

Week 4 Tour warehouse/discuss budget

Week 5 Furnish business/create sign

Week 6 Create notes for green products/services

Week 7 Work on presentation and tour

Week 8 Community meetings and business tours

Tours and Training in 2nd Life

Students new to 2nd LifeWeek 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

O Meet in 2nd Life at the entrance to Eco-Village

THE SECOND LIFE EXPERIENCEKaren Fritch

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

Instruction in Second Life

• Process for instructional development– Coordination with SME– Tutorials– Demonstrations

• Tour: – Shopping/business center– Warehouse– Presentations

• Money

STUDENT REACTIONS

Critical Thinking

CRITICAL THINKING is the active and systematic process of

• Communication • Analysis • Synthesis • Problem-solving • Evaluation • Reflection

both individually and in community to

• Foster understanding • Support sound decision-making and • Guide action

Enhancing Critical Thinking through Virtual Worlds

• Team interaction

• Communicating through 3-D graphics

• Visualizing plans– Analyzing– Synthesizing– Solving problems– Evaluating

• Creating community

Lessons Learned

• Learning curve• Technology requirements• Support

HOW CAN YOU DO THIS?

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