SimBLs™ Turbo charge your e-Learning

TATA INTERACTIVE SYSTEMS

SimBLs™Turbo charge your e-Learning


What is a Simulation?

Definitions of Simulations

The creation of an artificial world that approximates the real oneA mathematical or algorithmic model, combined with a set of initial conditions, that allows prediction and visualization as time unfoldsA simulation proceeds in a non-linear manner to an outcome determined dynamically

Characteristics of Simulations

Governed to some degree by computer softwareHave a degree of fidelity (realism) that enhances learner attention and motivationProvide a high degree of interactivity and learner controlProceed in a non-linear manner to an outcome determined dynamically


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

What is a Simulation?


Why Simulation?

• A simulation is a construct that offers a more comprehensive learning experience by providing –

Uncertainty Unpredictability A continuum of options to select Instant feedback for learners’ actions Instant view of learners’ actions Influences of the external environment An opportunity to review decisions, and alter them High levels of interactivity An opportunity to practice skills An practical view of the conceptual learning High level of engagement, allowing learners to replay it many

times


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


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


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.



• 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



• 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


Types of e-Learning Simulations

Learning about something (knowledge based)

1. Physical Object / Environment Simulations

2. Process Simulations

Learning to do something (performance based)

3. Procedural Simulations4. Situational 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 simulationsBusiness simulationsTechnical simulationsVirtual worlds


Comparison with other interactive formats

Parameters Exercises Case Studies SimBLs

Provides Uncertainty No No Yes

Provides Unpredictability No No Yes

Unlimited range of choices No No Yes

Instant feedback Yes Yes Yes

Instant result No No Yes

Influences of the external env No No Yes

Opportunity to explore No No Yes

Level of interactivity Low to Medium Very Low to Low High to Very High

Opportunity to review, alter decisions

None None Many

Opportunity to practice skills None None Many

Motivation to replay Low Low High


SimBLs™

Our Product Concept on Simulations


SimBLs - Simulation Based Learning-Objects

• 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


We Use SimBLs Differently

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


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

Instruction efficiency 30%

Level of learning of the students 35%

Relevant discussion taking place 40%


Other Case Studies

ConsigniaWWTP


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


Don’t confuse emulation for simulation

• Qualifying criteria

“A simulation should have input variables, assuming a state and

interacting with each other according to some predefined

(logical or mathematical) rule to produce an outcome via a

path.”

TIS makes simulations for learning, not decision support

Defining criteria…

Favourable paths: feedback & assessment

Fidelity: to the principle, or the real world?

Fix a boundary: design for limited levels

GRASP: Guiding Principle


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


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


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


GRASP : Subject

Where are SimBLs most effective?

Increase Awareness

ProvidePractice

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


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


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


The Tata Interactive Capability


We are the world’s first SEI CMM Level 5 and ISO 9001

certified e-learning simulations company.


Tata Interactive Systems

www.tatainteractive.com

• Established in 1991

• Part of TATA, India’s largest business group

www.tatainteractive.com

• Established in 1991

• Part of TATA, India’s largest business group

- Over 350 developers

- 99% on-time finish

- 4.3% gain in productivity

every quarter

- Over 350 developers

- 99% on-time finish

- 4.3% gain in productivity

every quarter

- Over 200 clients worldwide

- Over 500 custom projects

- Clients in the USA, UK and Asia

- 80% repeat business

- Over 200 clients worldwide

- Over 500 custom projects

- Clients in the USA, UK and Asia

- 80% repeat business


Recent Achievements

1997-98 1998-99 2000-01

British Interactive Media Award: UnileverFinalist Nomination: Milia

CHIP award: best animation - JOJO in Number Land

Best E-learning vendor: Consignia

2001-02

Best Call Centre Training: ASI -AONBest Online Learning Resource: Granada Learning Best Educational SW, SIA-Codie awards: McGraw-Hill


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


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


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


Thank you

Manoj KuttySenior Vice President: N. America, Asia Pacific

Tata Interactive Systems

Documents

SimBLs™ Turbo charge your e-Learning