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
•
Engagement elements
– Drama increases
attention
– Thematic
– Retention fostered by
practice
– Relevant linkages to
reality
– Active learning
– Choices of action
– Scaffolded practice
increases transfer
– Direct manipulation
– Balanced challenge
– 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
 Second half

Set up account
 Training

Create avatar
 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 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
O Meet in 2nd Life at the entrance to Eco-Village
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
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
•
•
•
•
•
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Communication
Analysis
Synthesis
Problem-solving
Evaluation
Reflection
both individually and in community to
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Foster understanding
Support sound decision-making and
Guide action
Enhancing Critical Thinking
through Virtual Worlds
•
Team interaction
•
Communicating through
3-D graphics
•
Visualizing plans
–
–
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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