Post on 22-Dec-2015
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TATA INTERACTIVE SYSTEMS
SimBLs™Turbo charge your e-Learning
TATA INTERACTIVE SYSTEMS
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
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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?
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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
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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
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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
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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.
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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
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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
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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
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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
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SimBLs™
Our Product Concept on Simulations
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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
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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
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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%
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Other Case Studies
ConsigniaWWTP
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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
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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
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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
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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
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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
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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
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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
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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
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The Tata Interactive Capability
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We are the world’s first SEI CMM Level 5 and ISO 9001
certified e-learning simulations company.
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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
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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
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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
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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
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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
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Thank you
Manoj KuttySenior Vice President: N. America, Asia Pacific
Tata Interactive Systems