What is a Simulation?<\/h2>\n\n\n![\"\"](\"https:\/\/blogs.ubc.ca\/sauderteachingplaybook\/files\/2021\/08\/Group-Work-Henry-Angus.jpg\")
<\/figure>\n<\/div>\n\n\n\n\nSimulations are games, role-plays, or other activities that serve as metaphors for real-world problems or situations, and require students to respond to simulated events in real time. <\/p>\n\n\n\n
(Case studies are based on actual events that occurred previously and do not involve “in the moment” decision making. More information about case-based teaching is available by following this link.)<\/a><\/p>\n<\/div>\n<\/div>\n\n\n\n The aim of a simulation is to encourage students to consider the wide-ranging and long-lasting impacts business decisions can make. As opposed to seeking a “correct” answer or a high score, a simulation should provoke reflection on the student’s critical thinking process. <\/p>\n<\/div><\/div>\n\n\n\n
Factors to Consider<\/h2>\n\n\nSimulations occur in a specified time-frame as students are asked to respond to simulated events. Many simulations include a competitive element; individuals or teams of students are all competing in the simulated marketplace. <\/p>\n\n\n\n
Comprehensive simulations, even computer-based ones, often require a lot of planning of physical resources (such as meeting spaces, whiteboards, displays, etc.) Careful consideration must also be made towards honesty\/collusion within the simulation. <\/p>\n<\/div>\n<\/div>\n<\/div><\/div>\n\n\n\n
Choosing a Simulation<\/h2>\nMany simulations use technology as part of delivery, though this is not always necessary; negotiation exercises for example often involve no technology at all beyond a piece of paper. <\/p>\n\n\n\n
A variety of simulations across disciplines are available through Harvard Business Publishing, as well as a variety of other vendors.<\/p>\n\n\n\n
If you are interested in using simulations in your class, please contact Sauder Learning Services Learning Designer at help@sauder.ubc.ca<\/a> for s consultation.<\/p>\n<\/div><\/div>\n\n\n\nEffectively Assessing Simulations<\/h2>\nIt is important for instructors to know how to facilitate simulations so that students do not simply aim for the highest score, but reflect on the decision making process and the consequences. Debriefing (either with individuals and\/or teams, and the entire class) is crucial to the learning process. <\/p>\n\n\n\n
Many simulations involve students or teams of students competing against each other. In these cases it is important to balance grading so that students take the competition seriously, but not so seriously that they focus exclusively on the final score\/rank. <\/p>\n<\/div><\/div>\n\n\n\n
<\/figure>\n<\/div>\n\n\n\nSimulations are games, role-plays, or other activities that serve as metaphors for real-world problems or situations, and require students to respond to simulated events in real time. <\/p>\n\n\n\n
(Case studies are based on actual events that occurred previously and do not involve “in the moment” decision making. More information about case-based teaching is available by following this link.)<\/a><\/p>\n<\/div>\n<\/div>\n\n\n\n The aim of a simulation is to encourage students to consider the wide-ranging and long-lasting impacts business decisions can make. As opposed to seeking a “correct” answer or a high score, a simulation should provoke reflection on the student’s critical thinking process. <\/p>\n<\/div><\/div>\n\n\n\n Simulations occur in a specified time-frame as students are asked to respond to simulated events. Many simulations include a competitive element; individuals or teams of students are all competing in the simulated marketplace. <\/p>\n\n\n\n Comprehensive simulations, even computer-based ones, often require a lot of planning of physical resources (such as meeting spaces, whiteboards, displays, etc.) Careful consideration must also be made towards honesty\/collusion within the simulation. <\/p>\n<\/div>\n<\/div>\n<\/div><\/div>\n\n\n\n Many simulations use technology as part of delivery, though this is not always necessary; negotiation exercises for example often involve no technology at all beyond a piece of paper. <\/p>\n\n\n\n A variety of simulations across disciplines are available through Harvard Business Publishing, as well as a variety of other vendors.<\/p>\n\n\n\n If you are interested in using simulations in your class, please contact Sauder Learning Services Learning Designer at help@sauder.ubc.ca<\/a> for s consultation.<\/p>\n<\/div><\/div>\n\n\n\n It is important for instructors to know how to facilitate simulations so that students do not simply aim for the highest score, but reflect on the decision making process and the consequences. Debriefing (either with individuals and\/or teams, and the entire class) is crucial to the learning process. <\/p>\n\n\n\n Many simulations involve students or teams of students competing against each other. In these cases it is important to balance grading so that students take the competition seriously, but not so seriously that they focus exclusively on the final score\/rank. <\/p>\n<\/div><\/div>\n\n\n\nFactors to Consider<\/h2>
Choosing a Simulation<\/h2>
Effectively Assessing Simulations<\/h2>