Steven J. McGahan &
Dr. Christina M. Jackson, APR
Innovation in Pedagogy and Technology Symposium
May 10, 2016 – Lincoln, NE
We are not affiliated with any of the companies featured in this
presentation in any way. This is not a sales demonstration. Our only
association with these companies is as a customer and a user.
Steven McGahan
No Disclosures
No Conflicts of Interest
Christina Jackson
No Disclosures
No Conflicts of Interest
How many here use simulations or interactive
activities to engage learners?
What are you using?
 Imitation of real-life events,
scenarios, situations, etc.
 Types of simulations
 Virtual
 Constructive
 Live
 Allows students to interact with the
content/other participants
 Provides a generally consequence
free system to increase skills or
knowledge
 Hands-on learning experiences
 Easily synthesize content
 Create deeper meaning
 Safe/consequence-proof
environment
Gagne’s Nine Levels of Learning
 Start with meaningful
learning objectives
 Learning objects
should be tangible and
assessable
 Technology is a just
another delivery
mechanism
 Still about the learners
and their learning
 Must be able to carry the concept
through to the end
 i.e. a game may be a great idea, but
do you have the concept
 Plan out what you want your learners to do
 What do your want your students to do (X)
 When do you want them to do X
 How will you get them to do X
 Gamification = fun = learning
 Game Theory
 Difficult, but not too difficult
 Every game is a role playing game
 It is up to the player to make that decision
 Lusory attitude
 Scenarios and case studies are the simplest form
 Engagement with realistic situations creates
learning opportunities
 The most important part is meaningful outcomes
 Good visual content is helpful, but the story lines
make simulation activities much more engaging
 Feedback
 Is critical to the process of simulation
activities
 Without feedback the activity is neither fun
nor educational
 Assessment
 Is not a critical component of a well
designed simulation activity
 Rewards
 Should be used to facilitate continued
participation in the activity
 Review and revision
 Feedback is a necessary part of the
process regardless of the type of
simulation or method of delivery
 The focus should be on both
formative and summative feedback
models
 Feedback can be a function of
assessment or as it’s own system
 May be tangible, intangible, or
fungible
 Monetary costs
 Time investment
 Talent
 Level 1 – Free
 Level 2 – Low-cost
 Level 3 – Mid-cost
 Level 4 – High-cost
 Level 5 – Custom
 Simple creation of scenarios and
simulations using free software
 No monetary outlay, but
 Usually a larger outlay of time
 Selected Options
 Google Docs
 Quizlets
 Google Cardboard
 Simulation in Facebook
 Interactive scenario development
 Case studies
 Simple creation of simulations using
inexpensive software
 Minor to small monetary outlay
 Usually a smaller outlay of time
 Selected Options
 Word
 Google Cardboard Apps
 LMS Systems
 Powerpoint
 Branching
 Linked materials
 More features
 Medial outlay of time
 Selected Options
 Camtasia
 Captivate
 VoiceThread
 OTS Simulations
 http://3rdworldfarmer.com/
 http://www.redistrictinggame.org/ga
me/launchgame.php
 Licensing/professional tools
 Larger outlay of time and some training
 Larger outlay of money
 Virtual reality app development
 Off-the-shelf software
 DIY hardware/software
 App development
 Virtual reality
 Augmented reality
 OTS/DIY hardware and software
 Usually large capital expense
 Large training curve
 Capital expenditures
 Resource allocation
 Time investment
 Talent needed
Christina M. Jackson, Ed.D., APR
Steven McGahan, M.S.Ed.
Simulation & Clinical Skills Specialist
Assistant Director/ Instructional
Designer
UNMC
308.865.1146
[email protected]
UNK eCampus
308.865.8341
[email protected]