Simulations in learning

It’s a powerful thing to create simulations for learning: but not something to be taken on lightly. Whilst there are many ways they can add great value, they are not a panacea. Designed well, they can reflect reality: they can provide a space for rehearsal and experimentation. They can trigger habitual responses and allow us to explore mechanisms to modify these.

But they can be abstract: fun, but not effective. Like games for learning: they may get engagement, but not deliver a quantifiable change. They need context, need to be related back to our everyday reality. We need to help draw the meaning out.

And they need authenticity: too extreme, to unbelievable, and they become entertainment or abstract.

I’m working with a group all this week who specialise in simulations for learning. An exciting chance to reflect on this further.