After much involved work with my mainframe computer, which struggled with the overly complicated logic of the voting system, I am very happy to announce that the winner of the Best Presentation Award, as chosen by the participants, was Ying Kei Tse. A specially designed award is on its way to the University of Nottingham as we speak.
Congratulations!
Wednesday 21 July 2010
Monday 19 July 2010
Resli Costabell - More Information on Topic Tasters
RESLI COSTABELL – TOPIC TASTER
- Presentation Skills - From The Woman Who Trained Disney
- Assertion Without Bulldozing
- Dealing With “Difficult” People
- Give That Presentation Punch And Power – Bespoke Session For A Person Or Team Wanting To Focus On One Particular Presentation
- High Impact Face-To-Face Communication
- Influencing With Integrity
- Resolving Conflicts (2 Days)
- Group Dynamics – An Experiential Session
- You’re Making An Impact So You’d Better Know What It Is (1/2 day session for teams of up to 12 people)
Leadership and Management
- Be The Jimi Hendrix Of Giving Feedback
- Creating And Maintaining High Performing Teams
- Emotional Intelligence – Tools For Managers
- Managing Change
- Manager Into Leader – Making The Transition (1/2 day)
- Managing People Who Are Under Pressure (1/2 day)
- Performance Management
- Running Meetings That Get Results
- What’s Coaching And What’s In It For Me?
Business Effectiveness
- Creativity & Innovation – Tools That Work At Work
- “Houston, We Have A Solution”: Problem-Solving And Solution-Finding
- Networking That Works
- Surfing The Sea Of Work - Time Management
- The Influencer’s Guide To Negotiation
Self-Management/ Personal Development
- Coping With Redundancy
- Credibility, Confidence And Charisma
- Job Finding Secrets They Don’t Tell You At The Job Centre
- Staying Calm, Cool And Collected In A Pressurised Environment
Resli Costabell - More Information on Keynotes
RESLI COSTABELL – the keynotes
- Motivating & Influencing – Secrets From Insiders
- Credibility, Confidence And Charisma
- Work Life Balance For People Who Don’t Have Time For Work Life Balance
- Find Your Inner Thelma And Louise – But Without The Nasty Cliff Scene At The End
- How to Stay Calm, Cool and Collected in Stressful Situations
- Riding the Hurricane: How to be a Legend In Your Own Crunchtime
- Feeding the flame: the care and feeding of your inner spirit
- Networking Skills That Work At Work
- The 60 Second Coach
About Resli’s Keynotes
- People will have fun AND will act differently as a result of having participated.
- Even with the largest of groups, the keynotes have interaction – not PowerPoint slides.
- These keynotes have proven effective and enjoyable with a diverse variety of groups, including senior managers, IT technicians, students, National Health Service staff, HR professionals business owners, factory workers, entrepreneurs, educators, project teams and volunteers.
- They have also proven effective and enjoyable in cultural contexts as varied as the United Kingdom, Switzerland, Botswana, The Czech Republic, Malawi, Luxembourg, and Mauritius.
Presentation - Ying Kei Tse & Kim Tan
A development of web-based lean management game: a PnP approach
Ying Kei Tse, Kim Hua Tan
Nottingham University Business School
Abstract
Web-based game learning has become an instructional option in classroom teaching in recent years due to its support of deeper understanding of material, learning motivation, and students ought to be engaged with what they are doing. Recent lean game development studies have mostly focused on the board/table-top games. There are limited interactive web-based simulation games for classroom teaching in operations management, especially within the lean management area.
This research aims to construct a web interactive learning environment, which encourage students to draw connections between their practical and theoretical learning. It will involve the design and piloting of a web-based interactive problem-based learning game for classroom teaching. The proposed lean management game will be used to illustrate the differences between Western and Japanese (Lean concept) approaches toward production and operations management. The group-based activity will contribute to better understanding of the lean concept, and will also aim at developing transferable skills, such as teamwork, leadership, and decision making skills.
Presentation -Peter Marzec & Kim Tan
Incorporating Virtual Learning in Operations Management via Second Life:
Evaluation and Learning
Dr Kim Tan
Associate Professor in Operations Management
Nottingham University Business School
Peter Marzec
Research Assistant
Nottingham University Business School
Abstract
The adoption of Second Life as a pedagogical tool for Operations Management teaching at the Nottingham University Business Schools is novel solution to two key issues. First, it reacts to the notion that "nothing will protect the business school from being swept into the current of technologically driven change" ( Piccoli et al., 2001; p402) with the proactive adoption of a new technology. Secondly, the necessity for students to experience production and operations management principles first hand to gain insight beyond what lectures can provide (Ammar and Wright, 1998). This study further acknowledges that: a) learning and teaching research in the context of virtual worlds is still in its infancy (Chen et al., 2005); b) what the realities are of using Second Life as a teaching tool (Brown, 2009) ; and c) the little is known about the effectiveness of such environments compared to traditional classroom education (Piccoli et al., 2001).
As a reaction to the first acknowledgement, the study first identifies the challenges facing the teaching of Operations Management and contextualises the use of virtual worlds in teaching by emphasising the difficulties in matching student learning styles with the teaching of Operations Management. From the second acknowledgement, the study subsequently details a number of issues concerning the development and implementation of such a project. The study then concludes with a discussion on evaluating the effectiveness of such a pedagogical tool in teaching to address the third and final acknowledgement.
The project itself involves the construction of a virtual manufacturing plant in Second Life which allows students to learn various Operations Management concepts and to replicate the experience of visiting a ‘real-life’ factory floor with machinery, product flows, inventories, warehouse(s) etc. The initial scope of the project is to facilitate the teaching of the Lean Manufacturing and Facility Design concepts to Undergraduates and Masters Students at the Nottingham University Business School. In the virtual plant, students assume certain roles (operators, engineers, managers) to manage the plant and experience the difference between Lean and traditional manufacturing and the effect of plant layout on performance.
Presentation - Shova Thapa
Learning through role-playing games in business and management
Shova Thapa,
SPRU, BMEc,
University of Sussex
Abstract
Teaching and learning in business and management lies in the middle line of education for business and education about business. The for and about argument balances different views of management as a set of competences and as a practice. This implies that together with the understanding of concepts in business and management, the education will allow the students to develop range of skills that are necessary for their employment. Going further, the diverse range of students and large influx of international students travelling to the UK for higher education, has challenged the teaching and learning environment. This challenge is also with regard to meeting the diverse needs of different groups of people. Different techniques are in place to support undergraduate learning such as tutorials, seminars and small group-learning facilitating different types of learning styles. Similarly, case studies, group exercises and simulations are widely used to supplement the learning process. As education about business views management as a practice together with theory learning it is also important to have experimental learning, where students could experience the interactions process happening in the business world. Role-play games has become increasingly popular in the past few decades in the teaching environment. However, their usage has been limited to few subjects.
The aim of this paper is to highlight the impact of role-playing games in learning business and management studies at undergraduate level. A role-playing game was played with first year business and management students undertaking organisational behaviour module. At the end of the game a one page questionnaire was given out to evaluate the impact of the game in understanding the concepts taught in the lecture. 104 students filled in the questionnaire which was open and students were asked to give their comments on the role-play activity. Out of the total, 86% of the surveyed students claimed that the role-play was a fun and interesting way of learning. 11% suggested that it was different from their usual seminars and a very good change. 95% of the respondents stressed that acting the roles and becoming a part of the activity helped them to understand the concepts that were taught during the lecture. 64% suggested that involvement in the role-play helped them in the deeper understanding of the concepts. 16% said that they became aware of how people behave in different settings and how their behaviour affects team work and decision-making. 62% observed that the role-play activity was useful in understanding and experiencing the practical applications of the concepts. When asked about the parts of exercise they enjoyed most, 45% stressed that they liked the discussion part where they had to plan, brainstorm the ideas and come up with ideas. 24% suggested that they liked the role-play part as they could see how their behaviour affected the group dynamics and they could think how it could affect group work in organisations. 90% of the respondents claimed that these type of games should definitely be used again in other courses as it makes them feel involved in the process and learn at the same time. In comparison to the case study analysis, 73% suggested that role-play activity was more useful than case study where they just read a case and answer questions. However, 24% also found that role-play activity was less theoretical than case studies. When asked about what they did not like about the game, 83% stressed that it was a time-consuming and lengthy process. The results showed that role-play activity helped in the better understanding of concepts both theoretically and practically and it has lots of advantages in teaching business and management. However, to make teaching and learning more effective seminars, should be combined with other interactive exercises. Combining different ways of teaching will also help to meet the requirements of diverse students and their learning styles.
Presentation - Gergely Polner
Gergely will post more information on his presentation "Simulations to teach about the European Union" shortly.
Presentation - Ellen Levitan
'Higher Education Administrators' Perceptions of the Use of Simulation Games for Adult Learners’
Ellen P. Levitan, EdD
Single Student Assignments Specialist
Residential and Student Service Programs University of California, Berkeley
Abstract
Many university administrators are unaware of the increasing use of computer technologies for educating employees. This study explored higher education administrators’ perceptions of computer technology for university administrator learning. A treatment group of UC Berkeley administrative employees was assigned to use an online simulation; a control group was not. Perceptions in both were assessed with three survey instruments: COLLES, WEBLEI, and TAM. Mean scores of the treatment and control groups were compared with a t-test; no significant differences were found except in two WEBLEI item-level questions. Future research should include formal interviews, consistency in testing locations, use of a testing moderator, and a larger sample size encompassing a greater geographical range and various types of higher education institutions.
Workshop - Carolyn Shaw
Designing and Using Simulations in the Classroom
Dr. Carolyn Shaw, Wichita State University, USA
carolyn.shaw@wichita.edu
Overview:
This workshop is targeted for teachers at all levels who are interested in a hands-on experience to learn how to design their own simulations / role-play scenarios for the classroom. The material is designed to accommodate those who have never used simulations before as well as those who are veterans of active learning. The workshop facilitator will introduce the core elements necessary for a successful simulation, encourage a dialogue about some of the design parameters that instructors must consider, and conclude by helping participants create a customized simulation for their own use. Participants will receive a packet of resource materials for their own future use.
Justification:
The use of active learning methods is rapidly increasing across disciplines. One method that is particularly popular is the use of role-playing and there are a growing number of "off the shelf" scenarios available for instructors to use in the classroom. Despite the growing number of published simulations, there is still a need for customized simulations that meet the specific learning objectives of instructors. The task of designing your own simulation, however, can be quite daunting even for those who regularly make use of them in the classroom. There are a variety of issues to consider in order to make your simulation a maximally effective teaching tool. Even when you know what issues to consider, it can be difficult to reach a decision on the design without discussing options with colleagues. This workshop is designed to help instructors consider design issues, and benefit from an exchange of ideas with others.
Precedent:
The content in this workshop has been presented in several conferences in the US and abroad. Attendees from the 2006 workshop have recently published an article on the simulation that they created during their participation in the workshop.
Content and Structure:
This workshop has been conducted in the past in 1 ½ hours, and in a half-day format. I am open to accommodating whatever format fits in the conference schedule, but the half-day format allows participants to complete more of their custom design together than they can in a shorter period. The workshop format is ideal for between 6 – 16 participants.
I. Introduction / Overview
• Structure of workshop / overview of resource packet
II. Getting Started
• Selecting a topic
• Establishing Learning Objectives
• Determining the duration of the simulation
III. Designing the Exercise
• Considering group interactions - promoting cooperation and collaboration
• Preparing background information
• Preparing role specific instructions
• Establishing a timeline / simulation phases
• Considering pre-simulation student preparations (reading / writing)
IV. Running the Simulation
• Assigning student roles
• Special room requirements
• Instructor's role during simulation
• Providing a crisis update
V. Debriefing and Learning Assessment
• Student or instructor led?
• Grading
• Written work / Quiz
VI. Q & A
VII. Small Group Work
• Break into smaller working groups (3-4 people) with those who have similar topical interests based on target classes;
• Custom design a simulation for your own classroom
VIII. Conclusion
• Report out from the working groups on the simulation designs
Background of the Facilitator:
Carolyn Shaw is Associate Professor and Chair of the Political Science Department at Wichita State University. She has been a member of the Active Learning in International Affairs section (ALIAS) of the International Studies Association for eight years and has served as the Vice President (2005-6) and President (2006-7) for the section. She is also involved with the Political Science Education section of American Political Science Association (APSA). She has led workshops at International Studies Association Midwest (ISA–MW), American Political Science Association (APSA), International Studies Association (ISA), and British International Studies Association (BISA) on various aspects of active learning. Carolyn has published articles on role play exercises in International Studies Perspectives and the Journal of Political Science Education. Her most recent publication is on a collaborative teaching endeavour with Carleton University in Canada. In 2007 she was awarded the Excellence in Teaching Award by the WSU Board of Trustees. She will serve as a Fulbright Scholar to Marie Curie Sklodowskiej University in Lublin, Poland in 2011.
Friday 16 July 2010
Our Keynotes - Resli Costabell
RESLI COSTABELL, LAPHP
Resli Costabell is an award-winning international speaker, trainer and coach. Her coaching has been featured or quoted in The Times, in The Independent, and The Gulf Today. She has appeared on the radio from the BBC to Botswana. Resli has designed and run hundreds of conference presentations, training courses, and coaching sessions for people who want to be more effective and feel more fulfilled. She is based in London, working for clients on 5 continents.
Resli teaches presentation skills to Disney. Other corporate clients include Procter & Gamble, Barclays Bank, EDF Energy, IBM, Ford Motor Company, WHSmith News, Caterpillar, Panasonic, Shell and Managing Directors of SMEs. In the not-for-profit sector, Resli has worked with The British Council, The Audit Commission, Samaritans, homeless women with mental health problems, and Category B prison inmates. She also works with individuals, such as a best-selling author and a senior civil servant.
Among Resli’s qualifications are a 4-year magna cum laude honours degree, during which she studied psychology, and a 2-year certificate for studies in mental health. Her published scientific research was presented at the 23rd International Conference of Psychology. Resli is an accredited practitioner of NLP (NeuroLinguistic Programming), specialising in Emotional Intelligence, and holds LAPHP board certification.
Organisations say that Resli gets real results and leaves people feeling valued and energised. Individuals say that at Resli’s sessions, you stretch your brain, learn a lot, and have a great time. Her grandmother says that Resli should stand up straighter.
Comments From Clients:
‘Rarely have I seen such fun, energy and learning in a group… You have the ability to ask the “stop you in your tracks” kind of question that leads to genuine new insights. You ask the question with warmth, humour and a degree of supportive challenge’
- Jim McLaughlin, Managing Director, Optima Performance Development
‘Probably the best praise I can give for this Resli person, apart from the fact that I just enjoy interacting with her, is that she produces a result.’
- George Hosking, Economist and International Business Strategy Consultant
‘It was so fun that it didn’t even feel like learning. I remember more from her workshop last year than from the other geezer’s last week.’ - Phil G., prison inmate
‘Resli didn’t just bring out the best in me - she brought out great things that I had no idea were inside me. I am doing things that I never thought I’d be able to do, and it feels great.’ – D. Carter, IT Consultant
‘Your presentation was all that a speech should be, informative and moving. Bravo!’
- Professor Gervais Reed, Lawrence University
Telephone Resli Costabell on +44 (0)20 7231 0158 or +44 (0)7050 038 223
Email Resli@Costabell.com. © Resli Costabell 2005.
Our Keynotes - Jeremy Hall
40 simulating years – a personal journey.
Jeremy J. S. B. Hall, Churchill Fellow, FRSA
This presentation explores forty years spent designing and running computerised business simulations for management development and business training in companies around the world. It explores in an interactive, challenging and anecdotal manner the colossal changes in computers. But, with simulations dating to the 1970s still in use, suggests that there have been minimal changes in business learning needs. It divides the forty years in to four decades
1. The Beginning – The Time-Sharing Years (The Seventies: 1970 - 1979)
2. Early Microcomputers (The Eighties: 1980 – 1989)
3. Consolidation & Reflection (The Nineties: 1990 – 1999)
4. Usability & Recognition (The Noughties: 2000 - 2009)
Over the last forty years Jeremy has developed some 65 business simulations covering virtually all areas of business and industries. Besides this he has run simulations with companies around the world more than two thousand times. This means that he is perhaps the most experienced and prolific designer and user of business simulations anywhere.
Not only does Jeremy earn his living providing simulations but also he is passionate about improving the design and use of simulations for learning. A passion that has led to several research awards (including best paper awards, a National Training award and a Winston Churchill fellowship), awards for innovation and the World of Learning award for his “Outstanding Contribution to the Training Industry”. He has been a SAGSET member for many years and is currently Treasurer.
Jeremy Hall (jeremyhall@simulations.co.uk)
Final Programme
Here's the final programme for the conference
Monday 19th July 2010
Tuesday 20th July 2010
• 0900-1000 Opening Keynote, Resli Costabell and Welcome by organisers.
• 1000-1030 Coffee/Tea
• 1300-1400 Lunch
• 1815-1900 Free time
• 1900 onwards Conference dinner (The Boatman Millbrook, GU13XJ), including best presentation award.
Wednesday 21st July 2010
“Looking Forward, Looking Back: The Future and the Roots of Simulations and Gaming in Education and Training” SAGSET 40th Annual Conference
July 20th, 2010
University of Surrey, Guildford, Surrey, UK
Location: 01AC02, AC Building, first floor
• 1900 onwards Drinks reception (White House pub, bottom of the High Street, GU2 4AJ). Delegates to organise their own dinner.
• 1030-1130 Keynote speaker: “Simulations and Gaming; a Retrospective”, Jeremy Hall
• 1130-1300 Workshop: Carolyn Shaw (Wichita State) Designing and Using Simulations in the Classroom
• 1300-1400 Lunch
• 1400-1530 Panel session: Simulations beyond the classroom:
- Ellen Levitan (Berkeley) Education Administrators' Perceptions of the Use of Simulation Games for Adult Learners
- Gergely Polner (European Parliament) Simulations to teach about the European Union
- Shova Thapa (Sussex) Learning through role-playing games in business and management
• 1530-1630 Game: Simon Usherwood/David Jaques
• 1630-1645 Tea
• 1645-1815 Panel session: Management and Business
- Pete Marzec and Kim Tan (Nottingham) Incorporating Virtual Learning in Operations Management via Second Life: Evaluation and Learning
- Ying Tei Kse and Kim Tan (Nottingham) A development of web-based lean management game: a PnP approach
• 1815-1900 Free time
• 1900 onwards Conference dinner (The Boatman Millbrook, GU13XJ), including best presentation award.
• 0900-1200 Informal discussion.
Welcome
Welcome to the blog for the 40th Annual Conference of the Society for the Advancement of Gaming and Simulations in Education and Training (SAGSET), held on 20th July 2010 at the University of Surrey.
On this blog, you'll find information about what's happening, commentary on presentations and links to other stuff. Please feel free to add anything you like.
Simon
On this blog, you'll find information about what's happening, commentary on presentations and links to other stuff. Please feel free to add anything you like.
Simon
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