Marieke de Wijse-van Heeswijk- Radboud University
Marieke de Wijse-van Heeswijk
- Radboud University
About
15
Publications
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Introduction
I research the effects of interventions of facilitators of change in organizational change and learning settings (these can be for instance Temporary Micro organizations, also known as simulation games and playful learning environments in the broad sense of the word). I have developed new methods to capture hidden learning and I place an emphasis on capturing learning during gameplay with scenario methods and feedbacksystems from the game which also influence learning in a positive way.
Skills and Expertise
Current institution
Publications
Publications (15)
The aim of this study is to find out what the effects of facilitated learning interventions in a simulation game (SG) are and what type of SG renders which type of learning. Therefore, we research the effects of facilitator interventions on learning in an analogue open SG (in which there are as few rules as possible) and an analogue rule based SG (...
Professor Duke always emphasized that simulation gaming and game development are a means to communicate. Already in the 70s, Prof. Duke called simulation games (SGs) the future’s language (Duke, Simul Games 11(3):364–377, 1980b, Simul Gaming 31(1):79–85, 2000; Geurts et al., Long Range Plan 40:535–558, 2007). Today still this future’s language has...
This chapter explains how the transfer of knowledge and understanding from a simulation game to the real world not only depends on the set-up and execution of the debriefing phase but also on the design and implementation of preceding phases. Learning transfer is characterized as participants’ enactments—in future contexts—of the outcomes of a game...
We will start off this chapter by tracing the history of simulation and reflecting on its use in educational contexts, mainly in higher education. Unfortunately, the literature in the area of simulation and training within the field of teacher education is limited (Clarke, Clarke Technology, Pedagogy and Education 22:121–131, 2013; Vlachopoulos & M...
Introduction
The role of reflection in experience-based learning is discussed widely. This paper researches the effects of a reflection assignment as part of debriefing with qualitative and quantitative methodology in five simulation game-based seminars.
Research design an methods
The intervention (reflection assignment) used in this study consist...
Ethics is a challenging subject, especially when applied to the already social complex reality of simulation games (SGs). In this chapter we explain the factors involved and provide suggestions on how to deal with the challenges that arise. Our aim is to create learning opportunities for both participants and facilitators. Ethical challenges in SGs...
Background
When selecting, managing, and debriefing simulations, facilitators wishing to maintain appropriate standards, face demanding ethical challenges especially in learning contexts.
Aim
This article considers why facilitators need to attend to ethical issues in facilitating simulation games. Issues examined include the influence of complexit...
Background
Describing the role of a facilitator often results in to-do lists resembling a recipe or a laundry list to follow. Such lists fail to grasp the inherent complexity of facilitation and are not very useful in guiding facilitators when, why and if they should intervene in the unfolding live performance of that day.
Aim
To develop a deeper...
Simulations and games for learning require expert management drawing on specialist skills and knowledge. Dick Duke’s 1969 [1] invitation to a ‘conversation about simulation’, initiated a process that has generated 50 years of thoughtful analysis of the design and use of simulations. In the early stages, facilitation was not high on agendas for disc...
