There is a tendency among both designers and facilitators to become fixed, perhaps even fixated, on our simulations and games. Making and using systems that, at least to us as experts, clearly demonstrate some concept or skill in action is exciting. But, what about for the students? What do they, as non-experts, get out of their experience? How do we as teachers know what they got from the experience? What if what they got is not what we were wanting them to learn? What do we do then? (Leigh & Tipton, 2014) Students need to compare the simplified model of the simulation/game back to reality in order to transfer the competencies gained to the real situation. (Kriz, 2003) For real learning to happen, we must debrief and we need to do it well. To quote Prof.Dr. Stephan Rometsch: "A game is like a tasty meal in your mouth. The debriefing is digesting and absorbing nutrition" (Crookall, 2014). This workshop will help its participants to gain insight, confidence, and skill in both developing and conducting debriefing sessions that help the simulation/game participants process their experiences into real learning. It lasts five hours.
"Activities that can be used with learners to help them recognize and deal with language-learning anxiety are proposed, as well as some other activities that can be used with teachers in training to encourage them to respond effectively to learners' anxiety. Changes in classroom roles and procedures that serve to reduce anxiety are discussed. The advantages of addressing learner anxiety in an explicit and purposeful way are examined. Specific activities for language learners and for teachers in training are then described. The activities include games, simulations, and role-playing." (NCLEA)
Global network simulation. Global awareness. Computer-assisted simulation. Cross-cultural communication. Sustainable development. UN Conference on the Law of the Sea. Ocean resources. Network gaming. Project ICONS (International Dimension in Education via Active Learning and Simulation), Project ICONS. Briefing, simulation, debriefing.
Interdisciplinary nature of simulation/gaming. Touches on: Interdisciplinary education, humanistic education, types of interdisciplinarity, cross-disciplinarity, multidisciplinarity. Spirit of interdisciplinarity. Curricula. Rhetoric & action. Grassroots. Openness. Unification of knowledge. Simulation/gaming as a forum for the meshing of several disciplines. Simulation/gaming helps people to communicate across disciplinary borders. History of interdisciplinarity in simulation/gaming.