Life, as the great teacher it is, demonstrates clearly that experience is indeed a great teacher. The ‘problem’ with Life (as a teacher) is that the instructional design model it follows is in reverse order. Instead of the lesson (training) followed by the test (assessment), Life challenges us first with the test then the lesson. Fortunately we learn the really hard skills (of standing, walking, running and eating, and so on) before the ‘experts’ (assisted by our pride and ego) label (those early childhood) trial-and-result experiences as mistakes.

Indeed, on reflection, it is interesting to note that the whole environmental experience of learning those difficult skills is also characterised (if not explained) by a complete absence of expectation of immediate success together with much genuine, realistic encouragement.

Given the success of this approach to learning it is amazing that we forget how we learnt and adopted methodology that labels (and punishes) experience as mistakes or failure.

Well the good news is that some people have finally discovered another way for adults to learn (critical skills, knowledge, attitudes including so-called ‘soft skills’ and the development of emotional intelligence) that not only creates the environment wherein really useful learning takes place but also encourages (or rather creates) a reflective and integrated understanding of course material.

What I mean by ‘really useful’ learning is that it is applicable and relevant learning that is required to cope, do one’s job, relate to people, and live a useful and satisfying life.

Of course, we ‘down under’ do not have a monopoly on this system, and I am not sure who is responsible for its origins and development (although a reading of the material found at the links mentioned later in this piece will identify some of the pioneers and give you some history and background. The reason I am writing about it is that I, for one, see many and varied applications of it across the whole spectrum of individual and organisational performance improvement.

ROLE-PLAY SIMULATION FACILITATED VIA THE CYBER WAVES
What I am talking about, of course, is role-play simulation via the Internet. You know the old adage ‘You can’t really understand anyone unless you have walked in their shoes’? This is a way to do just that. Although it is a bit nippy down here this time of year to be surfing the real waves there is lots of challenge, real fun, experience and learning to be had by virtually getting into somebody else’s shoes (or actually being somebody else) and doing this within a carefully constructed scenario that is set up on the Internet.

And you can do it anonymously, which means there is absolutely no way anyone (other than the moderator(s)) knows who is playing the role. So you can experiment (we call it ‘having a go’) and watch and hear (experience) the results of ‘your’ behaviour.

Role-play and simulations have been around for a long time. They have been used for educational and training purposes, for military strategic and tactical analysis, and simply as games. We role-play in childhood – imitating our parents, playing with dolls and cars, building sandcastles, and pretending we are princes and warriors – with the result that learning takes place that prepares us for life.

What makes these role-play simulations unique is that they combine the idea of playing a role with the idea of simulation. In most computer-based games and simulations available today, users interact with a computer that models and responds in fixed ways to specific inputs by users. In these role-play simulations, computers and the World Wide Web are used as communication tools and resources to model environments for participants to interact with one another in mixed and varied ways. The end result is that participants experience the dilemmas and issues common to the institutions being modelled.

If you would like to know more about the pedagogical foundations of web-based role-play simulations, visit www.ausis.org/SimPlay/default.htm and read ‘Research papers on simulations’. As Lisa Vincent and Jenny Barltrop (info@savv-e.com.au) say in their paper, ‘Simulation: next generation e-learning’ at www.elnet.com.au:

In Australia, the growing sophistication of the local e-learning industry is encouraging the corporate and education sectors to explore the use of simulation-based e-learning for a wider and wider range of content areas and applications. Many organisations are now investing in the development of the e-learning content that integrates simulation-based e-learning solutions at a range of different levels of complexity, and are reaping the benefits.

Role-play simulation on the Internet enables the learner to try out new skills, test and rehearse new processes, and apply new information in a supportive and fail-safe environment. For a great deal more information on this exciting development visit www.elnet.com.au/ and www.designplanet.com.au/moodle/

John Loty can be contacted at Learning@scilnet.com.au

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