When Simulations Do Not Go as Planned: A Designer’s Perspective

Abstract

In this article, the author reflects on the first run of a simulation he created for second language students. The participants, however, were his colleagues in a graduate-level materials development course, not language students. His initial reactions to the way his colleagues interpreted their roles reveals how little ultimate control the designer has on the outcome(s) of his or her simulation.

The Architecture of Computerized Business Gaming Simulations

“…No one designs a simulation to fail, yet those that fail the most can yield the deepest insights-not only about how the simulation should have been built but also about how the matters being simulated truly are built (Smythe, 2002). For this reason, it can be difficult for a simulation designer to distinguish between failure and success.…”

Beyond Model UN: Simulating Multi-Level, Multi-Actor Diplomacy Using the Millennium Development Goals

“…No matter how well planned or executed, every simulation exposes problems needing improvement. As Smythe (2002:473) notes, it is important to analyze such problems as a first step to improving the simulation for future iterations.…”

The life of a simulation: Programmatic promises and pitfalls

“…I barely remember my presentation, An ESL Simulation for Composition, but I know now that the conference was an important precursor to what was to evolve into a powerful curriculum with simulations at the center in the Oklahoma State University International Composition Program. The program has contributed to the literature of effectiveness of simulation use in English as a Second Language (ESL) writing as evidenced by the publications of faculty and graduates of this program (Blackshear Hull, in press;Brooks, 2007;Cheng, 2007;Demeter, 2007;Dixon, 2002;Dordick, 1997;Freiermuth, 2002Freiermuth, , 2007Fukushima, 2007;Halleck, 1995Halleck, , 2000Halleck, , 2007Halleck, Moder, & Damron, 2002;Hayden, 2007;Hill, 2002, in press;Hill & Lance, 2002;Ince, 2002;Kamimura, 2002;Kamimura & Tjie, 2002;Knyshevytska & Hill, 2007;Kovalik & Kovalik, 2002Livingston, 1997;Moder & Halleck, 1995;Moder, Seig, & Van Den Elzen, 2002;Naidu, 2007;Nash, 2007;Salies, 2002aSalies, , 2002bSchick, in press;Seig, in press;Smythe, 2002aSmythe, , 2002bSpelman, 2002;Tjie, 2002;Yun, in press). Although not an exhaustive bibliography, this list continues to grow and contribute to the richness of what simulations have to offer the writing classroom.…”