1. Clark Aldrich, E-learning Researcher OnlineLearning Industry Watch Columnist SimuLearn Co-founder October, 2001 The New World of Simulations clark.aldrich@simulearn.net

2. Tradition E-Learning Content Extended lectures –People can listen to classes, over space, over time, with increased interaction, and decreased politics. Extended books –Called “asynchronous” classes. –People can read content that is reviewed, edited, collaborations, and finished. –The content customized, searchable, better deployed, sometimes organization specific, updated, with animations. –The content includes testing and verification. lectures books

3. clark.aldrich@simulearn.net Emerging E-Learning Content Extended community –Every person is an author, and a user. –Content is raw, divergent, peer to peer, contradictory, and immediate. –Information, misinformation, and disinformation co-exist. Extended access to experts –People can gain more immediate access to people with deep knowledge. –This content is pointed, represents only a single opinion, often inspirational, two-way, customized, textured, and interactive. Role-playing/ simulations –People take on problem solving roles in computer created environments. –Content is prepackaged, often emotional, always available, rich, and consistent. Embedded help –Tools are given proactive embedded teaching capability, like spell-checkers, intelligent forms. simulations access to experts

4. clark.aldrich@simulearn.net The Industry Expectation for Simulations… Similar to classroom. Similar to extended books. But better.

5. clark.aldrich@simulearn.net Niels Bohr's observation about quantum mechanics… "If you think you understand it, you don't know the first thing about it.“ …holds (almost) true for simulations. the first thing

6. clark.aldrich@simulearn.net Tradition E-Learning Content vs. Simulations From Broad Theory Deep Nuance To

7. clark.aldrich@simulearn.net Tradition E-Learning Content vs. Simulations From To Learning What Learning When

8. clark.aldrich@simulearn.net Tradition E-Learning Content vs. Simulations From Easy Metrics Difficult Metrics To

9. clark.aldrich@simulearn.net Tradition E-Learning Content vs. Simulations From Slides & Video Interactive Computer Animation To

10. clark.aldrich@simulearn.net Tradition E-Learning Content vs. Simulations From Fat Pipes Fast Machines To

11. clark.aldrich@simulearn.net Tradition E-Learning Content vs. Simulations From Buttons Dials To

12. clark.aldrich@simulearn.net Tradition E-Learning Content vs. Simulations

13. clark.aldrich@simulearn.net Tradition E-Learning Content vs. Simulations

14. clark.aldrich@simulearn.net Eight Learning Opportunities in Simulations Philosophy (organizing) Overarching story (understanding) Character feedback/AI (seeing) Dialogue (listening) Rules of behavior/physics (interacting) Archetypical moments (experiencing) Post meeting/game feedback (reflecting) Manual (reading) interacting

15. clark.aldrich@simulearn.net Tradition E-Learning Content vs. Simulations From Standards Getting Closer Standards Nowhere Near To

16. clark.aldrich@simulearn.net Emerging E-Learning Content Extended community –Every person is an author, and a user. –Content is raw, divergent, peer to peer, contradictory, and immediate. –Information, misinformation, and disinformation co-exist. Extended access to experts –People can gain more immediate access to people with deep knowledge. –This content is pointed, represents only a single opinion, often inspirational, two-way, customized, textured, and interactive. Role-playing/ simulations –People take on problem solving roles in computer created environments. –Content is prepackaged, often emotional, always available, rich, and consistent. Embedded help –Tools are given proactive embedded teaching capability, like spell-checkers, intelligent forms. simulations access to experts

17. clark.aldrich@simulearn.net Two Follow Ups OnlineLearning Magazine –Industry Watch Column, September 2001 Beta Site Instruction Sheet –Example of theory repurposed for simulation –Example of fluid interface