INTRO Like the interview question - what’s your worst trait? Not interview but therapy Virtual School - Educational simulation for teachers
CONTEXT BBC WIL NCSL Blair initiative Teachers - Leadership in schools New programme - LftM
AIMS & OBJECTIVES LftM - emergent leaders - 5 aims • Leadership of innovation and change • Knowledge and understanding of their role in leading teaching and learning • Enhancing self-confidence and skills as team leaders • Building team capacity through the efficient use of staff and resources • Active engagement in self-directed change in a blended learning environment Delivered through coaching , project , e- learning , community & VS VS - practicum, sand-pit - cf VirtualU • Raise awareness of ongoing issues • Provide a ' sand-pit ' for experimentation • Stimulate discussion in online forums • Provide scenarios to develop key skills , particularly communications • Offer users the chance to role-play • Illustrate key points from within the modules & build confidence
51% “not much” - British understatement - this sucks So why didn’t it work? Not through lack of trying...testing, revisions, multiple sign-offs
[Explain process] visit Miss Dove’s classroom (not teacher - HoD)
2. deal with various/ multiple scenarios expertly written - all plausible options - no failure
Out into corridor
Return to classroom
scenarios with quantitative and qualitative but delayed feedback mixed aim to stimulate discussion - actually created confusion NEED - Clarity, timing & explicit
NEED - variety, failure & reward
not just VS lack of connection - little integration ‘ active’ components less popular NEED - narrative, infrastructure
Single player + Scaffolding - Margaret ‘ in virtual school no one can hear you scream!’ NEED - transparency, integration
conservative audience/ commissioners design style - too game-like, too flippant NEED - value, Just In Time Go home to do more of the same work without clear benefits
Response: disaggregated scenarios changed use context - now group-based removed cartoon design integrated into face-2-face design style - too game-like
Traci Sitzmann & Katherine Ely: “ post-training self-efficacy was 20% higher, declarative knowledge was 11% higher, procedural knowledge was 14% higher, and retention was 9% higher for trainees taught with simulation games... However, trainees learned less from simulation games than comparison instructional methods when the instruction the comparison group received as a substitute for the simulation game actively engaged them in the learning experience.”
![Simulating failure: ,[object Object],carlton reeve e: carlton@playwithlearning.com w: playwithlearning.com t: @carlton](https://image.slidesharecdn.com/failedsim-110615161430-phpapp01/85/Failed-Sim-1-320.jpg)
