In Case Study 3 I looked at Simulation Gaming in Business from the University of Glamorgan. As I'm from a management background this took my interest, also I'm aware of the gaming approach used in many business programmes but was interested to view an innovative approach.
Firstly, the innovators looked for an alternative to the spreadsheet dominated financial gaming processes and looked to something that could be advanced in other subject areas [it has since been used in Nursing & General Induction].
The approach of this innovation is similar to that of the University of Swansea's Podcasting in Archaeology, in that they identified a learning need or gap and created an intervention to address this. In this case it was a common difficulty in conceptualising the difference between large and small businesses and how they operate. Like many elearning developers / innovators they were worried about motivation of both staff and learner.
The motivational worries seem unfounded and they received largely positive reposnse when learners were asked to compare this "gaming" approach to traditional case studies. Staff also presented a positive response to this intervention.
It is clear from this case study that this project was literally from "scratch" and required input from a large and varied team including student volunteers, over an extended period of time. The innovative nature of this project required this and it is anticipated in the future that role out would require less technical input and time commitment.
H807 Week 2 Act 2 GAMING IN BUSINESS
In Case Study 3 I looked at Simulation Gaming in Business from the University of Glamorgan. As I'm from a management background this took my interest, also I'm aware of the gaming approach used in many business programmes but was interested to view an innovative approach.
Firstly, the innovators looked for an alternative to the spreadsheet dominated financial gaming processes and looked to something that could be advanced in other subject areas [it has since been used in Nursing & General Induction].
The approach of this innovation is similar to that of the University of Swansea's Podcasting in Archaeology, in that they identified a learning need or gap and created an intervention to address this. In this case it was a common difficulty in conceptualising the difference between large and small businesses and how they operate. Like many elearning developers / innovators they were worried about motivation of both staff and learner.
The motivational worries seem unfounded and they received largely positive reposnse when learners were asked to compare this "gaming" approach to traditional case studies. Staff also presented a positive response to this intervention.
It is clear from this case study that this project was literally from "scratch" and required input from a large and varied team including student volunteers, over an extended period of time. The innovative nature of this project required this and it is anticipated in the future that role out would require less technical input and time commitment.
K