Bootstrapping and Portability in Simulation Design

Despite the existence of a large literature on the use and effectiveness of simulations as part of the active learning pedagogical toolbox, simulations have yet to achieve wide adoption rates among college instructors. One of the principal constraints is time: traditionally, most simulations require...

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Bibliographic Details
Published inInternational studies perspectives Vol. 17; no. 2; pp. 202 - 213
Main Authors Kollars, Nina, Rosen, Amanda
Format Journal Article
LanguageEnglish
Published Oxford Oxford University Press 01.05.2016
Subjects
Bootstrap method
Classrooms
Simulation
THE TEACHING ISSUE
portability
active learning
game design
simulations
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ISSN1528-3577
1528-3585
DOI10.1093/isp/ekv007

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Summary:Despite the existence of a large literature on the use and effectiveness of simulations as part of the active learning pedagogical toolbox, simulations have yet to achieve wide adoption rates among college instructors. One of the principal constraints is time: traditionally, most simulations require extensive time for the faculty to design, prepare, and use in the classroom setting. This article examines two design features of simulations aimed at solving this problem—portability, where simulations are designed as a framework that can be used for different subjects, classes, and disciplines; and bootstrapping, or the tying of the simulation content to commonly known fictional or pop-culture scenarios. Combined, these two features can reduce some of the barriers to simulation use in the classroom. We conclude by illustrating both principles with a sample simulation called "The Trial of Goldilocks."
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ISSN:1528-3577
1528-3585
DOI:10.1093/isp/ekv007