Professor Margaret E. Gredler, at the Department of Educational Psychology of the University of South Carolina since 1973, obtained her PhD in Instructional Design Research. She published substantially in the field, among others the 1992 & 1994 editions of Designing and evaluating games and simulations.
In another post I captured the four questions Jones (1995 & 1997) recommends for designing a simulation. A synthesis of chapters 4 to 10 (Gredler 1992: 53 – 140) produced the following composition elements:
- Establish a framework/blueprint — instructional designers cannot simply present a curriculum issue, assign roles, and different perspectives; the simulation must be designed systematically in order that participants can interpret data rationally and devise strategies to resolve the issue at hand.
- The opening scene sets the stage for the simulation — it should be brief; and describe the issue in concrete but neutral terms.
- Nature/climate of the crisis or problem — the term ‘crisis’ originate from Greek krinen, which means to separate; to judge — the simulation is essentially a potential turning or branching point which participants are required to address.
- Designate the roles of participants in the simulation.
- Post simulation debriefing and reflection
Gredler, M. 1992. Designing and evaluating games and simulations, a process approach. London: Kogan Page.
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