On the Development of Asynchronous Workflow-based Group Simulations; Pieter van der Hijden; ISAGA 2006.

1. sofos consultancy
Pieter van der Hijden, ISAGA 2005, Atlanta, USA
On the Development of Workflow-based Asynchronous Group Simulations 1
© 2005 - Sofos Consultancy (Pieter van der Hijden)
Introduction
real world game
learning experience
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2. Introduction
Synchronous Games
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Introduction
Asynchronous Games
 
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3. Introduction
Synchronous Asynchronous
Central Training games (not really used)
(at the same Classroom
place) Games
Distribited Multi-user E-mail games
(not at the same entertainment
place) games via
Internet
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Introduction
Contribution of ICT
Accepts inputs from
participant
Presents resources,
status, and results
Calculates feedback
Enforces rules and
workflow
Creates logbook entries
Connects to peripheral
devices
Connects to the rest of
the world
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4. Introduction
Workflow (order of
activities associated
with a particular task)
“Hard-wired” with fixed
content
“Hard-wired” with
replaceable content
Programmable by the
user
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Frame of Reference
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5. Synchronous games
Educational aspects
Motivation
Communication
Roles
Organisational aspects
Technological aspects
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Asynchronous games
Educational aspects
Motivation
Communication
Roles
Organisational aspects
Technological aspects
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6. On the Development of Workflow-based Asynchronous Group Simulations 11
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Comparison
Category Synchronous Asynchronous
Educatio- • Peer pressure • Participants have
nal • Session is not control over their
aspects interrupted physical environment
• External disturbances • Roles may vary in load
can be avoided and attractiveness
• Face to face meetings • Roles can be played
• Formal and informal by external
communication professionals
• Roles cannot block the
progress of the game
• Speed of play is high,
intensive
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7. Comparison
Category Synchronous Asynchronous
Organisa- • Facilitator has full • Participants do not
tional control over physical have to travel
aspects environment • Participants can
• Easy overview choose when to
• Easy interventions participate
• Participants can
combine game with
other activities
• Facilitator or external
professionals may run
concurrent sessions
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© 2005 - Sofos Consultancy (Pieter van der Hijden)
Comparison
Category Synchronous Asynchronous
Technolo- • Information and • All communication can
gical communications be logged
aspects technology is not
necessary
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8. Blended solutions
Example I:
Synchronous Briefing
Asynchronous Session
Synchronous Debriefing
Example II:
Synchronous Team in Asynchronous Game
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Recommended Practice
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9. Educational Practice
Peer Pressure Personal Visibility
(picture, home page)
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Educational Practice
Peer Pressure Motivating & Attractive
E-mails (rich media)
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10. Educational Practice
Peer Pressure Wake-up Calls,
Monitoring
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Educational Practice
Concentration Status Info,
Personal WebLog
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11. Educational Practice
Meetings Collaborative
Workspace, Forums,
Voting, Polling,
Brainstorming
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Educational Practice
Informal Free exchange
Communication of e-mails,
Help System
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12. Educational Practice
Game Board Statistical
Bulletins
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Educational Practice
Progress Maximum Time,
Exception Handling
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13. Educational Practice
Speed Pseudo Activities
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Organisational Practice
Physical Environment Briefing,
Paraphernalia
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14. Organisational Practice
Monitoring Logbook
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Organisational Practice
Interventions Email to role,
Role Switch
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15. Technical Practice
Architecture Client – Server
server client
simulation
workflow
open acs
aol web server internet
postgresql web browser
linux op.system operating system
hardware hardware
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Technical Practice
System Development Workflow Engine
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16. Technical Practice
System Use Professional System
Management
developing hosting of editing writing administering participating in
sieberdam sieberdam sieberdam sieberdam sieberdam sieberdam
rocs rocs rocs rocs rocs rocs
system system city content sim. models sim. sessions sim. sessions
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Development Process
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17. Definition phase
Context
Educational
Organisational
Technical
Purpose
Synchronous /
Asynchronous /
Blended
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Design Phase
Specification of the
Workflow
Specification of all
Learning Resources
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18. Realisation Phase
Programming the
Workflow
Creating Learning
Resources (Rich Media)
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© 2005 - Sofos Consultancy (Pieter van der Hijden)
Implementation Phase
Acceptance Test
System Management
Transfer to Client
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19. Conclusion
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© 2005 - Sofos Consultancy (Pieter van der Hijden)
Conclusion
Asynchronous games have great
potential for
Training-on-demand
Distance education
Their drawbacks can be
compensated during the
development process
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20. Conclusion
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© 2005 - Sofos Consultancy (Pieter van der Hijden)
References
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21. References
On the Development of Workflow-based
Asynchronous Group Simulations; Pieter van der
Hijden; ISAGA 2005; (www.sofos.nl)
Picture of Hex (© R. Duke) Session
Screenshots
Moodle at Learning Networks
(moodle.learningnetworks.org)
Sieberdam/ROCS (www.rechtenonline.nl Support)
BSCW – Basic Support for Cooperative Work
(http://www.bscw.de)
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