Matthew A. Schnurr and Anna MacLeod, eds., Simulations and Student Learning (University of Toronto Press, 2020). CAD$56.25 hc, CAD$22.46 pb or ebook.
This edited volume provides a vitally important basis that will enable colleagues and students to understand the role of simulations in their teaching and learning. I identify three central contributions of this book:
- First, it tackles the transdisciplinary opportunities of using simulations in teaching and learning. The book is divided into three sections: social sciences, natural sciences, and health sciences. Each section explores approaches to how simulations can contribute to the teaching in these areas, however, readers can gain a lot of insights from reading the sections that they may consider to be outside ‘their’ disciplinary home. The accessible writing style makes doing this possible.
- Second, the book is honest about what simulations can and cannot achieve in educational contexts and the need for effective management, incorporation and evaluation of their contribution to achieving intended learning outcomes.
- Third, the book carefully considers that not all students are the same, all will react to and engage with experiential learning differently. As a result, there are many moving parts to getting the simulation type, the design, the objectives and the outcomes, right.
The book itself promises a lot, especially in terms of its objective to cross-disciplinary lines and to fill a gap (p.2) identified by Ellett, Esperanza, and Phan (2014). From my reading this book makes an exceptional contribution to achieving this objective. Overall, the book treads a delicate line here between presenting the challenges but also the payoffs for teachers and students. I think a particular strength of this book is that the authors haven’t ‘advocated’ but instead adopted a highly practical and pragmatic approach to using simulations in the classroom.
As I am developing a training course on simulations as tools for assessments. To do this effectively, I need to engage with a range of disciplines and demonstrate the utility of simulations to them, rather than inviting them into my research space and asking them to adapt and apply the tools for themselves. This book provides me with a language to be able to start that conversation. The accessible and jargon free writing style is particularly helpful as it will enable me to assign this text as reading for the course participants especially those who have never used simulations before.
A particularly well-considered element of the book is that it clearly acknowledges that games and simulations are not a “silver bullet” (p.32) and it is possible to identify unintended insights. Throughout the book I think there is a considered view that games and simulations are reflective activities, they require the teacher, student, observers and any teaching evaluators to reflect on how the game was designed, run, played, adjudicated and evaluated. I would argue that games reveal to teachers the gaps in their knowledge and show the ability of the decision-making and the adeptness of thinking, in a way that other forms of teaching do not. As a result, like all learning tools and opportunities they need to be well run and selected to match the intended learning outcome (p.89). This binding of the simulation within the course or module is also effectives demonstrated in other chapters. For example, chapter eight by Gentry (pp.135-6; and 138) clearly maps how the simulation activity combines with other homework to enable the students to achieve the intended outcomes.
In considering how to build-in simulations into teaching chapters of the book fairly consider constraints and offer practical and pragmatic methods to manage these challenges. For example, in chapter three, Donohue and Forcese discuss “liberating 40 hours of teaching time” (p.52) and utilising the tools available more effectively. This requires teachers to identify what learning is passive and can be done away from the tutor and what learning is active and needs or is enhanced by tutor-student and student-student interaction. This in itself is demanding and requires more time from teachers, not only in terms of preparation of the simulation materials, but also the jiggling of other course contents to fit.
In other sections of the book (for example by Chamberlain in chapter 7) authors also highlights the physical constraints and potential barriers to running simulations for students of chemistry. The chapter then clearly expresses the requirements for running a simulation for these students (p.117). Again, as in other chapters this exploration of the challenges is then matched with an articulation of potential solutions including some free resources (p.118).
The chapters also consider and highlight how simulations and their assessment can augment and add-value to different programmes. For example, in the chapter on social work the author identifies a limitation in how students are observed in practice and how simulations can contribute to the assessment process, enabling a more holistic approach to evaluating the student’s performance. A central message throughout the book is to provide an awareness of challenges in building simulations into teaching and learning spaces and programmes but matching this with practical and pragmatic solutions to overcome any problems. From this approach, the reader is therefore prepared, and well equipped, to start to incorporate these ideas into their own work.
The book should not be read as being solely a ‘how to guide’, nor a piece of advocacy to convert teachers and lecturers to add-in simulations wholesale to their course. The authors do highlight the strengths and problems of simulations, but they also tackle head-on some of the potential problems of whether the performance in a simulation affects the practice that follows (chapter 14 by Picketts and MacLeod, in particular p.238). The findings of the research indicate that in the simulation the students acted in a ritualised way but when applying the same methods in practice they flexibly adapted to the situation (p.240).
Overall, I would recommend this book to anyone considering how to add simulations to their learning environment, but I think it is always very useful for people who have used simulations for years as there are nuggets of gold within each chapter that may enable a different way to reflect on your own practice. The book has certainly given me some new approaches and ideas.