Pedagogy

From 1804 to 1824, Yverdon-Les-Bains was the home to the swiss educational reformer Johann Heinrich Pestalozzi and his famous institute. One of Pestalozzi principles was to link theoretical concepts with practical experiences. Today, at HEIG-VD Yverdon-Les-Bains, perpetuating his legacy,  we conduct research on the use of simulations and serious games in various types of pedagogical environments.

Problem Based Learning

Simulations Games support the students' ability to solve complex problems and develop new competencies. The trainer facilitates the process, provides theoretical inputs and validates the results.

A typical sequence of AlbaSIM simulation is as follows (example: project initiation phase):

• Theoretical input and game tutorial presentation. 
• Teams of participants start to work with the simulation and try and initiate the virtual project. 
• Students identify problems related to the project initiation.
• Trainer(s) and students define the learning content necessary to complete the task.
• Students acquire the theoretical knowledge and apply it to the simulation. 
• An oral presentation to the project selection committee takes place.
• Students get feedback and, subject to their performance, defined further learning goals.

Subsequent phases like planning, execution and close-out feature a similar structure.

Simulation as Exercise

The simulation can also be used as an exercise complementary to a more theoretical lecture.

In this case, a typical sequence is as follows:

• Theoretical lecture and game tutorial presentation. 
• Teams of students complete the project initiation phase.
• Public presentation of the corresponding project proposal.
• Feedback from the trainer.

Subsequent phases like planning, execution and close-out feature a similar structure.

Face-to-face and blended learning

Our Simulation Games allow for any combination of face-to-face and distant learning activities. Elements of blended learning can easily be mixed with face-to-face lectures as well as asynchronous uses of simulations.

In between the lectures, teams may use internet communication tools like Skype to work on their virtual project. The trainer can monitor the teams' performance as well as communicate with them.