Experiential Learning 3: Simulation
Experiential Learning 3: Simulation
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$20.00
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Experiential Learning 3: Simulation

Last updated on 2015-11-19

About the Book

This series is an attempt to collect and organize more than 50 years of experience by many learning leaders using the experiential method to aid students in a variety of subjects, including, to our knowledge,

* software development

* software testing

* anthropology

* physics

* writing

* design

* project management

* education

* medicine

* business administration

* architecture

* biology

* chemistry

* communication

* economics

* environmental science

* family therapy

* computer science

Where Can The Series Be Helpful?

The Experiential Learning series consists of three volumes. The first volume—Beginning—concerns getting started: starting using the experiential method, starting to design exercises, and getting a particular exercise off to a good start.

It should be particularly helpful for short classes—a day or two, or even an hour or two—though it could be for starting to use experiential parts of a longer workshop consisting of both short and long experiential pieces as well as more traditional learning models.

The second volume—Inventing—guides the reader in constructing and delivering classes consisting entirely (or almost entirely) of one or more experiential exercises.

Volume Three—Simulations—takes up the possibilities for longer classes and longer exercises.

What Can Be Learned from the Series?

At the beginning of our classes, we generally gather the students' hopes for what will happen as a result of the class. (You can read more about this practice in the section called Requirements Gathering.) We haven't figured out how to gather requirements from each reader of a book, but we do offer a class about experiential learning, and from these classes, we've developed some ideas of what most of our students want.

So, what can you hope to gain from reading these volumes? If your hopes for these books is similar, we've made a list of hopes distilled from these classes:

1. Learn practical knowledge about designing experiential exercises.

2. Expand my understanding of what participants experience during experiential exercises.

3. Unlearn things that interfere with effective experiential learning.

4. Help to expand my "big picture" about this topic.

5. Link to other knowledge to help increase my effectiveness.

6. Figure out if students are really learning.

We've used this list to guide us in deciding what to include, and as with any experiential exercise, this book may lead its readers to many additional lessons we never planned for them.

About the Author

Gerald M. Weinberg
Gerald M. Weinberg

I've always been interested in helping smart people be happy and productive. To that end, I've published books on human behavior, including Weinberg on Writing: The Fieldstone Method, The Psychology of Computer Programming, Perfect Software and Other Fallacies, and an Introduction to General Systems Thinking. I've also written books on leadership including Becoming a Technical Leader, The Secrets of Consulting (Foreword by Virginia Satir), More Secrets of Consulting, and the nine-volume Quality Software series.

I try to incorporate my knowledge of science, engineering, and human behavior into all of my writing and consulting work (with writers, hi-tech researchers, software engineers, and people whose life-situation could require the use of a service dog). I write novels about such people, including The Aremac Project, Aremac Power, Jigglers, First Stringers, Second Stringers, The Hands of God, Freshman Murders, Where There's a Will There's a Murder, Earth's Endless Effort, and Mistress of Molecules—all about how my brilliant protagonists produce quality work and learn to be happy. My books that are not yet on Leanpub may be found as eBooks at <http://www.smashwords.com/profile/view/JerryWeinberg>; on Amazon at http://www.amazon.com/-/e/B000AP8TZ8; and at Barnes and Noble bookstore: http://tinyurl.com/4eudqk5.

Early in my career, I was the architect for the Project Mercury's space tracking network and designer of the world's first multiprogrammed operating system. I won the Warnier Prize, the Stevens Award, and the first Software Testing Professionals' Luminary Award, all for my writing on software quality. I was also elected a charter member of the Computing Hall of Fame in San Diego and chosen for the University of Nebraska Hall of Fame.

But the "award" I'm most proud of is the book, The Gift of Time (Fiona Charles, ed.) written by my student and readers for my 75th birthday. Their stories make me feel that I've been at least partially successful at helping smart people be happy.

Bundles that include this book

Experiential Learning: Beginning
Experiential Learning 3: Simulation
Experiential Learning 2: Inventing
Experiential Learning 4: Sample Exercises
$80.00
Suggested Price
$60.00
Bundle Price

Table of Contents

  • Volume 3 Supplementary Preface
  • Series Preface
    • Who Should Read this Series?
    • Where Can The Series Be Helpful?
    • What Can Be Learned from the Series?
    • How Can a Reader Help Improve Future Editions?
  • Templates for Learning
    • The lecture course template
    • The seminar template
    • The learning cycle
    • The sequence of learning cycles
    • The N-thalon Template
    • Simulations
  • A Writing Workshop
    • Opening exercise
    • Second exercise
    • A series of exercises
    • Finishing the workshop
  • The N-thalon Template
    • Instructor Notes
    • Variations on the N-thalon Template
  • The Olympic Problems
    • Personnel Problems
    • Paperwork Problems
    • Technical Work
    • Maintenance Work
    • Answer Sheet (Instructors’ Eyes Only)
  • Other Uses for the N-thalon Template
    • Invention possibilities
  • Direct Simulation
    • Direct simulation traps
  • Excessive Realism
    • Too accurate detail
    • Too embarrassing
    • Unnecessary detail
    • Almost but not quite
  • Simulating a Project
    • Hudson’s Bay Start
    • Simulating a Small Project
    • The small project template
    • Details of the simulated product
  • The Sentence Project
    • Specifications (given to each team)
    • Questions and answers about the product
    • Questions, good answers (A) and bad answers (B)
  • Simulating an Entire Organization
    • Verseworks origin
    • Simulating a Multi-Level Organization: Overview
    • The Verseworks Process Flow
  • Setting Up for a Long Simulation
    • Materials
    • Props
    • Signs to prepare
  • Income and Expense
    • Art work
    • Reproductions
    • Other customers
    • Service labor
    • Loans
    • Certificates of deposit
  • Mining Details
    • The Mine Lease
    • Mining process
    • OSHA inspections
    • Mining consulting
    • The canary’s role
    • Recycling Scrabble tiles
    • About puzzles
    • Puzzle Sequence
  • Foundry Details
    • Verse Specifications
    • Foundry prices
    • Work orders
    • Rate of foundry work
  • Market Details
    • Process
    • Prices
  • Verseworks Rules
    • Jail
    • The Observer Team
    • Rules both in and out of the simulation
  • Simulation Control
    • Broken exercises
    • Control points in Verseworks
    • When jail doesn’t work
  • Proper Use of Control Mechanisms
    • Control by design
    • There are no wrong simulations
    • Design for failure
  • Temperature Reading
    • Agenda
    • Final Thoughts
    • The Klingon Barometer Reading
  • Verseworks Inventions
    • Time Outs
    • Financial Reporting
    • Removing roles
    • Observers’ Report
    • Using a retrospective to process VerseWorks
  • Retrospective Procedure
  • Inventing Models in Groups
    • Clumping
  • Art show
    • Functional group question and answer
    • Functional group reporting
  • Models of Communication Among Groups
    • Communication lines
    • Satir Interaction Model
  • Individual Models
    • Satir change model
    • Freedom to act
    • Power lines
    • Back-home analogies
  • Ending
  • Appendix A: The Satir Change Model
    • Late Status Quo
    • Upsetting the balance: the Foreign Element
    • Stage 2: Chaos
    • Stage 3: Integration and Practice
    • Stage 4: New Status Quo
  • Appendix B: The Satir Interaction Model
    • Intake
    • Meaning
    • Significance
    • Response

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