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Formación en Competencias y Habilidades para la Economía Digital
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Formación en Competencias y Habilidades para la Economía Digital |
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SOBRE LUCASTRAINING BUSINESS GAME
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En esta página puede consultar o descargar diversos documentos que recomendamos para ampliar o complementar el contenido del curso. Todos los documentos están en formato PDF; si no dispone del programa Adobe Acrobat Reader necesario para leer este formato, puede descargar gratuitamente la última versión del programa pinchando en el logotipo Adobe Reader que puede ver más abajo. "Las Simulaciones de Empresa: una potente herramienta de aprendizaje". Ricardo Lucas (2003) 1. Introducción 2. Qué es una simulación de empresa 3. Un poco de historia 4. Tipos de simulaciones de empresa 5. Ventajas y beneficios de las simulaciones de empresa 6. Simulaciones de empresa y e-learning 7. Conclusión Complex multiplayer online games foreshadow new possibilities for effective leadership and the future of work. An increasingly large portion of game play is collaborative and strategic, and it requires sustained interactions with several players. The engagement of games and the lessons they foster may influence a new gamer generation to expect real work that better resembles the structure of complex play. This project observed leadership in complex online games to allow a comparison between current leadership models and leadership in the games. We began with a contemporary model of leadership, The Sloan Leadership Model, which defines leadership in four dimensions – Sensemaking, Inventing, Relating and Visioning. The project goal was to see if the Sloan model, and by extension, other traditional models of leadership, need to be changed to account for game play. Observations included 50+ hours of game play, compiled into 11 movies illustrating different leadership issues. We also included first-hand reports from 6 expert players, 10 interviews with recognized guild leaders, and 171 respondents to an online open-ended survey about leadership in games. Conclusions include the following: leadership in the games includes all skills currently identified in the Sloan model, but puts a premium on the dimensions of Relating and Inventing. Leadership in the games happens fast, it encourages risk taking, it promotes temporary rather than permanent leadership roles, and there are numerous opportunities for leadership practice. The most important conclusion, however, was that game environments make leadership easier. Critical leadership features in game environments include virtual economies, transparency of metrics, and connection methods for inter-group communication. We conclude with predictions about the future of games and leadership in the enterprise, including comments about how games will highlight qualities of digital interactions increasingly important for online leadership, and qualities of leadership unique to games. Inspired by findings from the Global Innovation Outlook 2.0, IBM decided to delve deeper into these increasingly popular virtual worlds and to research whether real business lessons can be learned from observing leadership in online games. Working with a group of GIO participants, domain experts and leaders from IBM’s Research, Center for Advanced Learning, and Executive Development organizations outlined the primary focus area and key research questions to be explored in mid-2006. Consistent with the increasingly open and collaborative nature of innovation itself, IBM partnered with Seriosity, Inc., a software company that develops enterprise products and services inspired by online games, to refine and execute this unique research. The subsequent study provided the basis for many of the findings in this report. The study was led by Byron Reeves, Professor of Communication at Stanford University and co-author of The Media Equation: How People Treat Computers, Television and New Media Like Real People and Places (Cambridge University Press); and Thomas Malone, the Patrick J. McGovern Professor of Management at the MIT Sloan School of Management, Founder and Director of the MIT Center for Collective Intelligence, and author of The Future of Work: How the New Order of Business Will Shape Your Organization, Your Management Style, and Your Life (Harvard Business School Press, 2004). Both are board members of, and advisors to, Seriosity. The strategy for examining games was both inductive and deductive. The goal of this dual approach was to roam freely within the online gaming domain looking for leadership moments and strategies, but also to be directed by a comprehensive model of leadership when making comparisons to real world behaviors. The model selected to guide the analysis was developed by Deborah Ancona, Thomas Malone, Wanda Orlikowski, and Peter Senge at the MIT Sloan School of Management. The Sloan Leadership Model breaks leadership qualities and action into four parts: Visioning, Sense-making, Relating, and Inventing. This model has been described in a number of publications (most notably Harvard Business Review’s February 2007 article “In Praise of the Incomplete Leader”), and has been used as a basis for MIT workshops on distributed leadership. With the Sloan Leadership Model as a guide, the study captured over 50 hours of in-world activity from five different games that were most representative in demonstrating leadership behavior in action. The team also reviewed 173 anonymous online surveys covering leadership in online gaming and conducted 10 one-hour interviews with prominent gaming leaders. The researchers found all four elements of the Sloan Model were readily apparent in online game leaders, and this provided one aspect of the framework for the conclusions that were drawn. Finally, a team from IBM’s Institute for Business Value (IBV) built upon this research and surveyed IBM’s Virtual Universe Community to better understand how successful leaders behave in online games and what aspects of the game environment leaders use to enable guild success. Despite its power in learning, play is not usually considered within bounds for business activities. We all want to be "on point" and serious. So, taking lessons from gaming and bringing them into the corporate world might raise an eyebrow. However, there is no doubt that some of the critical success factors for education and effective collaboration are clearly available in simulation and gaming arenas. These include: Clear and Compelling Goals; Frequent Decision Points; the use of an Intuitive and Responsive Interface; evidence of processes that make the system Easy to Approach and Learn; Frequent Rewards; Challenges and Competition; and Rating and Rankings. So it's no surprise that very serious researchers are looking closely at the possibilities of gaming for orienting employees, providing them with new skills and making changes to the corporate culture. "Game based learning - how to delight and instruct in the 21st century". Joel Foreman (2004)
"More Serious Games: Recruitment, teaming and experience". IBM Business Consulting Services (2006) Simulated environments are becoming second homes for millions of people worldwide. And it isn't just for kids. Businesses are using these environments for training and recruitment. Conferences are being held. Ideas are being tested. People are learning to work in a virtual space. It's too early to understand the full implications of Massively Multiplayer Online Role Playing Games and their online cousins, but there is little question that this will go beyond just entertainment. As games scale up to millions more participants and generate billions of hours of human activity per year, these environments may foreshadow an emerging business environment. Think of them as constructs of innovation, for connecting, reorganizing and redeploying hundreds of thousands of players around specific endeavors; and enabling them to self-organize,based on their capabilities, interests and reputational capital. "The Value of Performance Simulations". James J. L´Allier (2003) Your business might be at risk due to training that may not deliver all of the skills that your employees need and assessments that may not always test whether they have acquired these skills. Simulations can play an important role in reducing this risk. We all learn by making mistakes. There are many examples from our lives that verify the common sense of this powerful yet simple truism. Reflecting on our childhood, we know that falling is a natural part of learning how to take our first steps or how ride a bicycle. Many of us also remember the many missed, served, pitched and teed-up balls that were necessary before we finally hit them. In this cycle of falling and missing, we finally walked, stayed on our bicycles and successfully hit those balls. At those moments we replaced the feeling of failure with a new self-assessed accomplishment. We learned! Will video games change the way we learn? We argue here for a particular view of games-and of learning-as activities that are most powerful when they are personally meaningful, experiential, social, and epistemological all at the same time. From this perspective, we describe an approach to the design of learning environments that builds on the educational properties of games, but deeply grounds them within a theory of learning appropriate for an age marked by the power of new technologies. We argue that to understand the future of learning, we have to look beyond schools to the emerging arena of video games. We suggest that video games matter because they present players with simulated worlds: worlds which, if well constructed, are not just about facts or isolated skills, but embody particular social practices. Video games thus make it possible for players to participate in valued communities of practice and as a result develop the ways of thinking that organize those practices. Most educational games to date have been produced in the absence of any coherent theory of learning or underlying body of research. We argue here for such a theory-and for research that addresses the important questions about this relatively new medium that such a theory implies. "A Field Guide to Educational Simulations". Clark Aldrich (2002) The formal education business has a huge problem. The next generation of learners, roughly those age thirty and younger, have grown up playing computer games. These once and future learners have learned how to learn through interactions with computers. They expect to be engaged on multiple levels simultaneously, in a fast-feedback, graphical, high stimulation, extremely immersive, user-centric environment. As a result, they're utterly bored in traditional classrooms. Their ability to process lectures that last more than 30 minutes is suspect. Indeed, Harvard professors are complaining that law students begin to fidget after 45 minutes of lecture-or worse, they start playing solitaire on their laptops. Many instructors and trainers are wondering to what degree computer games can be part of a solution to this problem. Can the lessons, techniques, and technologies of computer games be intelligently applied to create a new breed of formal learning simulations? For instance, US$20 million flight simulators already exist to instruct military and commercial pilots. Can that model be extended to desktop computers for new audiences? Perhaps the question should be, Can training programs aimed at Generation X and beyond succeed if they ignore simulations? The answer: not very likely. Therefore, simulations are sparking excitement in the e-learning world. And yet, simulations- especially soft skill simulations-are approaching the peak of inflated expectations. Everyone's talking about simulations, but few have seen a model they like. This document will not attempt to make the compelling case for simulations. Nor will it evaluate all of the simulation-based learning programs currently on the market. Instead, in the spirit of teaching people to fish, this document will present a framework for looking at and understanding simulations to help you become an effective consumer, deployer, user, or producer. "Making visible: using simulation and game environments across disciplines". Mindy Jackson (2004) Computer games demonstrate successful pedagogical techniques that can be used in learning across academic disciplines. Simulation and game environments are capable of illustrating interconnected processes within complex multicomponent systems, of enabling nanovisualization and manipulation of the microscopic, of embodying experiences and new identities that cultivate cultural empathy, and of making the unseen and unknowable tangible. Computer simulations historically have been used in specific scientific disciplines (engineering, bio-sciences) and for high-risk occupational training (military, aviation, medicine). Military use of simulations and "war game" environments dates as far back as the 1950s. Today, the JANUS simulator controls enemy movements and other combat conditions within virtual training exercises for US Army battle staff (Macedonia, 2001). Flight simulators are still used to train commercial pilots and NASA astronauts (NASA Ames Research Center, 2004). Visualizations and modeling are standard curricula content within science and engineering (Science, 2003). These organizations and disciplines know simulation accelerates learning, enables knowledge transfer, allows extraction of meaning from myriad complexities, and provides manipulative experiences unavailable in the normal physical space of a classroom environment. Imagine if such learning environments were available for students of business, architecture, history, geography, sociology, psychology, literature, law, etc. Simulation and game environments focus learning not simply on the knowing of facts and ideas, but also on the using of facts and ideas.
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