Abstract
The nature of the world of work in which human factors professionals practice requires both knowledge and skill. Students of human factors need educational experiences which demand more than the acquisition of information in order to be prepared for this world. To meet this need for a broader educational experience, we incorporated three simulations into the design of a graduate course in Human Factors in Systems Development.
The decision to use these three simulations required not only a restructuring of the course content, but also a reconsideration of instructional procedures. Fortunately, in the field of education there are “models of teaching” which can assist individuals who want to use simulations in teaching by providing guidance in shaping curriculum, in designing instructional materials, and in guiding instruction.
The purpose of this paper is fourfold: (1) to describe the curriculum and the simulations used, (2) to indicate the type of educational objectives associated with each simulation, (3) to share a model of teaching which is intended specifically for use in conjunction with the use of classroom simulations, and (4) to relate some ideas about other types of simulations that we have begun to incorporate into other courses.
It is our belief that the use of simulations can enhance the learning of both content and skills. More important, it can provide students with opportunities to experience the consequences of their individual and group efforts at problem-solving and decision making, and it can help bridge the gap between the academic experience and the world of work.
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