Abstract
In some disciplines, simulation is central to all aspects of training and learning; it is used intermittently in others, and almost violently excluded from others – at least apparently. An ongoing problem faced by simulation is the low level of awareness and understanding about what the term, what means in different contexts, and how it assists planning, learning and change in human society. This work is the beginning of an exploration of simulation as a learning, training and assessment tool that is both inter-disciplinary and cross-disciplinary. As we are from very different disciplines, a shared passion for simulation was our starting point. This paper draws on extracts from our correspondence to track the evolution of our thinking, and ranges widely rather than deeply, across ideas and concepts. It uses our understanding of the Complex Domain in the Cynefin Domains of Knowledge (Hasan and Kazlauskas 2014), emphasizing that ‘probes’ into options and diverse sources of knowledge are essential to learning how to operate in, amend, or add to, current contexts which have no known prior answer.
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Radonyi, P., Leigh, E. (2018). Assessment and Evaluation of Learning via Simulation. In: Naweed, A., Wardaszko, M., Leigh, E., Meijer, S. (eds) Intersections in Simulation and Gaming. ISAGA SimTecT 2016 2016. Lecture Notes in Computer Science(), vol 10711. Springer, Cham. https://doi.org/10.1007/978-3-319-78795-4_9
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