(7)
Encourage participants to ponder
the underlying system as revealed in the simulation
(8)
Suggest models that might be used
for interpretation
(9)
Clarify student and
trainer/teacher's roles
(10) Note any
record keeping to be undertaken
(11) Ask for
feedback on planning and improving the activity (Chilcott, p. 8)
The
second stage of a simulation is normally the activity itself. However, it is often necessary prior to the
simulation or activity to teach vocabulary (or to train students on computers,
etc.). Other sorts of pre-requisites ought
also be covered, such as in the case of Barnga of introducing the "surprising" fact
that the game is to be played in silence, i.e. no spoken communication is
permitted in that simulation during the activity stage. An explanation for such
a "surprise rule" (i.e. the silence-rule in Barnga) is certainly needed for the
participants to proceed in proper good spirits and with expected good-will.
Finally, once the activity is begun, participants might need to be encouraged
orally by the trainers to continue to obey by those parameters which have been
set for that particular simulation.
A
debriefing stage needs to follow immediately after the simulation. Fishbanks (2013a,b), originally a board game
and later a computer software company, has outlined the seven stages which a
debriefing of a simulation should follow:
(A) Describe the problems and events
that have been observed
(B) Determine the extent to which these
same problems and events occur in a "real system"
(C) Decide which factors in the
simulation were the cause of or were responsible for these problems
(D) Interpret to what extent these
factors are present in the so-called "real system" or real experience
(E) Create or design changes in the
simulation which would avoid, reduce or resolve these problems, especially the most
serious problems
(F) Indicate what corresponding changes
in the real system might obtain the same positive results
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