The WEBSIM FISHBANKS Simulation Laboratory: Analysis of Its Ripple Effects

Autor/inn/en	Arantes do Amaral, João Alberto; Hess, Aurélio
Titel	The WEBSIM FISHBANKS Simulation Laboratory: Analysis of Its Ripple Effects
Quelle	In: International Journal of Instruction, 11 (2018) 2, S.369-384 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1694-609X
Schlagwörter	Foreign Countries; Computer Simulation; Simulated Environment; Laboratories; Outcomes of Education; Mixed Methods Research; Computer Software; Universities; Consultants; Systems Approach; Sustainability; Partnerships in Education; Conferences (Gatherings); Educational Games; Questionnaires; Likert Scales; Computer Games; Research and Development; Brazil; Massachusetts (Boston) + Suchen Sie Ihr Suchwort? Ausland; Computergrafik; Computersimulation; Künstliche Umwelt; Laboratory; Laboratorium; Lernleistung; Schulerfolg; University; Universität; Consultant; Berater; Systemischer Ansatz; Nachhaltigkeit; Hochschulpartnerschaft; Educational game; Lernspiel; Fragebogen; Likert-Skala; Computer game; Computerspiel; Computerspiele; Forschung und Entwicklung; Brasilien
Abstract	In this article, we discuss the ripple effects of the WEBSIM FISHBANKS Simulation Laboratory held at Federal University of Sao Paulo (UNIFESP) in 2014, held as a result of a partnership between the Sloan School of Management of the Massachusetts Institute of Technology, the UNIFESP, and the Brazilian Chapter of the System Dynamics Society of Brazil (BCSDS). The simulation lab involved 100 people from 36 organizations. The aim of our research is to reveal the impacts of the laboratory two and a half years after it took place. We followed a mixed method approach, collecting data from questionnaires and documents. The main findings are as follows: (1) the laboratory helped spread the use of FISHBANKS software in Brazilian universities and consultancy firms; (2) the laboratory promoted systems thinking and environmental awareness, leading some of the participants to replace non-sustainable actions for more sustainable ones; (3) the laboratory fostered interest in the MIT LearningEdge initiative; and (4) the laboratory contributed to a rise in the motivation of the members of the BCSDS, which in turn led to the creation of symposia and other activities. (As Provided).
Anmerkungen	International Journal of Instruction. Eskisehir Osmangazi University, Faculty of Education, Eskisehir, 26480, Turkey. e-mail: iji@ogu.edu.tr; Web site: http://www.e-iji.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01