Simulations are defined as a replica of a real-world system or event that stays true to its essential precepts. Just like assembling a puzzle whose pieces come in different shapes and sizes, developing simulations involves co-ordinating a variety of activities between various resources that are inherently programmed to think differently. So, what links different activities and resources together towards a common goal? Enter project management and a project manager! In this article, we will articulate key issues in managing a simulation development project from a project management perspective. First Things First: Subject Matter Experts Any replica of a real-world system requires intimate knowledge of the system. For example, a simulation focused on conversation on handling objections in selling a product would require know-how about the objections and their resolution. Similarly, decisions involved in managing a loan portfolio would require know-how about the mathematics involved. This know-how is available with a Subject Matter Expert (SME). These SME’s, being experts, have great demands placed on their time and their availability is constrained. Therefore, a key task of managing a simulation development project requires managing necessary but sufficient SME interactions. Cross-functional Collaboration The details required for a simulation are generally gathered from the SMEs by instructional designers, modellers, communication designers, and/or programmers. These resources think very differently towards the same goal and serve a unique purpose in the project. An important task to ensure great cross-functional collaboration is to guarantee team synergies by selecting the resources appropriately, allowing open debates, focusing on resolving problems, and keeping the team together under demanding circumstances. Scope Management A key element involved in managing the scope for a simulation is to define its boundaries. For example, in a complex simulation, a project manager may define the level of depth required by classifying the simulation as requiring operational or strategic orientation. Such classification may help in determining the level of details that are needed and the details that can be assumed. Documentation While all the information required for a simulation is being gathered, discussions about simulation’s design and its details can flow in several directions. It is pertinent that everyone involved in the process, mainly the client, is aware of all the evolving perspective and the need to iterate. The only way to do this is by being disciplined about ongoing documentation that culminates in a functional and design specification document, which provides an integrated picture. Process and Risks During system study, the approximations involved in simulation require ongoing clarity. By iteratively clarifying the suggested approximations, a reasonable structure and context can be derived. Iteration must be built at every step in the process: from design to production. Besides aiding the development process, it also helps contain and mitigate risks that may arise. In summary, managing simulation development is about managing collaboration between people —including the experts and project resources—who think differently, defining boundaries, documenting the evolving perspective while aiming for a final goal, and doing all this iteratively to avoid and mitigate risks.   For further insights and information on the same, please refer http://bit.ly/1i3GqvE  

The domain of learning has traditionally been teacher-centric. The approach, perhaps, is attributable to social hierarchy that dictates learning has to be driven from the ‘top’ by a teacher or mentor. While this may well be effective, besides being tried and tested, it often fails on one count - it’s assumption that one size fits all. Teacher-centric models traditionally follow a ‘take it or leave it’ philosophy, where the student group is often considered to be a homogenous entity with similar learning styles, levels of competence, learning needs and motivation levels. The need, thus, is for a paradigm shift - to a student-centric model - by leveraging technology. While a student-centric model may not be the panacea for all-things-wrong in the teacher-centric approach, it is a response to an increasing call to give the power to the people. The power which allows the use of technology to have diversity in formats of content presentation, make content more accessible to learners, allow learners to determine their learning path and account for different skill / competence levels. Enter Adaptive Learning Systems! Read more: http://bit.ly/1hBF64t

What really constitutes the purpose of education and learning? While views may differ, we believe that education must provide students with the tools for thinking, problem-solving and creating new things. It must also encourage them to question what is being taught and inculcate in them a certain sense of social justice. Above all, it must leave them with the hunger to continue learning through life. As for learning, it involves many things—not just the ability to retain and reproduce what is taught. So, if you have been observing the recent trends in K-12 education, classrooms in most parts of the developed world have been promoting an environment of inquiry, experimentation and dialogue through the use of technology in classrooms. While this doesn’t take away the significant role of a teacher in the classroom, this power shift, ie, the integration of technology in the teaching-learning process will be a valuable tool for effective learning and to help each child build on his or her strengths. Tata Interactive System’s comprehensive educational solution for K-12 schools "Tata ClassEdge" based on the Multiple Learning Experiences (M-LEx™) Model, aims to make the teaching-learning process more experiential and enquiry-oriented. In this instructional framework, the use of information and communication technology (ICT) in classrooms is a significant component. Here, the teaching-learning process includes multisensory experiences (visual, auditory, verbal and kinaesthetic) that enable students to experience learning across different modalities. The intention of this framework is to enable teachers to resist fixed patterns of teaching, build on the natural curiosity of children, and convert the classroom into an active learning space (as opposed to passive transfer of information). Therefore, Tata ClassEdge lesson plans, which are built on the M-LEx™ model,lay stress on designing activities that provide multiple experiences to children—experiences that arouse their curiosity and are engaging, explorative and participative. For detailed information on the same, please read the White Paper

2013 was a great year for TIS. Some of the major highlights include 15 international recognitions, 4 global symposiums, launch of LEARNow and product innovations like Personalized Learning Applications, Spreadsheet Simulations and MOOCs. After 23 years in the custom learning space, and having delighted a global customer base of several hundred organizations, we continue to evolve and innovate using technology for better learning experience. This year we launched LEARNow, a cross platform, our ecosystem for mobility. LEARNow is a cloud-based, cross-platform, cross-device mobile learning ecosystem that allows users to author and deliver seamless learning content that transcends mobile devices and operating systems, at one go.  Our clients feel confident that the authoring capability here is comparable to the generic toolsets for affordable mobile conversion and deployment -we invite you to have a look (www.learnow.com)! One of the most exciting partnerships we established was with a telecom major to develop a personalized learning environment. While adaptive learning technologies have been in the education space for some time, the transition to corporate learning environment often posed problems either due to constraints of an archaic learning management system or restrictions of security. Personalized learning environment is all about a cloud-based learner centric application that pushes content to the learner after reviewing his competency level based on his personal goals, as well as the community’s/organization’s expectations from him.  How else would you want to see the multi-tasking millennial learn?  With many learning experts socializing the concept of 70-20-10; the personalized learning environment is our answer to making the ‘70-20’ bit relevant and exciting to the millennial learner. The emergence of spreadsheet-based simulations has also been of significance for us. Spreadsheet simulations blend classroom experience with highly interactive and complex models built with lower costs, reduced development timeline, customizable flexibility and, elegant graphical user interface. Another trend that seems to be catching up is the advent of MOOCs (massive open online courseware) in education. While business models are still being debated and as educators unanimously critic about student adaption being not as high as student enrollment, we see a number of corporates already expressing interest to adapt the technology and concept for lifelong learning and professional development.  We hope to launch a few MOOCs for our clients in the months to come! Similarly, as mobile technology evolves into wearable devices, it remains to be seen if these platforms become a disruption in online learning. Meanwhile, our practice teams are prototyping formats using augmented reality to suit the appetite of such devices. On a final note, the year 2013 also witnessed our association with Center for Talent Reporting as well as the introduction of TDRp standards to our customers globally.

Over the years, the Instruction Design community at Tata Interactive Systems has developed innovative learning solutions, and our clients have benefited from the many features we offer. We’d now like to open up our in-house instructional design team to answer any questions about their areas of expertise and generate ideas to help the global L&D community. In a series of weekly ‘Ask the Expert’ webinars, beginning February 6, 2014 (2pm GMT), we will focus on 2D/3D Animation, Learning Consulting, Learning Portals, Business Gaming Simulations, eLearning & Blended Learning and Serious Games. But what does this all mean? And what actually goes into enhancing learning engagement and effectiveness? The science behind these learning solutions is to educate the leaning & development (L&D) community on some of the best practices for optimizing technology/eLearning investment. So, you can gain insights into: How animation and 3D Virtual Worlds can enhance learning engagement and effectiveness Practical approaches towards learning effectiveness evaluation using popular models like Kirkpatrick and Jack Philips. How L&D departments can organize content into a logical eco-system Why Business Gaming is more readily accepted in Germany Whether MOOCs be the trigger to fully engage Senior Execs in continuous self-development The difference between Gamification and Serious Games You will also get an understanding of how TIS helped clients win 8 Brandon Hall Awards in 2013. So, feel free to ask for in-house tips and secrets from the only truly global learning solutions provider. For session details and free registration, visit www.tatainteractive.com/webinars.html Will Chadwick is Vice President - UK at Tata Interactive Systems 

Learning preferences vary around the world and Tata Interactive Systems (TIS), as the only truly global provider of bespoke digital learning solutions, is uniquely placed to offer insight into the reasons behind this. In a webinar titled ‘Business Gaming Simulations’, Tata Interactive will shed light on why there are clear differences in the adoption of business simulations as a learning format in The UK and Germany even though they seem to have similar corporate organisational structures. The Webinar will be held on Thursday, 27th February, 2014 at 2:00 pm GMT. Business Gaming Simulations is one of the most advanced and comprehensive models in eLearning that simulate operating environments. However, learning styles across the globe vary. For instance, business simulations are used quite extensively in Germany whereas there is little penetration of them in the UK. To help understand and overcome this challenge, Tata Interactive’s free webinar to be presented by Dominik Maier, Principal Consultant, TIS, Germany and Will Chadwick, Vice President - UK, TIS, will explore this subject, demonstrate examples and suggest answers. The webinar caters to individuals involved in developing learning content as well as training instructors. Attendees can expect to get a thorough understanding on the effectiveness of business gaming simulations. To register for ‘Business Gaming Simulations’ Webinar, please visit http://bit.ly/1k6yTz7.

"In a free enterprise, the community is not just another stakeholder in business, but is in fact the very purpose of its existence."  - Jamsetji N. Tata (Founder, Tata Group, 1868) This is the Tata Group’s mission statement. And true to its word, the numerous efforts of this Group has brought respect and success to all Tata enterprises across the globe. Comprising over 100 operating companies in seven business sectors: communications and information technology, engineering, materials, services, energy, consumer products and chemicals, the group has operations in more than 100 countries across six continents, and its companies export products and services to 150 countries. In fact, the Tata Group was recently declared India's most valuable brand with a value of USD 21.1 billion! March 3, 2014, marks the 175th Birth Anniversary of Jamsetji Tata, a visionary leader & founder of the Tata Group who worked tirelessly to shape the future of India. What a cause to celebrate! The celebration reinforces our commitment to the vision, ideals, and values of the great visionary who paved way for the development of an industrial India. Today, his inspiration drives every Tata enterprise, everywhere in the world. And, we at Tata Group are committed to carry forward Jamsetji Tata’s pioneering vision and legacy. For more details, visit www.tata.com      

Explores learning models and approaches for the connected, networked learners in a complex world Provides an overview of models like Pervasive Learning, Flipped Learning, Evidence-based Learning, Adaptive Learning Systems, and 70:20:10, with a few case studies Tata Interactive Systems (TIS), one of the leading developers of learning technology solutions across the globe, today announced the release of a new white paper "Mapping ID to Performance Needs". TIS has developed this white paper as part of its ongoing effort to resolve the learning-performance conundrum and provide alternative frameworks for practitioners to learn from. It is evident that the world of learning and performance—workplace, higher education, and individual—is undergoing a fundamental shift. To encourage and assist in this effort, TIS’ white paper on Instructional Design (ID) methodology reviews current models like Pervasive Learning, Flipped Learning, Evidence-based Learning, Adaptive Learning Systems, and 70:20:10, with a few case studies, and includes some specific Case Studies that demonstrate the optimal path to learning. In the paper, TIS says, "There has been a significant shift in corporate learning design to suit a new multi-generational workforce and address the need to streamline the learning function. With easy access to information via the internet and social media, longer working hours, and remote working, learners want instant gratification of training needs. At the same time, research shows that while 70% of workplace learning happens on the job, 20% is achieved through coaching and mentoring. In the light of these developments, an organization needs to have a collaborative learning framework, where learners generate content and learn from each other. Shorter, focused programs address the need for knowledge that’s relevant and also act as just-in-time performance support, over multiple devices (web, mobile, etc)." The white paper also focusses on TIS’ learning effectiveness evaluation framework called EAR - Evaluation, Analysis, and Revisit, and serves as a blueprint for the Learning and Development function in the current business environment. Several of TIS’ recommendations include: Given the effort spent on developing eLearning modules, there is a greater scrutiny on the performance improvement a module facilitates. It’s not enough to learn; the learning needs to translate to performance. Course design should be about a holistic approach including performance support tools; a much broader spectrum than a pure learning-oriented philosophy. Since the opportunity cost of an eLearning program is high, there should be a clear connect between the course and performance. To read the complete ‘Mapping ID to Performance Needs’ white paper click here.

Performance? What exactly constitutes ‘Performance’ in today’s business environment? While a myriad of factors shape the performance of modern day workplace, it is work fragmentation and the ability to access work anytime from anywhere using a wide range of technologies that form the key indicators of growth. In this context, L&D has to redefine itself… take a hard look at what they should offer to remain relevant and add value. Some of the learning models that have risen to prominence in response to the current context are Pervasive Learning proposed by Dan Pontefract, the 70-20-10 framework popularized by Charles Jennings, Evidence-Based Learning and Adaptive Learning Systems and, of course, the now ubiquitous MOOCs. While the latter is more of a dissemination model and not really a learning design approach, it provides opportunities for a novel way to approach online learning—whether in higher education or in the corporate world. We, at Tata Interactive Systems, have recently released a White paper "Mapping ID to Performance Needs" that highlights some of these models and their relevance in the post-industrial Knowledge Era. Pervasive Learning with its three components of formal, informal and social addresses the challenges organizations and individuals are facing, i.e., formal training by itself doesn’t go far. It encapsulates and "formalizes" what employees have been anyways doing for a long time—reaching out to peers, sharing experiences and tacit knowledge over a cup of coffee, reaching out to their networks when in need. This model, hence, would be a good starting point for L&D to don the hat of facilitators, connectors, curators and aggregators. The 70-20-10 Framework emphasizes that 70% of workplace learning comes from on-the-job experience, and 20% from networks while assigning a meagre 10% to formal training. Given that most of the meaningful work lies in the complex domain today and the relationship between cause and effect can only be perceived in retrospect, it is fitting that majority of our learning comes from challenging experiences. This is supported by networks in the ubiquitously connected economy, especially for experienced workers. Novice learners may still continue to benefit more from formal training. The MOOC dissemination approach offers an opportunity for organizations to integrate all three aspects of the Pervasive Learning model. MOOCs offer the possibility to incorporate micro-learning components, learning flows, and social learning aspects like discussion forums. The actual "course" content—the micro-modules—could serve as the basis for discussion-starters or be the anchor around which conversations take place. In short, the focus in L&D has moved from learning to performance, from formal trainings to social and collaborative learning, from hierarchy to wirearchy. Stay tuned to know more about these different models… -      Sahana Chattopadhyay, Consultant - Instructional Design, Tata Interactive Systems

Today there is a lot of awareness of Animation and Gaming in the Entertainment domain, however less so of animation in the educational domain. We at TIS believe that the quality of our animation gives our learning programs a competitive edge, and is also widely appreciated by our customers worldwide. On another hand we have some very talented animators working with us and this domain offers alternate and exciting career opportunities designers and animators. Also, animation is a powerful medium of storytelling and has the capability of cutting across geographical boundaries, as well as of making complex subjects more understandable and engaging. The webinar presented by Manisha Mohan, Senior Vice President - Design & Animation, Tata Interactive Systems focused on the advantage of using animation and 3D virtual worlds in education and training - and highlighted some case studies of projects we have done across different domains. These products have helped people learn better and many of them have won international awards. During the Webinar we shared few examples, one of them being - TIS used Maya and Unity 3D to create a virtual retail store in Canada where new recruits/staffs in the company can explore the store environment and identify problems and link them to business impact issues. For example too many people queued up to buy an item could be caused due to the fact that the person at the counter is not trained properly, and may result in loss of sales if people get impatient. Since typically people who work at counters in a retail store are young - they also play a lot of games. They much prefer a format like this as opposed to learning concepts in a classroom or from a textbook. This program also won the Brandon Hall Gold Award for Virtual Worlds last year. The webinar was not too technical in nature and the goal was just to help them see the advantages of using the same medium in an educational context. The audience that had signed up ranged from training managers of companies worldwide, practicing designers and animation students and proved useful for training managers to see this as a potential way of engaging their employees further in learning, or for animators and design practitioners to see this as a potential domain to explore as a career opportunity. To view the webinar recording, kindly visit: http://www.youtube.com/watch?v=a9yh3s_qaDk&list=UUK_lGf4cV0IWepLHTGB3WJQ&feature=share&index=2