Review by: Schönwald, Ingrid (2006-03-02)

This article explores whether web-enabled simulations provide new ways of learning and describes the development process and marketing strategy of web-enabled simulatins at Wharton's Learning Lab.

The Alfred West Jr. Learning Lab at the Wharton School of the University of Pennsylvania is intented to explore ways "to reach a deeper understanding of how people learn and to put that process to a higher level using advancements in technology and learning science." Since being founded in 2000 as a center and laboratory for exploring new approaches to learning, the Learning Lab developed a series of tools for classroom instruction.

In the pilot phase the Learning Lab team belived that their work would focus on developing interactive modules for demonstrating fundamental concepts. However, this approach gained little support by the faculty, who found such tools helpful, but not suitable enough to advance the teaching process. Based on the experiences of the initial pilot projects a more formal structure for the development process was established. Key stakolders are already involved in the early stages of the development process: the faculty who has to submit a proposal on the desired instructional application, the Learning Lab's IT staff who assess the technical feasibility of the project and the Learning Lab's Faculty Steering Committee who assess the project's pedagogical value and expected impact on the school.

At the time the article was written the Learning Lab had developed 18 web-enabled simulations (meanwhile there are 23 simulations) as "real-time learning experiences, and interactive programs that challenge students to think strategically across multiple business functions". Six of these simulations are outlined in the article. The goal of these applications is to enhance the classroom experience, not replace it, by expanding the depth of the educational experience. The projects aim at creating learning situations where the technology serves to strengthen student-faculty interaction. Most Learning Lab simulations are open-ended to avoid the tendency of students to focus on the mechanics of "the game" in order to "win", rather than to focus on the underlying principles the simulation attempts to teach.

The author gives an overview of an assessment among the the faculty, which gives evidence of a high acceptance level among Wharton faculty. Since 2003 some of the Learning Lab simulations are also extended to other institutions by a partnership with the the Addison-Wesley division of Pearson.

To conclude, the article provides some interesting insights into pedagogical design principles, development processses and marketing aspects of learning simulations. As the author is a senior member of Wharton School he clearly stresses the positive aspects of the interesting approach at Wharton, a fact which an critical reader should keep in mind when reading this article.