Book Review
“Using Simulations to Promote Learning in Higher Education: An Introduction” by John Paul Hertel and Barbara Millis
By Kevin Balog and Sara Langford

The two writers who authored this book have strong simulation backgrounds as a result of their work for the department of defense.  This book is, as a consequence of experience and excellent writing, a very valuable to higher education.

The target audience of this book tends to be focused toward higher education.  Benefiting most will be college-level instructors.   Secondary educators may not have as broad of a base for application unless their curricular protocols already integrate simulations into an approved mix.  This expectation of constituents from higher education is evidenced in the introduction; the authors make the assumption that the reader has a firm command of his/her effective pedagogy with their targeted learners.  Those readers benefiting the greatest have already explored the use of simulations but wish to maximize the learning potential of these powerful tools.  This “introduction” may be rather advanced for those beginning to investigate the usage of either simulated experiential exercises or electronic simulations.

The authors present the following topics:  a definition of simulation, examples of simulations for the classroom, the role of the professor, and assessment of simulations.

Definition
The introduction of this book clarifies that simulations must fit within the context of a student-centered learning situation.  The authors draw on a number of authorities that say experiential learning engages more of the senses and that this type of learning lends itself to the use of simulations.  However, they stop short of giving a precise definition to simulations.  This may be because they do not want to limit the creativity and understanding of what possibilities lay in the use of simulations.

Examples of Simulations
The authors do not evaluate particular simulations.  Rather, they present some facsimiles that might be explored for future use.  One example of such a simulation is the use of “scenario stories.”  The authors demonstrate how simulations can replicate “stories” where learners are assigned roles.  This type of simulation is similar to directed role-playing, texting learner’s logic  and their use of authoritative evidence to support their position. 

Furthermore, the simulations that are discussed cross a broad range of academic subjects.  This makes the examples presented in the book applicable to a wide range of topics being taught by faculty.  “Educational” simulations typically place students in true-to-life roles.  Simulations are intended to be “real-world” examples alterable to enhance learning. 

The Role of the Professor
One of the main strengths of the book is its attention to the “Teacher’s role in facilitating simulations.”  A faculty member who embraces the use of simulations the way the authors suggest could experience a transformation in their teaching/learning process. 

The authors suggest that faculty members do not teach content but permit content to come from learners.  Faculty members behave as a facilitator who evaluates the content that comes from the learners.  It is stressed that if faculty use simulations, it is imperative that the professor’s role is not as the expert behind the podium.  The faculty becomes a manager of collaboration. 

Assessment of Simulations
Chapter five is dedicated to debriefing and educational simulation.  However, anybody who is trained in education or who has had any classroom experience will find this chapter to be very elementary.  Chapter six, Responsible Assessments, proved to be more useful.  This chapter was very down-to-earth.  Although it can be easy to seem condescending when discussing a complex topic like measurement and assessment, the authors do not come across this way at all.  Rather, this chapter proved to be a very practical guide to designing the assessment of your classroom simulations.  Furthermore, while it was very easy understand the material presented here, the suggestions were still rooted in logic, which made them more credible.

Conclusion
Anybody who is using any kind of simulation and is either having difficulty or is frustrated by evaluating the learning objectives of the simulation – this is a dynamite primer.  Any educator who reads this will understand the notion of facilitating rather than directing.  Anybody who has a belief in and understanding of using collaborative learning in their pedagogy will appreciate what this book has to offer.  However, this is not recommended for someone who is simply thinking about using simulations and looking for examples.

Title:  Using Simulations to Promote Learning in Higher Education:  An Introduction
Authors:  J. P. Hertel & B. Millis
Price:  $24.95 (paperback)
Publisher:  Stylus Publishing
Year:  2002
Pages:  160

ISBN:  1-57922-052-5