Simulation - Introduction
What is the Sim?
The "Simulation" began as a technique of teaching Middle East Politics through the internet. In essence, it is an extended role-playing game conducted by e-mail and web site whereby students, divided into teams of two or three playing a Middle Eastern role, will respond to a likely scenario in order to further their interests. Computer Simulations are thus, in some respects, very similar to traditional role playing games conducted via face to face meetings and with human runners or couriers relaying messages between the various teams. The only difference is that with the computer simulation, messages are sent via e-mail, negotiations take place via chat sessions and the irc on the internet, and the Simulation Web site contains essential information concerning the conduct of the simulation and announcements relevant to its conduct.
It's not a computing course
Despite the extensive use of computer communication facilities, the simulations would not be classified as computer-intensive, since the computers themselves do not play roles in the game or determine outcomes. Other programs have been developed in which all role-playing and the determination of outcomes are done by the computers, and human input is restricted to the entering of the initial parameters. In contrast, these simulations utilise human participants to play all roles, and outcomes are also determined by human controllers, rather than by a computer program. The computer systems themselves are used only to provide the means of communication between the human players. It is important, however, not to understate the importance of the computer systems used, since it is in the use of these computer systems that this program is particularly significant and unique in many ways.
The use of the internet and computer technology make a simulation more user-friendly and allow diplomatic exchanges to take place more conveniently. Delivery time is almost instantaneous, and messages may be copied to a number of recipients. This makes the entire project relatively simple to monitor even with a large number of roles. Most importantly, the internet has removed all barriers related to distance. This means that a number of classes from different Universities around the world can play a simulation together. Over the last six years, Simulations have been conducted with The University of Texas at Austin, Georgetown University, the American University in Cairo, The University of Melbourne, and The University of Canterbury (in Christchurch) among others. Though the topic - in this case the Middle East - is fixed, students may approach the simulation from any background, e.g. politics, history, engineering, media studies, etc.
The Simulation is Effective
This is an exciting use of technology for humanities teaching, and has been recognized as such by IDP Education Australia, which highlighted the simulations to the OECD as an example of excellence in the internationalization of education, and by the Committee for the Advancement of Undergraduate Teaching (CAUT) which has awarded us a substantial research grant. They have also been recognized by various newspapers, radio and television programmes in Australia and overseas.
More importantly, the simulation brings students out of the traditional classroom environment and allows them to test what they have learnt in a simulated reality. This highlights a very different approach to education. A university course generally succeeds in teaching students of and about a subject. As students attend lectures and seminars they are taught about politics, science, or whatever course they have enrolled in. Tutorials and essays attempt, in a limited way, to allow them to look at what they are learning and somehow apply that knowledge. Unfortunately, far too often these applications of knowledge are detached and dispassionate.
WORK = PLAY
A simulation works differently. Students are thrown into the deep end of politics and diplomacy in the Middle East. As a role-playing exercise, students can freely apply their knowledge (within the limits of reality - the game is overseen by a number of "controllers") and are at the same time tested by having to respond to the game-playing of other roles. Thus, the facts and figures studied begin to have purpose and meaning. The simulation could also be described as quite addictive. Most students will spend more time on a sim (they usually run for about three weeks) than on an essay and assignment, and some will spend hours each day playing (and learning). The nature of a simulation allows students to vary the amount of time they devote to the game depending on their commitments and the students who most enjoy the exercise can involve themselves as much as they like. Since everyone, in teams of two or three people, are playing a real person or organisation, there is always some diplomatic, economic or military course of action that can be initiated.
The simulation both nurtures and challenges students. They may concentrate on their strengths and specialities, yet they will also have to respond to the activities of other teams and the occasional unpredictable events that occur. A spirit of community is also fostered as a by-product of the game as students spend so much time sitting together in computer rooms, chatting over the internet (there are occasional romances, sometimes with players interstate or overseas). Finally, students who have had little experience with computers (and even those who have) will become more confident in using this important new technology and will have learnt how to use the internet - both for research and entertainment.
How Does It Work?
The class is first divided into small teams, and each team is allocated a role - that is, a character from the region who is a prominent political, religious or social leader. For example, one team may play Yasser Arafat, or the Secretary General of the United Nations or the President of the U.S.A. Importantly, there are also several roles as Control, which is somewhat akin to God. Controllers receive copies of all correspondence between roles, though not of transcripts of talk sessions. Controllers are responsible for the approval of violent incidents and actions against other players, for decisions on coups detat, and for general advice.
The team is expected to prepare a role profile, which outlines their characters background, interests, political agenda, motivations, objectives, allies and enemies, and influences. Each team is issued with a computer account on the e-mail network.
The class is then presented with a scenario which sets the scene. It should explain what the situation is in the hypothetical world of the Simulation, and is usually set some time in the near future. Typically, it includes a spark such as a bomb blast, attempted assassination or other dramatic incidents to which each character will have to react. It will be necessary for players to be made aware of the differences between the events in the real world and events in the simulation, but the real world is always the starting point and a source of continued inspiration.
The players then communicate with each other using electronic mail and teleconferencing with the aim of develop the political situation to their advantage and furthering the interests of their character. They must act in character - that is, as their character would. After an initial training session, the simulation unfolds over a set length of time, usually about three weeks.
Communicating
Email (Electronic Mail) is the fundamental and most common form of communication on the internet. An Email is in essence a letter, except that it is saved electronically and sent via the internet - arriving at destinations around the globe in less than a minute. The format of email is left to students' creativity, as long as they keep their mail in character. The subject of email is most commonly some form of diplomatic correspondence. Other common messages include announcements to groups of characters, or press releases which are released to the media. The functionality of electronic mail is such that copies can be sent to multiple characters, saved for future reference and forwarded on to other teams later. Email systems are easy to learn and quick to use. A training session to play a simulation usually requires no more than one to two hours (with appropriate handouts).
Online Chat
An online chat area is available for students to create virtual "rooms" to meet. Once again, distance is not a factor and players can communicate across cities and with other teams overseas. This allows conferences and large meetings to be organized during the simulation, with participants meeting on a prearranged "room" to cooperate, argue or simply chat informally.
Real-Life
Yes, students can, and do, meet in person (or talk over the phone) to talk about whatever interests - or concerns - them. The simulation encourages interaction between students in a course - and between different courses, different universities and even different countries.
The Teleconference
The teleconference concludes each simulation and allows students to finalise negotiations. Over a live telephone connection between each participating university, the teams participate in a number of panels. A CuSeeme connection via the internet allows video cameras to also be used - giving students a view of their fellow players from overseas and interstate.
The World Wide Web
The Web (WWW) supports the simulation. Via a text-based or a graphical interface, students can look up the scenario, roleprofiles and help-files, as well as the latest announcements that are relevant for all the participants. The Web page, also includes a plethora of Middle East links for students to look up their roles, and any other information they need.