I like simulations as learning tools. A good simulation gives learners real world experience without real world consequences.
I have developed a few web-based simulations. My first set of simulations was part of a business English program I started developing in 1996. I was focusing on the English language involved with working with numbers. My simulations had learners listening to some business text that used lots of numbers. “Numbers English” has its own unique vocabulary and grammar. But neither teachers nor students wanted this training. I had to admit the listening to my activities required a lot of focus to work the simulation properly. Too much focus, it seemed.
Ten years ago, I developed a food web simulation, targeted for high school biology students. There were already some simplistic food web simulations out there, so I took my food web to a higher level. Too high, it seemed. Looking back, I can see now that the learning curve for this simulation was too big for most high school students, who are busy people with busy lives.
Most simulations fail. It’s hard to find that the balance between realism and practicality so that learners willingly come to the simulation to get that real world experience.
I taught high school science and math for 15 years. Several more ideas for STEM simulations came into my head over the years. But none of them seemed worthy for me to risk time and money again.
When COVID came around, I thought about a simulation where players would manage a pandemic. The players would role-play politicians trying to make the difficult decision of deploying interventions to reduce the pandemic when some of their voters really do not like interventions — even if lives are saved.
I spent eight months thinking about this simulation. I thought of how to frame the challenge, develop the math, assess the software required, layout the presentation, and anticipate the learners who should like this challenge and gain benefits. Eventually I concluded, “I think this idea has potential. It’s time to go for it.”
Dave Volek’s Pandemic Simulation is now ready for you to play. Whether you are for or against pandemic interventions, you will experience what real politicians have to face in pandemic times.
https://www.dv-pandemic-simulator.org/
What does this simulation have to do with Tiered Democratic Governance?
Good question! In a future time, I believe a TDG will find a better pandemic balance than our current systems of governance. And more citizens will willingly accept interventions when they are called for — because they have more trust in the government. But this is for the future. What is the immediate benefit of this simulation to the TDG?
In my eight months of thinking of whether to move this simulation forward, one feature kept coming up. I could use the simulation to advertise for the TDG. If the simulation becomes popular, young, STEM-inclined people will be the main learners. So when these pandemic learners get their reports of how well their pandemic interventions worked, they will also be exposed to three TDG ads. As they will be exposed to the ads each time they try to better their score.
I have not been able to reach young, STEM-inclined people. Maybe now I can. This new demographic might become the first early TDG builders.
If you have some spare time, give this simulation a try. There is a Hall of Fame to place your name if you get a high score.
Published on Medium 2022
Zen & the Art of Motorcycles and Politics
