This video presents a flexible, discipline-agnostic framework for designing and assessing teaching simulations, from clarifying objectives to logistics and outputs.
📊 Quick Facts
| Type | Interview |
| Author | Alexandre GAIN |
| Published | April 1, 2026 |
| Source | Visit Source |
| Location(s) | The KOLB Library |
🖼️ Illustrations
📝 Abstract
[Summary generated by AI] In this short lecture, the author presents a generic, discipline-agnostic process for building effective teaching simulations. Starting with resources commonly available in higher education—role briefs, case materials (e.g., moot problems), computer-based models, meeting rooms, timetabled sessions, and facilitation structures such as subcommittees—the author demonstrates how to deploy them through a stepwise method. First, define a precise learning objective by drilling from broad domains (e.g., the European Union) to specific institutions, processes, or concepts (e.g., European Parliament lawmaking or MEP socialization). Second, choose an appropriate mechanism and scenario—formal role-play, abstract discovery exercise, or computational model—that directly accesses the targeted phenomenon. Third, calibrate logistics: group size, parallel tracks, plenaries, time available, and space. Finally, align assessment with goals, selecting among participation grading, knowledge tests (exams/coursework), and reflective writing. The approach is illustrated across law (moots), economics (models and policy effects), business/management, and political science (parliamentary or cabinet simulations). Outcomes and deliverables can include collaborative documents, plenary outputs, and reflective assignments. The result is a flexible blueprint that preserves pedagogical focus while adapting to diverse constraints.