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SIMPLE: A PLATFORM FOR PROFESSIONAL SIMULATIONS                                                                   
                                                                                          
ABSTRACT                                                                                 KEYWORDS: authentic 
SIMPLE, the SIMulated Professional Learning Environment, is an open                      environments, professional 
source teaching, learning and assessment environment. SIMPLE supports                    learning                          
the creation of a virtual town where students engage in authentic                         
simulations of professional transactions. SIMPLE was developed at the                     
University of Strathclyde and funded by the UK Centre for Legal                          CONTACT:                        
Education and JISC.                                                                      Patricia.mckellar@warwick.ac.uk 
                                                                                          
                                                                                          




SIMPLE simulations takes place in a virtual environment created using an open source simulation engine 
which allows academics to create a virtual village where students in virtual organisations engage in 
authentic simulations of professional transactions. The town is represented by a map and an online 
directory of government agencies, institutions, businesses and people.  

Learners are sited in a professional context, where their work is, as it will be in the workplace, distributed 
between tools, colleagues, resources, anticipated and unanticipated problems, and individual constructions 
of knowledge and experience. They are able to develop links and liaisons with each other and to practise 
the collegiality, networking, values and community building within and between professions that exists 
within actual workplaces. 

AUDIENCE/GROUP SIZE 
Almost all the simulations run through the SIMPLE platform involve groups of between three and four 
students. The simulation blueprints can be adapted for use at both undergraduate and post graduate level 
and, as the platform itself is ‘neutral’, any professional discipline can run a simulation through the 
environment which is then populated with the relevant information for each simulation. Although 
developed initially for use in professional law courses  there are SIMPLE simulations currently operating in 
management science and architecture modules. 

LEARNING OPPORTUNITIES 
SIMPLE provides a framework for students to engage in transactions typical of real life situations. This 
immersion allows students to shift from merely learning process, procedures and facts to learning, through 
first hand experience, about professional capabilities such as personal responsibility, team working, ethics, 
client care and risk management 
SIMPLE encourages the embedding of professional work patterns and practices in academic programmes, 
the enhancement of professional programmes, and the creation of more authentic tasks and deeper 
student understanding of symbolic thinking as well as of professional practice. 
SIMPLE embodies the concept of transactional learning (Maharg, P 2007) which has been defined as ‘active 
learning, through performance in authentic transactions, involving reflection in and on learning, deep 
collaborative learning, holistic or process learning, with relevant professional assessment that includes 
professional standards’. 

TIME AND SETTING 
The SIMPLE platform has been the setting for a whole range of simulations which take place over varying 
lengths of time at different student levels and different institutions. Scenarios can be ‘variablised’, that is to 
say key elements such as client name, witness statement etc are altered across transactions so that each 
transaction is unique within the class. A few examples of simulations run in SIMPLE are given here: 
 
Law: The Civil Court Action:  In the Civil Court Action 
students will progress a virtual court action from the 
initial instruction from their virtual client to a f2f court 
hearing. During the course of the action they will require 
to gather information from the client and other witnesses 
which will inform their drafting of the action, correspond 
with the court and opposing side (represented by another 
student law firm), keep their client up to date with 
progress and respond to expected and unexpected events 
in the transaction. While the students play the roles of 
lawyer, the tutor will manage the transaction by acting 
as the client, witnesses and any other person the 
students contact in the virtual village.  
 
                                                                 
 
Law: Personal Injury Negotiation: Students in virtual law firms take part in a pre‐litigation negotiation over 
an injury sustained by the claimant at work at a local university (located in the virtual town) with one side 
representing the injured claimant and the other representing the interests of the university’s insurer.  There 
is a sophisticated range of resources, including graphics, maps, video, photographs, witness statements, 
template documents, etc.  Students create the file of the transaction by contacting characters (around 17 in 
total are available to them) in‐world.  In their negotiation, students represent their client’s interest, and 
follow guidelines on negotiation already given to them in a Foundation Course in Professional Legal Skills.  
Their learning is supported by two online forums. 
 
Management Science: The Music Festival: Students working in groups assumed the roles of Business 
Consultants to a company who wanted to run a music festival in the city. The Company, who became the 
student’s client, required a critical path project plan to be produced for the planning, organisation and 
running of the festival. The students required to develop this plan through corresponding with the relevant 
people and organisations in the virtual town created for this simulation. 
 
Architecture: Design Management & Practice: The main focus of the simulation was for students to 
consider contractual issues in the construction process and involved the students acting as project architects 
on a complex construction project. The simulation ran for 8 weeks and required the completion of 16 
discrete scenarios that were completed in a specific order. 
 

RESOURCES 
Each SIMPLE simulation blueprint will have a bank of resources which will have been created specifically. 
These will be in as ‘real to life’ format as is possible and have included: 
    • Map of virtual town containing all the utilities, businesses, government organisations etc 
    • Websites linked to each of the relevant organisations in the virtual town 
    • Reports required to support each simulation which may be requested by the students acting in role 
        e.g. doctors reports, car accident reports etc 
    • Photographs e.g. of the place of an accident, an injury, a venue etc 
    • Videos e.g. of witnesses being interviewed, of a constructions site etc 
    • Relevant legal documents e.g. contracts, statements etc 
    • Templates and forms e.g. Planning application forms, transfer of property forms etc 
    • Other miscellaneous resources e.g. newspaper reports, death certificates etc 
 
Some of the simulations have chosen to 
offer additional student support: 
 
    • On line discussion forums 
    • Weekly tutorial meetings 
    • FAQs 
    • Surgeries 
    • Hard copy and on line guidance 
        documents 
    • Preliminary exercises 
 




                                                                                                                  

ASSESSMENT 
Assessment has to be built into each simulation. For most of the SIMPLE simulations tutors have attempted 
to integrate the assessment into the flow of the transaction – and accordingly continue the willing 
suspension of disbelief required for total immersion in a role play scenario. For example if a document 
requires to be submitted to a government agency in a particular format, that submission can be made a 
suitable assessment point with the student not able to progress until they have satisfied the government 
agent ( aka the tutor). One difficulty with this is the need to progress the simulation (if a student continually 
gets the same thing wrong the time scale for the simulation may not work). One solution is to offer the 
student two attempts to submit a satisfactory piece of work and if not, they have failed the simulation and 
are then required to undertake an exam or other form of assessment outwith the simulation. 
Most of the SIMPLE simulations involve group assessment both during the simulation itself and in the 
portfolio/report which may be submitted at the end. Some module leaders undertake a form of peer 
appraisal to ensure all students have performed adequately. 



           THE STUDENT VIEW 
           This authentic immersion allows us to shift students from merely learning process, 
           procedures and facts to learning, through firsthand experience, about professional 
           capabilities such as personal responsibility, team working, ethics, client care and risk 
           management.  And this transition is clearly articulated by students: 
        
            “…working in the virtual environment has helped me focus on the concepts of individual 
           and collective responsibility” 
             
           “…taught me the importance of a client‐oriented focus and strong client relationships… I 
           believe we all learned valuable lessons in relation to people management that we will 
           take with us to our respective traineeships.” 
            
           “Specifically…I was able to visualize transactions and the chain of events…this knowledge 
           is something that cannot effectively be taught in lectures.” 
            
           “…prioritization was imperative to the success of our firm.” 
FACILITATOR ISSUES 

SIMPLE has a highly sophisticated tutor management structure in place which significantly reduces the 
burden of running the simulation. The simulations require a supporting infrastructure which is usually 
managed by the module leader. Certain actions in the simulation will require an academic decision e.g. 
whether a particular standard/criteria has been met. However there are usually a number of administrative 
tasks which can be transferred to a postgraduate assistant e.g. release of materials either individually or on 
block to student groups when a certain milestone has been reached. This reduces the ongoing 
management of the SIMPLE simulation for the academic. 


REUSABILITY 
Although developed initially for use in professional law courses there are SIMPLE simulations currently 
operating in management science and architecture modules. SIMPLE can be adapted for use in almost any 
professional learning context.

REFERENCES AND LINKS

The SIMPLE project website: http://www.ukcle.ac.uk/research/projects/tle.html 
 
The SIMPLE Community website: http://simplecommunity.org 
 
Soon all the materials associated with our SIMPLE simulations will be available as open educational 
resources. Watch progress on this site:   http://www.ukcle.ac.uk/research/projects/oer.html 
 
Online staff tutorial for training in SIMPLE  http://www.law.strath.ac.uk/ltdu/simple/gettingstarted/ 
 
Maharg, P. Transforming Legal Education, 2007, Ashgate Publishing 
 
 

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