The International Simulation & Gaming
Yearbook
|
| V.Ahmed, A.Thorpe and R.McCaffer | ‘ MERIT 2’ a construction management simulation |
| Eugenijus Bagdonas, Irena Patasiene, Vytautas Skvernys | From game to success |
| John Bicheno | Fun and games in operations management: running a course with games every week? |
| Claude Bourlčs | TERRITORY: A simulation in biology |
| JM Bulbeck, JT Boardman and SJ Wingrove | ‘SystemiGame - play the game, learn the process’ |
| Benita Cox and Peter Saunders | Towards creating a global educational technology culture |
| Steve Davis | Tough choices: the prisoner’s dilemma in the classroom |
| Marte Fallshore | 'Sweet nothings' as a demonstration of sampling distributions of the mean |
| Brian Farrimond, Sheila Lynch and Marti Harris | Using multimedia to present case studies for systems analysis |
| Sinclair Goodlad | Simulating laboratory teaching for graduate teaching assistants (GTAs) |
| Päivi Haho and Riitta Smeds | The Softmatch-method: enterprise transformation through simulation games |
| Ken Jones | Damage caused by simulation/games |
| Doug Love and Peter Ball | Managing an open-ended manufacturing design case study |
| Mac McCarthy | Developing tourism in Erehwon: an interactive case study approach to strategic planning for hospitality management |
| Bob Matthew and Pete Sayers | Group exercises - collaboration or competition? |
| Scott Miller | Educational technology in the making of a crop pest management game |
| John M Rolfe | Acting to plan and planning to act: an initial exercise in major emergency planning and response |
| David Sharp | Entertaining hamming coding with four-letter word mutations |
| Peter Trim | Using the case approach to teach negotiation skills: the potential for a management game |
| Jamie Villegas | Simulation supported industrial training: - a method for increasing competence of people at companies |
| M.F. Warren, R.J. Soffe, and R.J. Williams | Use of off-the-peg business games as a component of large-group learning |
| Tina Wilson and Denise Whitelock | 'Are you who I think you are?' Making friends and playing games in cyberspace'. |
ABSTRACT
Designers of software for educational games have recently turned
their attention to designing games for use over the Internet.
This paper explores the need for these designers to be aware of a
new set of requirements which emanate from the diversity of
cultural and gender backgrounds of the participants involved in
playing games over wide area networks. No longer can it be
assumed, as was the case when a game was played at a central
point, that all participants are from similar cultural
backgrounds or, indeed, that they will be of the same gender but
that it is likely that the target-audience will be from a wide
range of cultural backgrounds and that both male and female
participants are likely to be involved. This uncertainty as to
the profile of the target participants gives rise to a need for
designers to consider what the potential impact of these
differences might be on game playing and whether these should be
reflected in the design of the game. For example, consideration
needs to be given as to whether cultural or gender differences
impact on the ways in which participants formulate their
game-playing strategy or whether different styles exist in
communication and decision making processes and the degree to
which these may influence the outcome of the game. Address for
correspondence: The Management School, Imperial College of
Science, Technology and Medicine, 53 Prince’s Gate, London
SW7 2PG
ABSTRACT
Games and simulations are powerful learning tools when used
separately. When mixed together into a simulation/game they
become powerful agents of personal damage - damaging personal
relationships, reputations and causing emotional hurt and
distress. Friendships can be broken, professional reputations
ruined and such antagonisms can develop that some people never
speak to each other again. Facilitators are not only victims but
are usually bewildered victims, almost inevitably unaware of what
hit them and sometimes not realising that they have been hit. One
consequence is that genuine games and genuine simulations get a
bad name because of the utter confusion of terminology and
methodology. The conclusion is that simulation/games should not
be used. What should be done is to (a) clarify the concepts of
games and simulations to reveal their incompatibility, (b)
explain this to the participants and (c) make whatever design
changes are necessary to the materials to remove inconsistencies.
Address for correspondence: Ken Jones, 4 Ashdown Lodge, 1c
Chepstow Villas, London W11 3EE, Tel: 0171.229.7669.
ABSTRACT
Over the years we have become increasingly exasperated by group
exercises where the groups end up being highly competitive with
one another. This usually results in a must do better than them
mentality, rather than a what can we learn from this exercise
mentality. This led us to reflect on how we designed, managed and
ran group exercises. In particular we ended up with some clear
ideas about how to design and manage group exercises which
implicitly and explicitly require group collaboration for
successful completion. One interesting and unexpected result of
this design process has been a significant increase in the
enthusiasm of the participants and the energy level shown by the
groups in the carrying out of such exercises. This paper is an
attempt on our part to share our observations on group process,
the design process we have adopted and some observations on the
effects of running exercises in this way. Address for
Correspondence: Dr Bob Matthew, Dept. of Civil & Engineering,
University of Bradford, West Yorkshire BD7 1DP
ABSTRACT
The increase in size and complexity of modern construction
projects has encouraged the development of better management
training methods for potential construction managers. One such
method is the use of simulation and gaming to enable these
potential managers to experience the range of typical decisions
that senior managers face daily. MERIT 2 (Managing Engineering
Resources Involves Team Work) is a construction management
simulation which allows up to 1000 teams referred to as companies
to operate a construction company for up to 16 periods or
quarters, representing 4 trading years. The participants are
required to control and manage the direction of their company
through inter-related marketing, tendering, overhead allocation,
labour and staffing and general financial decisions. The
companies operate in a computer-simulated market based on current
UK statistics. MERIT was developed at Loughborough University for
graduate Civil Engineers working towards chartership and it is
run annually by the Institution of Civil Engineering. The leading
teams are invited to play the final at Loughborough. So far,
about 12,000 participants have played MERIT over the last 7
years. This paper describes the main features of MERIT, the range
of decisions to be made, and their implications. The performance
indicators which determine the success or failure of each company
are highlighted. Finally the benefits gained from such an
approach are reported from an opinion survey of past players.
Address for Correspondence: The Department of Civil and Building
Engineering, Loughborough University, Loughborough,
Leicestershire, LE1 3TU, E-mail: v.s.Ahmed@lboro.ac.uk
ABSTRACT
The Systems Engineering Group at De Montfort University is
developing a methodology and diagrammatic representation for
mapping business processes (Carr et al, 1992); these we call the
'Boardman Soft Systems Methodology' (Bulbeck and Clegg, 1996) and
the Systemigram (Systemic Diagram) respectively. A systemigram is
a network of prose and graphics which represent a business
process or activity (Sherman et al, 1996). Collaboration with a
variety of engineering companies suggests that people are unaware
of the extent of their relationship with people in other
processes as well as in their own process. The implication of
this is that a decision or action taken by one group can have
adverse effects on another group in another process. These
effects are often unpredictable and undesirable. To help
alleviate the problem, the Systems Engineering Group create
systemigrams to increase 'shared understanding' within a process.
One of the techniques used to educate people about process
oriented thinking is by the use of a game called 'SystemiGame'.
The 'playing area' of a SystemiGame is a systemigram with some of
the key prose removed. The player(s) start with the removed prose
(node labels) and the partially complete systemigram. The object
of the game is to associate each of the node labels with the
corresponding empty node. This helps the players to learn, by
trial and error, the relationship of activities and people within
a process. SystemiGame has been developed for use in the
Microsoft Windows environment. Address for Correspondence:
Professor John Boardman, Science and Engineering Research Centre,
De Montfort University, Hawthorn Building, The Gateway, Leicester
LE1 9BH.
ABSTRACT
This chapter describes the participative Softmatch-method which
uses, in a systematic way, customised simulation games to achieve
successful business process oriented enterprise transformation.
The principles of the Softmatch-method and practical experiences
in Finnish case companies are described, and results and
experiences are discussed. The method is still in its development
and testing phase; the final results and their evaluation will be
available at a later stage. The Softmatch-method is composed of
the following interactive elements which involve different
organisation levels and functions: definition of the scope and
objectives based on company strategy, simulation games, team and
group work methods, project management methods and training. The
participation of employees from the design of the new process to
its implementation accomplishes high commitment throughout the
whole transition. Softmatch is being developed in an ongoing
Finnish-Swiss Eureka research project with participants from
Helsinki University of Technology IIA-Research Centre, consulting
companies and industry. Address for correspondence: Helsinki
University of Technology, Department of Industrial Management,
Otakaari 1, 02150 Espoo, Finland.
ABSTRACT
The exercise explores the activities involved in planning for and
responding to an emergency. It also attempts to demonstrate the
differences between these two functions and the training
implications that arise. Address for correspondence: Orchard
House, The Thorpe, Hemingford Grey, Cambridgeshire, PE18 9DA,
England. (3244 words)
ABSTRACT
The methodology of the organisation of learning business basics
has been suggested using an existing computer business game. The
structure of the business game organisation and input-output
forms have been shown in the report. Depending on the given
teacher data, created software can be applied for training or for
examination. An analysis of the game’s application for first
year students of Kaunas University of Technology Faculty of
Administration has been presented in the report. The obtained
results are compared with the parameters of other known computer
business games. Address for correspondence: Department of Service
Management, Faculty of Administration, Kaunas University of
Technology, Donelaicio 20, Kaunas, 3000, Lithuania. Tel: 370 (7)
201849, Fax: 370 (7) 207232; E-mail: eubag@adf.ktu.lt or
Irena.Patasiene@cr.ktu.lt
ABSTRACT
For many years, postgraduate students and post-doctoral
researchers have assisted with the teaching of undergraduates in
science laboratories. What is new is that increasing attention is
now being given to ensuring that these graduate teaching
assistants (GTAs) receive some formal instruction before being
let loose on students. For three years, experimental workshops
have been offered at the Imperial College of Science, Technology
& Medicine, University of London, to address relevant issues.
Preliminary research revealed that GTAs main concerns are about
their own knowledge of the subjects they teach and about coping
with students. This paper describes a simulation exercise
developed to assist physics GTAs who have to supervise laboratory
teaching. Address for correspondence: Dr. Sinclair Goodlad,
Director of the Humanities Programme, Room 440 ME Building,
Imperial College of Science, Technology & Medicine,
Exhibition Road, London SW7 2BX, Fax 0171 594 8759; e-mail
s.goodlad@ic.ac.uk
ABSTRACT
This paper presents aspects of novel case study structure for
teaching the process of manufacturing system design. The approach
used for the case study removes many of the limitations of
traditional methods of teaching the design process. It has been
used successfully for a number of years and proves to be both
enjoyable and valuable to manufacturing engineering students. In
particular the method by which the case study is introduced and
administered will be described. The approach used is to actively
involve students in a design problem. The problem is defined
using a modified industrial example and is open-ended in nature.
The students must define the boundaries of the problem and seek
the necessary information to be able to offer a solution. Address
for Correspondence: Dr Peter Ball, Design Manufacture &
Engineering Management (DMEM), University of Strathclyde, Glasgow
G1 1XJ. Tel: 0141 552 4400 (Ext. 4548); Fax: 0141 552 0557;
e-mail: p.d.ball@dmem.strath.ac.uk or p.d.ball@iee.org.uk, Web:
http://www.strath.ac.uk/Departments/DMEM/MSRSRG/peter.html
ABSTRACT
This chapter outlines an interactive case study simulation
exercise designed to teach the basic principles of strategic
planning to final year students on the Hospitality Management
programme at the University of Central Lancashire. The design
encourages groups to think and act strategically, first providing
them with basic information and then giving additional
information as the simulation progresses. Reflection is
encouraged on both the process and the difficulties involved. The
discussion includes the reflective problem-solving model that
informs the teaching and learning methodology. Address for
correspondence: Mac McCarthy, Dept. of Hospitality and Tourism,
University of Central Lancashire, Preston, Lancashire. Tel: 01772
893900.
ABSTRACT
The Centre for CBL in Land Use and Environmental Sciences (CLUES)
has found that a systematic method is vital for the production of
good computer-assisted learning (CAL) courseware. The development
protocol for courseware at CLUES provides a series of discrete
stages. The conclusions drawn following evaluation of one stage
results are used to improve the next iteration of the courseware.
As the process continues, the package steadily approaches the
goal - of achieving the desired learning outcomes when embedded
within a course. This systematic approach to CAL courseware
development follows the work of Rowntree (1982). The development
of the CLUES module Beet is described as an example of this
process. ‘Beet - a crop pest and disease management
game’ is a (CAL) module presented as a simulation game. A
simulation was adopted because it is the only way to provide
students with an alternative to the kind of experience that they
can acquire through the practical management of a beet crop. A
comprehensive manual accompanies the CAL module. It provides
advice on how to use Beet in a course, explains the underlying
model, and details successful playing strategies. Address for
Correspondence: Scott Miller, Technology Based Learning
Specialist, University of Essex, Wivenhoe Park, Colchester CO4
3SQ.
ABSTRACT
In common, it seems, with several undergraduate business courses,
many students at the University of Buckingham are not initially
interested in Operations Management. Several approaches can be
adopted, ranging from ‘just do it; it's good for you!’
to ‘we will show you how much fun operations can be’.
Over eight years at Buckingham, Operations Management has evolved
from the former but now attempts the latter. A prime tool, but
not the only tool, for this has been games. The paper will
briefly describe the games used (including the chain game, a
layout game, an MRP game, various opt games, a JIT game, quality
games, supplier partnership, and a business process reengineering
game), and mention the fun and the failures. Over the eight year
period, class sizes have increased which has made the use of
games more difficult, but has lead to the use of some
innovations, such as parallel games and computer games which has
met with mixed success. The overall experience will be evaluated.
The author has also run many of the same games in industry, and a
comparison with the industrial experiences will be given.
Generally, games seem to work better where there is a real
situation to refer back to leading to the desirability to combine
games with other activities such as visits. Address for
correspondence: School of Management, University of Buckingham,
Buckingham MK18 1EG. Tel. & Fax: 01280 815023; e-mail:
picsie@axiom.co.uk
ABSTRACT
Case studies form an important and valued resource in teaching
and learning, traditionally being presented as text, with the
possible addition of simple role playing. The advancement of
multimedia techniques provides us with the opportunity to extend
this approach to teaching and learning and we propose that
current paper based case studies be transformed into interactive
multimedia simulations to capture the students imagination and
consequently enrich student learning. The following paper relates
research in the development of Interactive Case Study Simulations
(ICSS), together with a case study language (CSL), to enable the
production of multimedia case study scenarios for students of
System Analysis. The goal of the interactive case study is not to
teach or argue the student towards a specific goal but to provide
a context in which to explore the ‘real’ world. The CSL
environment includes a mark-up language (CSL), a scene librarian
and a text editor to enable the user to create case study
scenarios containing scenes, people and documents using images,
video clips, sound clips and text. Research continues at
Liverpool Hope with the study of VR techniques to aid in the
realism of the case studies, and the addition of a knowledge
based system to add ‘intelligence’ to the actors in the
case study. Suggested future directions for ICSS involve the use
of simulations via the Internet or CD ROM for applications in
distance learning. Address for correspondence: Brian Farrimond,
Sheila Lynch and Marti Harris, Liverpool Hope University College,
Woolton Road, Liverpool, L16 8ND.
ABSTRACT
The study conducted as part of a research project at Linköping
University indicates that simulation games are useful tools for
industrial training, and may probably be more effective for many
purposes than other methods, particularly in complex areas such
as production management. However, this research strongly
indicates that the best results are achieved when simulation
games are used in conjunction with other, traditional learning
methods. One of the contributions of this research project
consists of the development and evaluation of a training method
which helps participants to better understand their own problems
at the company with the help of computer-based simulation games.
The training method, SSIT - Simulation Supported Industrial
Training- has the following main characteristics which make it
unique: · The simulation games are tailor-made to the
participants’ specific problems. · The training is carried
out directly at the work place. · The training is based on the
execution of a number of simulation games which successively
illustrate the problems of the company. · The training method
combines the work on the simulation games with other traditional
types of learning techniques such as theoretical instruction and
group discussions. · The training promotes not only the
participants’ individual learning, but also the
organisational learning process. The goal of this paper is to
present the main ideas which have been helped in the creation of
the SSIT method and to describe its main characteristics, see for
more detailed information Villegas(1996). Address for
correspondence: Linköping University, 58183, IDA-EIS, Linkoping,
Sweden. Tel: 013 282539; Fax: 013 282666; Jaivi@ida.liu.se. For
more information check
http://www.ida.liu.se/labs/eis/people/jaivi.html
ABSTRACT
During 1991 concerns about rising numbers led to an experiment
with a large first-year degree module in financial management,
comprising students from a range of rural-based programmes, most
of whom had no intrinsic interest in the topic. An off-the-peg
game was used as the central means of learning, supported by
lectures, computer-assisted learning, fortnightly tests, and
surgeries. Annual evaluations of student perceptions, coupled
with qualitative and quantitative outcomes of assessments, show
the strategy to have been highly successful, with a high quality
of learning experienced by students despite numbers ranging from
130 to over 200 (40 companies). The fact that the game is based
on a manufacturing business, rather than rural land-using, gave
no difficulty. Staff enjoy being involved with a more
highly-motivated student group, although reductions in formal
contact time are balanced by other pressures. A more complex game
was subsequently used with third-year students in a module which
had previously been based on ‘live’ case studies,
allowing students to bring together various aspects of their
managerial learning. Over 1000 students have now taken this
module, and reactions have been extremely positive - far more so
than when real businesses were used. Future developments
envisaged include incorporation of different types of game into
other modules, to create a ‘game continuum’ throughout
the business pathway; involvement of teams from universities
overseas; and development of learning support materials on a WWW
server. Address for correspondence: Seale-Hayne Faculty of
Agriculture, Food and Land Use, University of Plymouth, Newton
Abbot. Devon, TQ12 6NQ. Tel: 01626 325673; Fax: 01626 325657;
email: mwarren@plymouth.ac.uk; WWW: http://141.163.121.36/
ABSTRACT
The adoption of fun environment in computer-mediated
communication (CMC) is being considered by many institutions
worldwide to overcome the problems of isolation associated with
distance education and training courses. M205-STILE
(Students’ and Teachers’ Integrated Learning
Environment) is one such project that used a CMC environment with
110 distance learning students and nine tutors throughout the UK
and Europe. The participants were online with conferencing and
WWW facilities for a period of 10 months from February to
November 1995. The provision of these online facilities put the
students in touch with other students and their tutor. In order
to find out what essential characteristics make a CMC enjoyable,
we monitored the students’ online activities and reactions
within the environment. The data includes a case study. This
chapter reports on how remote and urban students used the online
conferencing system to make friends and find like-minded
colleagues to work with. Our results suggest that having fun and
conveying a sense of humour are important factors in the
formation of peer groups for online learning and therefore they
are important factors in the design of interactive online
environments for conferencing and WWW. Address for
correspondence: Tina Wilson, Centre for Educational Software, The
Open University, Walton Hall, Milton Keynes, MK7 6AA. Tel: 01908
654026; e-mail M.E.Wilson@open.ac.uk Denise Whitelock, Institute
of Educational Technology, The Open University, Walton Hall,
Milton Keynes, MK7 6AA; e-mail: D.M.Whitelock@open.ac.uk
ABSTRACT
The game TERRITORY is designed for use with students following
introductory courses in areas of biology such as animal behavior,
ecology, evolution and population genetics. It uses packs of
ordinary playing cards and game counters. Groups of up to 60
students can play. Address for correspondence: GERSAFE-IPSA-UCO,
BP 808, 49008, F 49008 Angers Cedex 01, France.
ABSTRACT
In this chapter I show how participants in a series of activities
can explore for themselves the strategies they employ when they
have to solve complex problems. The vehicle for these problems is
the well-known Prisoner’s Dilemma - a scenario that
examines, in detail, the intractable nature of interpersonal
relationships, and the complications attendant on the choice
between self-interest and the common good. The problem
simulations that I derive from the Prisoner’s Dilemma are
content-free, are very easy to explain and operate, and can be
handled by individuals at their own level of analysis and
complexity. This allows them to be used with a wide range of age
groups and ability levels. I have used them in this way on many
occasions and I comment on the sort of outcomes that can be
expected from them, and the sorts of discussion that can be
engendered. I also endeavour to set the exercises in context,
with suggestions about lead-in and follow-up work. The whole
provides a course of study that allows an in-depth, hands-on
consideration of tough choices. The activities themselves, which
are described in detail, are all designed to occupy class sizes,
and are of two main types. First there are small group activities
- bead games - where the class is divided into a series of
individual contests. Second, there are whole-class activities,
where everyone participates in one large decision-making contest.
The beauty of using the Prisoner’s Dilemma as a teaching
ploy is that its matrix representation easily allows the
development of further simulations. The ways that these, and
other non-zero-sum matrix games, can be used as teaching devices
is discussed at the end of the chapter. I have found the whole
set of activities rewarding and enjoyable for both myself and my
students. This chapter gives me the opportunity to present my
findings, and convey my enthusiasm for this flexible, simple, yet
all-embracing approach to problem-solving. Address for
correspondence: Sydney Smith School, First Lane, Anlaby, Hull
HU10 6UU. Tel: 01482 652622; Fax: 01482 651690.
ABSTRACT
In order to demonstrate the difficult concept of sampling
distributions and the logic of hypothesis testing. I begin each
term with students taking samples (5 samples with n = 5 and 5
samples with n = 10) from a population of scores. They are told
that the scores constitute a population of 'sweet nothing' scores
(scores on how skilled a particular population is at whispering
sweet nothings in their sweetheart's ear). They actually work
with the samples in various exercises throughout the term, but
the most impressive demonstration comes when we speak of sampling
distributions. At this point, I have them compute the mean and
standard deviation of the means of each sample; this gives them
hands-on experience at what we mean by 'mean of means' and
'standard deviation of means'. In class we discuss which samples
have less variance (ie, the samples with n = 10) and why, and
what the shape of the distributions of hundreds of samples of n =
5 and n = 10 would look like. Finally, I show them what the
population looks like (skew = 83) and what the sampling
distributions of the mean for 460 samples of n = 5 (skew = .485)
and n = 10 (skew = .331) look like. I have actually received
'oohs' and 'ahhs' for this demonstration! Beginning statistics
students have great difficulty understanding many of the concepts
discussed in a typical introductory statistics class. In fact,
even graduate students have difficulty with many fundamental
concepts necessary for full understanding of statistics ideas
(Mendez & Pellegrino, 1990). There are many areas of
misunderstanding in statistics (eg, Kissane, 1991; Smith, 1977)
which would take a whole book to address sufficiently. In the
present paper, I will discuss an approach I take when addressing
one critical area: sampling distributions and the logic that
underlies hypothesis testing. That is, why can we use just one
sample to make inferences about a population? What are the basic
assumptions that allow us to make inferences? How are the basic
assumptions related to each other in order to allow us to make
probability statements? What are probability statements in the
first place? The answers to these questions are important because
they underlie all of inferential statistics and inferential
statistics is a powerful tool in most, if not all, sciences. It
therefore behooves students to understand inferential statistics
in order to critically assess their own and others' work.
Inferential statistics involves many different, yet intricately
interconnected concepts. Because of this interrelatedness, it is
difficult to determine just where an explanation of the logic of
hypothesis testing begins. That is, does it begin with the first
lecture that introduces sampling distributions? Or does it begin
with probability? Or perhaps with the very definition of data?
Part of the problem of where to begin comes from the
interrelatedness mentioned above and from the terminology itself.
Some names for concepts have common usage so students are
familiar with the words and possibly some aspects of their
definitions, but not the specific meaning used with regard to
statistics (eg, population, sample, average, or probability).
Other concepts are highly theoretical and abstract and so are
difficult for beginning students to find real world connections
to (eg, standard normal curve, standard deviation and variance,
probability distribution). In addition, statistics also involves
concepts and viewpoints rarely, if ever, previously encountered
by students (eg, probability statements, arbitrary cutoffs (µ),
double negatives (reject the hypothesis that there is no effect,
so conclude that there is an effect), indirect proof, theoretical
distributions, and recursive calculations (eg, means of means).
In my view, an explanation of hypothesis testing begins on the
first day of class and continues to mid-term. It begins on the
first day because, for example, if the students do not understand
what descriptive statistics are, they certainly will not
understand inferential statistics. In the present paper, I will
first explain what I mean by understanding the logic of
hypothesis testing. I will then detail the demonstration of
sampling distributions of the mean I use. Address for
correspondence: Marte Fallshore, Behavioral Science Dept, Utah
Valley, state College, Orem, UT 84058; e-mail: fallshma@uvsc.edu
ABSTRACT
This paper describes a game used by the author to help teach
Hamming coding to second year networks and communications
students on the Imperial College BEng and MEng degrees in
computing. The game gives the students practise in encoding and
decoding messages using Hamming codes. When computers communicate
with each other over a network, text is usually sent using a
unique 7-bit binary code for each letter of the alphabet. For
example the letter A is sent as the binary sequence 100001 and
the letter C is sent as the binary sequence 100011. As a result
of noise on the communication link it is possible for one or more
bits to be corrupted during transmission. For example if an A was
sent and the second bit from the right hand side was corrupted
from 0 to 1 the A would be received as a C by mistake. This sort
of error is common on teletext pages in areas of poor television
reception. Hamming coding is a method of adding extra bits to
each letter so that if a one bit error occurs the extra bits can
indicate which bit is in error. The error can then be corrected
by inverting the affected bit. To practise Hamming coding, teams
of four students are invited to send Hamming-coded four letter
words to each other, with one student coding each letter. The
students choose which bits of their word get corrupted during
transmission. The corruption of course results in another four
letter word being received. For example the word LEGO can be
corrupted to the word DUCK by introducing appropriate one-bit
errors in the code for each of the letters. By sending extra
Hamming-encoded error-correction bits with each letter, it
becomes possible for the receiving team to deduce that although
they received the word DUCK, it should in fact have been the word
LEGO. With an appropriate list of how errors in each of the bits
affect the letter that is sent, many entertaining four letter
word mutations are possible. Students have found the exercise to
be a highly entertaining and useful way of practising Hamming
coding. A prize is awarded for the best four letter mutation that
is correctly sent and received. Address for correspondence: Dr
David Sharp, Dept. of Computing, Imperial College, 180 Queen's
Gate, London SW7 2BZ. Tel: 0171 594 8335; e-mail
dwns@doc.ic.ac.uk
ABSTRACT
Negotiation is a complex subject which hardly ever features in a
postgraduate business school programme. This is surprising when
one takes into account the importance of face-to-face discussions
and the fact that in a global market, characterised by a
shrinking supplier base, longer lead times and reduced product
life cycles; the need for business combination arrangements
becomes both obvious and in some cases essential if an
organisation is to survive in an ever turbulent business
environment. This paper addresses a number of issues, mainly: how
the case method can be used to produce reasonably complex
teaching material to be used for teaching negotiation and what
factors designers of games should take into account when turning
a negotiation case exercise into a management game. Address for
correspondence: Dr Peter R J Trim, Lecturer in Management,
Department of Management and Business Studies, Birkbeck College,
University of London, 7-15 Gresse Street, London W1P 2LL.
| Copyright 1999 SAGSET | Last Updated 11/10/1999 |