Simulations and games as chaordic learning contexts

Abstract

Effective facilitation of experiential learning involves an array of knowledge and skills. Educators who facilitate open simulations-one form of experiential learning-benefit from having relevant theoretical frameworks to sustain an appropriate balance between being directive and supportive of their participants' freedom to learn. This ongoing research is examining the use of a particular open simulation as an exemplar of the way in which such structured activities have the potential to create unpredictable learning contexts. The article introduces chaos theory as one such framework for identifying skills and knowledge to anticipate and respond to the uncertainties generated in such an environment. The authors suggest that an understanding of chaos theory, coupled with skills to apply this knowledge to open simulations, enables educators TOmore quickly and accurately select and apply appropriate learning-centered interventions.