What does a simulation do for student learning that other methods don't? Luerhman: A simulation stimulates active engagement of students. They are playing a role, not just reading and analyzing. They make decisions and see the results of their decisions in the response of other players and the outcome of the sim. Simulations generate much more energy among students than traditional lectures or case discussions.

But my favorite track has to be the cover of 'Last Tango in Paris.' While their style has been emulated a hundred times over by now, no one has quite touched their achievement. Balsamico for your mind and soul!) 'Queremos' Paz (track one), I think, means something like 'Let's find peace' and this is what this music is all about. While the melody is straightforward, the careful layering of instruments (piano, strings, accordion) give the song a cumulative strength and a swooning elegance. Deep soulful crunchy beats being Thievery Corporation's equal, jazzy percussive bits, dubby FX and an overall sweet melancholic moodorama created by strings and the omnipresent bandoneon from the Tango tradition make this an outstanding first release of an outstanding musical project (Gotan means Tango reversed).

Ernst: With simulations, students can explore the impact of multiple decisions at the same time. Simulations also allow students to validate their common sense relative to a particular situation. Shih: A simulation forces students to synthesize and integrate what they read and make actual decisions based on facts or data presented in the case. Simulations give students a temporal dimension, an opportunity to experience outcomes that change based on their inputs over time. Roberto: Simulations provide one way to provide some variety in pedagogy.

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They also provide that rapid feedback on student decision-making which is so critical for their learning. Casadesus-Masanell: It's fun for students. There's not much preparation on their side, and it breaks the routine of cases. A simulation allows students to be in their own skin and directly experiment with ideas.

It's very different from a standard class. Edmondson: A sim requires action, and decisions. Students are right in the mix, having an experience as opposed to reading about an experience. Team-based sims have the added value of getting students to deal with team dynamics-just like in real life. How do students react to using simulations?

Austin: Students don't want to stop playing. They play very differently. Some crash ahead, make mistakes, run through a scenario many times quickly. Others move much more slowly, deliberately, thinking carefully, studying what happens. Ernst: Students enjoy winning. A well designed simulation includes an element of competition that encourages them to strive and to impress their classmates (and the faculty) while learning! Shih: Students have told me that sims force them to integrate and apply material that they have learned.

Ya pomnyu, naprimer, tot, ne stol uzhe zamechatelno postavlenniy i chut nelepiy tanec, kotoriy ona ispolnyala vo vtorom akte 'Docheri faraona' na prazdnike, ustroennom ee carstvennim otcom v chest pribivshego v kachestve zhenixa Numidiy-skogo carya. V afishe etot nomer znachilsya pod zagadochnimi slovami 'Danse du Theorbe oriental'. Vishel v 1899 godu v Peterburge perviy nomer 'Mira iskusstva' i nadelal mnogo shuma. Vasnecova etot nomer yavno ne udovletvoril, i on stal v oppoziciyu k zhurnalu, obyaviv, chto nichego bolshe tuda ne dast. Mi chem-to ne ugodili emu v ego biografii, i eto okonchatelno vosstanovilo ego protiv nas. Nomer karti postoyannogo aviapassazhira na.

The opportunity to try things—test a hypothesis and receive immediate feedback—gives the sim a dimension that you can't get from a case alone. Casadesus-Masanell: When I first started using a sim, I did not imagine the energy it would bring to the class. I've taught with sims in MBA and Executive Education and with both, the level of discussion is different than with cases—people get much more emotionally involved and competitive—they get hooked and their understanding of the learning points increases.

What surprised you the most about using simulations in your classes? Luerhman: I am most surprised by the breadth of students experiences. The more students talk about what they did in the course of the sim and what they learned from playing it, the more it becomes clear that the experience is a little different for everyone. Austin: The biggest surprise is that we tend to get tremendous amounts of learning even when the results are markedly different in various runs of the simulation. Prof Ernst: I have been impressed by how much students enjoy using simulations. It is a clear venue to convey concepts in a very friendly environment. When followed by a good debriefing session the learning obtains a different meaning.

For faculty who haven't tried a sim-what one thing would you say to convince them to try one? Edmondson: The students love it. It's hard to get them to stop talking about it, they want to do it over and over, and to share the experience. They have fun, it's engaging, they laugh, they're surprised. And it's memorable. Luerhman: Your students will thank you for trying it. Austin: I'd say 'Just wait until you hear the students' discussion after they've used the simulation.'