FEATURED POST
Monopoly’s Roots as a Teaching Game at Wharton
“A virtue of gaming that is sometimes overlooked by those seeking grander goals is its unparalleled advantages in training and educational programs. A game can easily be made fascinating enough to put over the dullest facts. To sit down and play through a game is to be convinced as by no argument, however persuasively presented.” — A.M. Mood
e-OPEQ: How We Learned to Stop Worrying and Love Remote Delivery
When the COVID-19 crisis forced all Wharton courses and classes online in March, many faculty members were caught off-guard and scrambled to adapt their in-person lectures and labs for distance learning. Naturally, the Learning Lab saw an opportunity to help. Our team immediately got to work identifying universally applicable business simulations that could be set-up ...Read More
Pivot or Perish: How to Survive the Retail Apocalypse
Twitter thread by Neil Saunders, of GlobalData Retail, on Macy's Feb. 4 re-org announcement. Suffice it to say that Macy’s did not get what it wanted for Christmas, and is taking it pretty hard. In early February, following a disappointing holiday sales season, the legacy retailer announced it will close...Read More
uSciences e-Learning 3.0 Conference: “This is Not (Just!) a Simulation”
Over the past few decades, online learning has evolved from the so-called 1.0 phase (in-person classes augmented by static web pages and PDFs) to the more revolutionary 2.0 stage (i.e., the dawn of online courses, classroom-blended “talking head” videos, and rudimentary analytics) to today, as the 3.0 era (high-tech custom learning experiences) begins to take ...Read More
VR in the Classroom: If We Get This Right, Nobody Explodes
This is an "insider" post from Learning Lab Director Joe Lee, as he looks at the educational use of Oculus Go through the lens of the Wharton Learning Lab... Keep Talking and Nobody Explodes is a cooperative, team-based game where one player is trapped with a ticking time bomb...Read More
Guest Post: Student Researcher Cracks Open the Case for Classroom AR
As the Learning Lab continues to explore applications for augmented reality (AR) in higher ed – specifically, in the business-school setting – we are eager to give voice to fresh perspectives and innovative experimentation with the technology. This week we’re excited to hand our blog space over to Wharton student Jesse Cui, who recently served ...Read More
Style Points: Augmented Reality and the Tailored Learning Experience
In case you missed the memo, the next wave of the Digital Revolution – in the form of immersive computing – is rapidly approaching the shores of higher ed, and with it, one of the greatest opportunities to transform learning in a generation. Surfing along the crest of this radical...Read More
Monopoly’s Anti-Capitalist, Socialist Roots as a Teaching Game at Wharton
“A virtue of gaming that is sometimes overlooked by those seeking grander goals is its unparalleled advantages in training and educational programs. A game can easily be made fascinating enough to put over the dullest facts. To sit down and play through a game is to be convinced as by no argument, however persuasively presented.” — ...Read More
Recipe for Quick Coding: How to Cook Up a Good Glossary, Fast
Two weeks before the Learning Lab’s new Customer Centricity simulation was set to go live for the first time in a Wharton MBA class, I was asked to add a CRM glossary to it – one that could grow as more data reports became available to a player throughout the course of the game. Suffice it to ...Read More
Bringing Customer Centricity to Life (and Biz Models to Black)
If you’ve ever sat through one of Wharton marketing professor Peter Fader’s highly engaging lectures on the merits of a customer-centric business model (or read his book on the subject), then you know how quickly he’s able to convince an audience that adopting this game-changing go-to-market strategy can trump a product-focused approach (from a profitability standpoint), ...Read More