Simulations have immense potential to engage students in memorable project-based language learning experiences. First launched in Fall 2018, this Korean blended learning simulation is designed and developed by the Technology Innovation Center, in collaboration with the Korean Language Flagship Program at the University of Hawai‘i. It provides a virtual experience built around a fictitious business, Green Ideas, Inc., immersing students in highly contextualized language learning scenarios.

This simulation experience is mandatory to Korean Flagship pre-capstone students who plan to join the one-year overseas program at Korea University in the following academic year and comprises two parts: the Application Module and the Onboarding Module.

The Application Module takes the students through a job application process, which includes submitting a job application form and participating in a job interview with Green Ideas, Inc. staff and may culminate in an internship contract.

The Onboarding Module includes hands-on Korean workplace culture learning and intensive training of public speech skills. The embedded tasks aim to help students build a repertoire of strategies to tackle complex and high-stakes situations that require sophisticated professional language and a deep understanding of the Korean business culture. The Onboarding Module culminates in Ignite Green Ideas, a public speech event open to both online and face-to-face audience.

Ignite Green Ideas wraps up a semester of work on public speaking and Korean language for professionals. The inaugural event on November 29th featured a keynote presentation in Korean by Professor Tae-Ung Baik of the William S. Richardson School of Law at the University of Hawai‘i at Mānoa. Six students from the University of Hawai‘i Korean Flagship program shared their passion and ideas on sustainable development.

Instructional Design Highlights

The creation of this simulation followed an iterative process of design and development that included consultation with faculty and graduate student assistants. The main instructional resource for this projects consists of a realistic company website which provides the context for all interactions. The website includes a new employee section with information about public speaking. The design process also included the construction of a teachers’ guide to aid implementation.