Simulations and Discovery Based Learning Glen O’Grady

Simulations and the Future of Learning Aldrich (2003) Anyone who wants to understand and contribute to education in the near future must develop a working knowledge of the philosophy of simulations. There will be a transition period when someone can go back and forth between being a teacher and being a simulation designer. But over time, the two roles will separate based on very different skill sets. Then the challenge will be, as with textbooks and videos, for teachers to evaluate and adapt simulations rather than build them.

Workshop Plan Examine Simulations and its grounding in Discovery Based Learning Experience Simulations Critique these simulations against the principles of discovery based learning

What are Simulations? A staged replication of an event (that is at least feasible) or a concept in order to enhance students' learning through a deliberate ploy to draw students into a response. Differentiated from role plays. Simulations require the students to act as they would act in the scenario, whereas role plays assign characteristics to students' roles and encourage acting. The association of experience with knowledge leads to internalization.

Simulations

Discovery Learning Jerome Bruner Discovery Learning developed out of Constructivist ideas that learning is an active process of “construction”, wherein new ideas or concepts are based upon previous existing knowledge

Discovery Learning is when students … reach a conclusion from realistic examples or experiences ask questions and formulate their own tentative answers are not given Content, but rather discover it independently by the learner test hypotheses and develop generalisations

Bruner’s 3 Stages of Intellectual Development 1. Enactive: a person learns through actions and their outcomes 2. Iconic: learning can be obtained from models and pictures 3. Symbolic: learner has the capacity to think abstractly Using a combination will help students master discovery learning

Research Discovery LearningSimulations Motivation (Hardy, 1967), Retention (Alleman & Brophy, 1992; Nelson & Fayer, 1972; Peters, 1970), Increase motivation and retention rates (Bjorn 2004) Achievement (Hardy, 1967; Mabie & Baker, 1996), (Orlansky & String 1979) 30 empirical studies on training achievement when using computer simulation instruction. Results showed simulations produced equal or much better achievement gains in less time time. (Leonard 1989), (Fortner & Schar 1986) Transference (Chambers, 1971)Transfer of learning to job situations (Jackson, 2002), (White, and Gutwill 1999) electricity simulations led to the development of dynamic mental models that facilitated understanding of electricity concepts.

Simulations and the Future of Learning Aldrich (2003) A single simulation can teach someone in a variety of ways all at once, and for this reason the medium is actually much closer to how people often learn from real- life experiences. For example, simulations can convey stories, scenarios, and other forms of linear content, just as lectures and books can. However, they can also do much more: By allowing for user interaction and feedback, they can be used to show how complex systems work in different circumstances. Using a simulation interface, learners can also develop an almost instinctual "muscle memory" that is characteristic of business and social interactions as much as sports...

3 Different Aspects of Simulations 1. Simulations aimed at recreating a scenario to invoke some feeling 2. Simulations that are virtual representations of scenarios that are not easily replicable in a classroom 3. Simulations that are designed to show the relationship between variables

Simulations that invoke some feeling The King’s M&M (Max Fischer) Blue Eyes Brown Eyes Decision making

Virtual representations of scenarios not easily replicable in a classroom Simulations Bridge Building

Simulations designed to show the relationship between variables Entropy Axon Idea Generator Student work

Simulations used before other educational experiences can facilitate learning more than simulations used after other experiences (Andre, et al. 1998; Brandt et al. 1991) Students who develop simulations have the opportunity to foster a deeper understanding (Jonassen, 1996, 2000)

Bicknell-Holmes and Hoffman (2000) So lets Evaluate: 1. Foster exploring and problem solving, the creation, integration, and generalisation of knowledge, 2. Are they student driven, interest-based activities in which the student determines the sequence and frequency of their interaction 3. Do the Activities encourage integration of new knowledge into the learner’s existing knowledge base.

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