1. Demonstration and Simulation
EDCI 1490A – Spring 2012

2. Experiential Learning
Promotes self-directed learning in adults
Promotes the skills of:
Interpersonal interaction
Group processing
Intracultural communication
Coping with ambiguity
Working on real-life problems with other adults

3. Demonstration
Definition: an accurate portrayal of a procedure, technique, or operation
Purpose:
Provide a model of a skill
Support an explanation of an idea, theory, belief, concept, or skill

4. Demonstration Five types of demonstrations:
Instructor – instructor shows and tells
Participant Volunteer – volunteer demonstrates and discusses
Full Participation – all learners are required to demonstrate and one or all discuss
Job Instruction Training – instructor introduces and demonstrates a task, then learners explain and demonstrate the task, then instructor provides feedback
Behavior Modeling – instructor introduces topic and “models” effective and ineffective behavior, then instructor shows video that simulates the conditions and models effective and ineffective behavior, then learners discuss the behavior and demonstrate it themselves, then instructor critiques the demonstrations

5. Demonstration – When is it appropriate?
When the topic or skill lends itself to observation
To provide an economical use of time, materials, and equipment
When there is a need to show a process in action
To provide step-by-step guidance in performing a complex task
To prepare learners for practice sessions and drill exercises

6. Demonstration - Advantages
Economy of time
Reduce the gap between theory and practice
Enhance learning by engaging multiple senses
Provide variety to learning situations, thereby fostering comprehension and improving recall and transferability

7. Demonstration – Disadvantages
May foster negative motivation (I can’t do that!)
Requires instructor to have mastery of the skill or task being demonstrated
Often difficult to isolate tasks, skills, and behaviors in a step-by-step manner
Can be time consuming, requiring time for practice and review
May be prohibitive on a cost/time basis
May be difficult to provide individual feedback to all learners

8. Responsibilities of the Demonstrator
Have a clear understanding of learning objectives
Analyze the process, breaking it into small sequential steps
Be sure all learners can see each step of the presentation
Have all materials in place
Check the operation of all equipment beforehand

9. Responsibilities of the Learner
Practice the skill, task, or behavior
Perform the skill, task, or technique exactly as demonstrated prior to adjusting for personal preferences and talents
Communicate any difficulties to the demonstrator

10. Demonstration - Summary
A good demonstration should be:
Clearly presented
Visible to all participants
Presented in small manageable parts
Capable of being duplicated
Relevant to the situation, topic, and/or subject being discussed

11. Demonstration – A model

12. Demonstration-Performance Model
Explanation Phase:
Explanations must be clear, pertinent to the objectives of the particular lesson to be presented, and based on the known experience and knowledge of the learners.
The instructor should encourage learners to ask questions about any step of the procedure that they do not understand.

13. Demonstration-Performance Model
Demonstration Phase:
Show learners the actions necessary to perform a skill, in a systematic, step-by-step procedure
Include as little extraneous activity as possible

14. Demonstration-Performance Model
Student Performance Phase:
Requires learners to act and do
Learners should be given a chance to perform the skill or task as soon as possible after a demonstration
Learners should be allowed to independently complete the task at least once before terminating the session, with supervision and coaching as necessary

15. Demonstration-Performance Model
Instructor Supervision Phase:
Allot enough time for meaningful learner activity
Supervise and coach as necessary

16. Demonstration-Performance Model
Evaluation Phase:
Instructor judges learner performance
Instructor requires each learner to work independently during this phase
Instructor may comment on how each learner performs the skill or task relative to how it was taught

17. Simulation
Definition – a technique which enables learners to obtain skills, competencies, knowledge, or behaviors by becoming involved in situations that are similar to those in real life
Most common techniques –
Role playing
Case study
Critical incident
In-basket activities

18. Simulation – When is it appropriate?
To develop highly complex cognitive skills such as decision making, evaluating, and synthesizing
To impact positively on the learner’s values, beliefs, or attitudes
To induce empathy
To sharpen human relations skills such as interpersonal communication skills
To unlearn negative attitudes or behaviors

19. Simulation – Four Principles to Follow
The selection should be based upon the continuity and interaction of the learners’ past, present, and future experiences.
The sequencing of activities should be based upon an “experience continuum” in which the learners use knowledge gained from one experience to understand the meaning of the new experience.
Action and reflection should be used in reviewing learning experiences.
The subject matter should be discovered by the learner through a process of inquiry, exploring the significance of each experience.

20. Simulation - Advantages
Provides an opportunity to apply learning to new and rewarding situations which allows for new discoveries
Learners are active participants in the learning process
Learners gain without paying the consequences for a wrong decision
Discussions are realistic and focused upon observed behaviors
Feedback is immediate
Cost effective

21. Simulation - Disadvantages
Demonstrates how people may behave rather than how they will behave
The results of a single simulation cannot be used as the sole basis for generalization of behaviors or actions
Confusion can result if overly complex situations and circumstances are introduced to the learners
Can be expensive to design and develop as well as time-consuming to conduct

22. Responsibilities of Facilitator
Keep instructions short, clear and understandable
Clarify the purpose of the exercise
Make the value of participation evident
Make the simulation relevant to all participants
Make the simulation authentic
The problem-solving and decision-making processes should be appropriate to the level of the learners
Provide adequate interaction and feedback

23. Responsibilities of Learner
Be able to apply new knowledge, skills, or attitudes to real-life situations
Participate in all activities
Provide personal insights
Develop an atmosphere of sharing and support for each other
Provide essential feedback to each other
Be noncritical
Provide facilitator open and honest feedback regarding the realism, rigor, and complexity of the situation

24. Simulation – A Model Five-step process: The experience Sharing
Processing
Generalizations
Application

25. Five-step Process The experience
Four or five participants, encourages increased involvement and sharing
Forgo long introductions, which can bias the participants
Participants should be allowed to identify their own purpose of the exercise, to increase the variety of conclusions reached

26. Five-step Process Sharing
Members are encouraged to share their observations of what went on as well as how they felt about the activities or events
It’s important to reveal feelings
Facilitator encourages increased sharing, without commenting on either the process or the meaning of the exercise

27. Five-step Process Processing Done with the entire group
The goal is to identify commonly shared experiences or perceptions and to identify common themes among the group members

28. Five-step Process Generalizations “What is the point?”
Facilitator guides the group into drawing broad implications from the experience and resulting discussion
Lead participants to understanding and how the exercise applies to their specific work situations or personal lives

29. Five-step Process Application “Now what?”
Facilitator helps learners to think of ways to apply the new generalizations to future situations

30. Demonstration and Simulation Conclusions
Demonstrations and simulations both foster experiential learning. Participants can develop new insights and awareness as well as utilize those past and present experiences which will impact future learning. Both methods require active learner involvement. They also require the adult educator to develop and maintain facilitation skills as well as advanced interpersonal skills. Demonstrations and simulations can be very effective alternatives for the learning situation.

31. References
Gilley, J.W. (2004). Demonstration and simulation. In M. W. Galbraith (Ed.), Adult learning methods: A guide for effective instruction (3rd ed., pp ). Malabar, FL: Krieger.