1. Simulations: The teacher’s perspective Ruth Thomas, Colin Milligan, SCROLLA, JeLSIM Partnership

2. After this session you will: Appreciate the role that simulations can play in education, Be aware of the pitfalls in using simulations Have applied this knowledge in your own domain

3. Overview What do you want from a simulation? What are simulations? Why use them in education? Pitfalls and difficulties Your simulations Roundup.

4. Task: What do you want from simulations? In matched pairs: Identify an aspect of your teaching / the teaching you support; or reflect on your own learning experience and choose a topic that would benefit from the use of a simulation

5. What are Simulations? Many perspectives and definitions Two key features: 1.There is a computer model of a real or theoretical system that contains information on how the system behaves. 2.Experimentation can take place. i.e changing the input to the model affects the output.

6. Demos Projectile (animation) Projectile (simulation) Nuclear power station (simulation) Phasors (simulation) Wave interference (simulation)

7. Group activity Why are simulations valuable? How can you use them educationally?

8. What does research say? Experiential learning (Kolb) –Experience, reflection, conceptualization planning, Constructivism (e,g Jonasssen) –Explore, observe, generate mental models, building on pre-existing models, Case-based reasoning (Schank) –Learning by doing, relate to real world meaningful contexts, Dynamic fidelity –Novices need lower fidelity models than experts, –Functional fidelity for cognitive understanding, –Physical fidelity for development of skills.

9. Possible pitfalls Unguided exploration rarely works, Engagement with interface not model, Lack of reflection by student, No transfer from simulation to real world, Introduction of new misconceptions, Poor scaffolding, Lack of guidance, expertise, feedback.

10. Other design considerations. Consider learning outcomes, Assessment, Cost: –What resources exist already? –Design for re-use. Is it justified: –Or is it just mindless interactivity?

11. Task: Revise your simulations In original pairs - Refine your simulation: –What is its educational value? –How will you use it?

12. Round up and summary

13. More Information SCROLLA: http://www.scrolla.hw.ac.uk/ JeLSIM: http://www.jelsim.org/ Ruth Thomas: rct@jelsim.org Colin Milligan: colin@jelsim.org

14. The value of simulations Engaging, –Active involvement not passive recipient –Learning by doing –Intrinsic Feedback Exploratory environment –What if? –Hypothesis –Learn from mistakes –POE –Confront alternative conceptions

15. How can you use them educationally? Why do you need a simulation? –drill and practice, self study, revision, diagnosis, exploration, experimentation, investigation, design? –Confront misconception –To explain a difficult concept –Resource for problem based learning –To set a task –A design exercise –To augment or replace a laboratory exercise –Assessment