Loading presentation...

Present Remotely

Send the link below via email or IM


Present to your audience

Start remote presentation

  • Invited audience members will follow you as you navigate and present
  • People invited to a presentation do not need a Prezi account
  • This link expires 10 minutes after you close the presentation
  • A maximum of 30 users can follow your presentation
  • Learn more about this feature in our knowledge base article

Do you really want to delete this prezi?

Neither you, nor the coeditors you shared it with will be able to recover it again.




wei liu

on 2 December 2009

Comments (0)

Please log in to add your comment.

Report abuse

Transcript of Simulation

Barbara Albee
Shih-Ping Kuo
Wei Liu
Mary Ann Remnet

What is a Simulation?
The imitation of some real thing or process.

Positive Characteristics of Simulations
Distinction made between simulations for training and those for instruction
-Simulation is often used in the training of civilian and military personnel when it is prohibitively expensive or simply too dangerous to allow trainees to use the real equipment in the real world.
Simulation Defined
“… a training device characterized by ‘a working representation of reality…[that] may be an abstracted, compiled, or accelerated model of process.”
(Spector et al., 2008)
More diverse in features
Dynamic, changing
They are "real" or virtually real
-Used where real life can’t be
-Simplifies real world complexities and focuses on important attributes
Hands-on" so that students become participants, not just listeners or observers
-Student involvement in the activity is so great that interest in learning more about the activity or the subject, matter of the activity develops.
-Wider appeal
Immediate feedback
Allows for practice and experimentation with skills
Take into consideration developmental age requirements Inspirational
-Student input is welcome and activities are designed to encourage students to enhance the activity through their own ideas
Developmentally valid
-Simulations take into account the developmental level of the students
-Students take on responsible roles, find ways to succeed, and develop problem- solving tools as a result of the nativitySource:

Negative Characteristics
More costly
Take a lot of time to construct
-Set up and debriefing time consuming
Lot of effort required of teacher to use simulations
Emotional involvement (good or bad)
Fidelity mismatch in design contributes to motivational issues
-Advanced vs. novice user issues
Equipment and/or Technology

Sources: Newby, T. J., Stepich, D. A., Lehman, J. D., & Russell, J. D. (2006). Educational Technology for Teaching and Learning (3rd ed.) Upper Saddle River, NJ: Merrill/Prentice-Hall.
Why Use Simulations?
Creative units of instruction
Integrated curriculum
Cooperative learning
Integration of technology
Authentic assessment
Integrates theory and practice

Source: http://www.todaysteacher.com/Simulations.htm
People and Projects Help with Simulations
Seymour Papert was one of the first to advocate the value of  microworlds
-Developed Logo programming language one of the most famous  microworlds http://www.papert.org/
David Gibson works with game and simulation-based educational design frameworks in STEM (science, technology, engineering and math content areas)
Open Source Physics http://www.compadre.org/OSP/
Simulations in Use in Education
http://www.youtube.com/watch?v=F9_ynezmM0Y (SimMan)
http://www.youtube.com/watch?v=G2jN7L80bH8 (Second Life)


(stock market game)
http://www.washington.edu/doit/Stem/articles?6 (science)


What Simulations Teach…
Understanding of bigger ideas
Systems knowledge
Dealing with time and scale
Practice in decision-making
-Practice makes improvement
Active problem-solving
Concepts, strategies, & tactics
Understanding processes beyond experience
7 Functions of Simulation(Chpt. 9)
*Content *strategy *Control
*Messaging *Representation
*Media-logic *Data Management
Principles for Organizing Content Function
*Abstract Models
*“Right” Model
*3 Kinds of Models
Cause & effect
Content Function
*Form of Models
-Semantic networks
Concept – relation – concept
Knowledge of facts
-Production Rules
If… then…”
System of formulas
-Bayesian networks
Probable pathways
-Dynamic systems
*Input/Output Variables
*Fidelity Level
Fidelity = degree of resemblance between reality and the model, three types
-Fidelity related to learner action
Haptic (sense of touch)
-Fidelity related to processing learner activities
-Fidelity related to external representation
*Resolution Level = level of detail or granularity at which it represents the reality to the learner
-Inputs and outputs
-Units of timing

*Model (and Problem) Growth Patterns
Strategy Function
*Physical settings (classrooms, terminals)
*Social settings
*The structure of instructional goals
*The assignment of goals to event blocks and the sequencing of event blocks
*The specification of event forms and classes
*The strategy (augmentation) rules for event classes
*The use of dramatic context
*The means of supplying problem-related information to learners.
What do you think?
Simulation provides the avenue to improve…

Control Function
Provide user controls for each main function
*Acting upon the model controls

*Augmentation control

*Control over representation

*Data reporting controls
Messaging Function

*Generate message units that have certain elements of a human tutor

*Use approaches for structuring messages

*Use execution-time construction of messages
Games and Simulations in Online STEM Learning by David Gibson, Susan Grasso, Sally O’Rourke Global Challenge ITEST Program, May 2007.
Web Center for K-12 Educational uses of simulation http://www.creativeteachingsite.com/edusims.html
Newby, T. J., Stepich, D. A., Lehman, J. D., & Russell, J. D. (2006). Educational Technology for Teaching and Learning (3rd ed.) Upper Saddle River, NJ: Merrill/Prentice-Hall
Interactive Classroom Simulations, 2007 http://www.todaysteacher.com/Simulations.htm
Full transcript