Online Simulations

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Online Simulations

• Interactive Learning Environments
• Presented by Christy Kronberg,
• Account Executive, ED MAP

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Agenda

• Why Simulations
• Learning Outcomes
• Features of a Good Simulation
• Challenges in Simulation Development
• ED MAPs Simulation Library
• Question and Answers

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Why Simulations
Gen-X and Gen-Y learners have grown up playing
computer games, and demand a fast-paced,
interactive learning environment.
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Why Simulations

• Indeed Harvard professors are complaining
  that law students begin to fidget after 45
  minutes of lecture - or worse they begin to play
  solitaire on their laptops. Many instructors are
  wondering to what degree computer games can be
  part of the solution. . . Perhaps the question
  should be, can training programs directed at Gen
  X and beyond succeed if they ignore simulations?
  The answer not very likely.
• Aldridge, Clark. (2002). A Field Guide to
  Educational Simulations. Retrieved November 8,
  2006, from http//www.simulearn.net/pdf/astd.pdf.

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Why Simulations

• Simulations Provide
• Active Learning Environments
• Instant Feedback on Decisions
• Learner Motivation
• Immersion in Contextual Environment
• Safe Place to Explore Ramifications
• of Decisions

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Active Learning
. . . students at all levels tend to perceive
substantial value for learning in general as
well as relative to work experiences or any other
educational activities Rommes, George.
(2004). Perceptions of the Value of Microworld
Simulation. Simulation and Gaming, 35, 433.
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Learning Benefits

• Simulations Provide
• Active Learning Environments
• Instant Feedback on Decisions. . .

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Feedback on Decisions

• Providing timely, effective feedback to learners
  on their strategies
• is an essential part of any learning process.
• Laurillard D. (2006). Rethinking University
  Teaching a framework for the effective use of
  educational technology.

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Learning Benefits

• Simulations Provide
• Active Learning Environments
• Instant Feedback on Decisions
• Learner Motivation . . .

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Learner Motivation

We found the (simulations) program motivated
all learners, including lower achievement
students typically uninterested in classroom
activities. Morisette, Karlyn. (2003).
Exploring New Learning Technologies- An
Interview with Professor Chris Dede. HGSE News,
2. Retrieved November 6, 2006 from
http//www.gse.harvard.edu/news/features/dede0301
2003.html.
Through surveying students, we noticed there was
a tendency to re-run simulations in an attempt to
get better results. This shed light on the fact
that the simulations were really engaging.
Sharkey, Mike. (2006). Simulations Through
rEsource at the University of Phoenix. Campus
Technology, 2. Retrieved November 6, 2006 from
http//www.campus- technology.com/news_article.asp
?id10356typeid156.
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Learning Benefits

• Simulations Provide
• Active Learning Environments
• Instant Feedback on Decisions
• Learner Motivation
• Immersion in Contextual Environment. . .

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Contextual Environment

• These immersive environments use authentic
  contexts, activities and assessmentThe result is
  a powerful pedagogy that allows for immersion and
  intense, extended experiences with problems and
  contexts similar to the real world
• Oblinger, Diana. (2006). Simulations,
  Games and Learning. Educause 3. Retrieved
  November 8, 2006 from http//www.educause.edu/ir/
  library/pdf/ELI3004.pdf.

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Learning Benefits

• Simulations Provide
• Active Learning Environments
• Instant Feedback on Decisions
• Learner Motivation
• Immersion in Contextual Environment
• Safety Nets

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Safe Learning Environment

• Simulations also offer the learner an
  opportunity to test new knowledge, strategies,
  skills and techniques in a virtual risk-free
  environment. Many educators believe that
  experiencing failure such as this is an essential
  component in the learning process.
• Galarneau, L. (2005). Proceedings from Games,
  Simulations and the Construction of Knowledge,
  Digital Games Research Association Conference
  05 Authentic Learning Experiences Through
  Play. Vancouver, British Columbia, Canada.
  Retrieved November 6, 2006 from
  http//lisa.socialstudygames.com/digra_galarneau_
  final.pdf.

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Learning Outcomes
Soft Skills Enhancement Sims help learner build
knowledge of specific concepts through
discovery, experimentation and reflection. Critic
al Thinking Advancement
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Critical Thinking Skills

• Jan Cannon-Bowers, previously senior scientist
  for training systems for the U.S. Navy said that
  her research suggests, Simulation based and game
  based training can teach complex, higher order
  skills.
• Gaming for a Smarter America. (2005).
  PHYSORG-Science, Technology, Physics, Space News,
  1.

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Features of a Good Simulation

• High intensity interactivity and feedback.
• Specific goals and established procedures.
• Continually challenging -
• not overwhelming or boring.
• Appropriate tools and aids which fit task
  well, so as not to distract from learning.
• Provides immersion into environment
  while learner performs task.

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Simulation Challenges

• Significant investment of resources
• Long planning and production time

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ED MAPs Library
Over 150 Titles Available
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Simulation Features

• Real world challenges for decision-making
• Several decision scenarios per simulation
• Instant feedback on decisions
• Sophisticated graphics and user interface
• Textbook independent based on learning
  objectives
• Incorporates easily
• each simulation supported by faculty guide

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Online Simulations Demonstration

• http//www.edmap.biz/simulations

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Simulation Adoption
Notify students
Agree to adopt and add to syllabus
Create account and review simulations and guides
Browse library and select simulations to
review
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Questions and Answers
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Thank Youwww.edmap.biz/simulationsckronberg_at_edma
p.biz