instructional_design:simulation-based_learning
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instructional_design:simulation-based_learning [2011/05/10 08:34] jpetrovic [What is simulation-based learning?] |
instructional_design:simulation-based_learning [2011/05/10 08:54] jpetrovic [Keywords] |
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| * **active integration** of representations((Representations are another issue of simulation-based learning since their efficiency is domain dependent. For example, efficiency of various types of representations in simulation-based learning of statistics is described in [[http://doc.utwente.nl/60341/1/thesis_B_Kolloffel.pdf|Kollöffel, Bas Jan. Getting the picture : the role of external representations in simulation-based inquiry learning. University of Twente, 2008.]])) into complex system by the learner (for example link names of the elements to their symbol representations)(([[http://www.cogsci.northwestern.edu/cogsci2004/papers/paper228.pdf|Bodemer, D. Enhancing Simulation-Based Learning through Active External Integration of Representations. In Proceedings of the Twenty-Sixth Annual Conference of the Cognitive Science Society, 138–143, 2005.]])), and | * **active integration** of representations((Representations are another issue of simulation-based learning since their efficiency is domain dependent. For example, efficiency of various types of representations in simulation-based learning of statistics is described in [[http://doc.utwente.nl/60341/1/thesis_B_Kolloffel.pdf|Kollöffel, Bas Jan. Getting the picture : the role of external representations in simulation-based inquiry learning. University of Twente, 2008.]])) into complex system by the learner (for example link names of the elements to their symbol representations)(([[http://www.cogsci.northwestern.edu/cogsci2004/papers/paper228.pdf|Bodemer, D. Enhancing Simulation-Based Learning through Active External Integration of Representations. In Proceedings of the Twenty-Sixth Annual Conference of the Cognitive Science Society, 138–143, 2005.]])), and | ||
| - | * **model progression**, or starting with a simple simulation models and then slowly increasing their complexity(([[http://eksl.isi.edu/files/library/White_Frederiksen-1990-causal-model-progressions.pdf|White, B. Y. and Frederiksen, J. R. Causal model progressions as a foundation for intelligent learning environments. Artificial Intelligence, 42, p99–157. 1990.]]))(([[http://onlinelibrary.wiley.com/doi/10.1111/j.1365-2648.2010.05338.x/abstract|Brydges, Ryan, Heather Carnahan, Don Rose, and Adam Dubrowski. Comparing self‐guided learning and educator‐guided learning formats for simulation‐based clinical training. Journal of Advanced Nursing 66, no. 8: 1832-1844. August 1, 2010.]])) | + | * **model progression**, or starting with a simple simulation models and then slowly increasing their complexity(([[http://eksl.isi.edu/files/library/White_Frederiksen-1990-causal-model-progressions.pdf|White, B. Y. and Frederiksen, J. R. Causal model progressions as a foundation for intelligent learning environments. Artificial Intelligence, 42, p99–157. 1990.]]))(([[http://onlinelibrary.wiley.com/doi/10.1111/j.1365-2648.2010.05338.x/abstract|Brydges, Ryan, Heather Carnahan, Don Rose, and Adam Dubrowski. Comparing self‐guided learning and educator‐guided learning formats for simulation‐based clinical training. Journal of Advanced Nursing 66, no. 8: 1832-1844. August 1, 2010.]])). |
| Simulation-based learning can also be guided or unguided, yet research has shown that instructional help in form of hypotheses to prove, offered interpretations, assignments to complete or structuring can be useful(([[http://tecfa.unige.ch/tecfa/teaching/aei/papiers/deJong.pdf|de Jong, T., & van Joolingen, W. R. Scientific discovery learning with computer simulations of conceptual domains. Review of Educational Research. 1997.]]))(([[http://www.eric.ed.gov/PDFS/ED398900.pdf|Swaak, Janine, and And Others. Support for Simulation-Based Learning; The Effects of Model Progression and Assignments on Learning about Oscillatory Motion., March 1996.]]))(([[http://onlinelibrary.wiley.com/doi/10.1046/j.1365-2729.1998.143060.x/pdf|de Jong, T., W. R. van Joolingen, J. Swaak, K. Veermans, R. Limbach, S. King, and D. Gureghian. Self-directed learning in simulation-based discovery environments. Journal of Computer Assisted Learning 14, no. 3: 235-246. September 1998.]])). | Simulation-based learning can also be guided or unguided, yet research has shown that instructional help in form of hypotheses to prove, offered interpretations, assignments to complete or structuring can be useful(([[http://tecfa.unige.ch/tecfa/teaching/aei/papiers/deJong.pdf|de Jong, T., & van Joolingen, W. R. Scientific discovery learning with computer simulations of conceptual domains. Review of Educational Research. 1997.]]))(([[http://www.eric.ed.gov/PDFS/ED398900.pdf|Swaak, Janine, and And Others. Support for Simulation-Based Learning; The Effects of Model Progression and Assignments on Learning about Oscillatory Motion., March 1996.]]))(([[http://onlinelibrary.wiley.com/doi/10.1046/j.1365-2729.1998.143060.x/pdf|de Jong, T., W. R. van Joolingen, J. Swaak, K. Veermans, R. Limbach, S. King, and D. Gureghian. Self-directed learning in simulation-based discovery environments. Journal of Computer Assisted Learning 14, no. 3: 235-246. September 1998.]])). | ||
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| ===== Criticisms ===== | ===== Criticisms ===== | ||
| - | Many previous studies in this area found that, at least for **novice learners**, simulation-based learning is **hard** and that they **have problems** in establishing goals and their results in learning through simulation((Glaser, R., Schauble, L., Raghavan, K., & Zeitz, C. Scientific reasoning across different domains. In E. de Corte, M. Linn, H. Mandl and L. Verschaffel (Eds.), Computer-based learning environments and problem solving (NATO ASI series F: Computer and Systems Series) (p345–373). Berlin: Springer. 1992.))(([[http://www.cs.ubc.ca/~conati/522/532b/papers/SmithTown.pdf|Shute, V. J., & Glaser, R. A large-scale evaluation of an intelligent discovery world: Smithtown. Interactive Learning Environments, 1, p51–77. 1990.]])) or that they have **problems with verbalizing** results and **gained knowledge**(([[http://doc.utwente.nl/26419/1/K26419__.PDF|Njoo, M., and De Jong, T. Exploratory learning with a computer simulation for control theory: Learning processes and instructional support. Journal of Research in Science Teaching, 30, p821–844. 1993.]])). It seemed that **richness of the information** a student can extract from a simulation makes his **learning more difficult**. | + | Many previous studies in this area found that, at least for **novice learners**, simulation-based learning is hard and that they have problems in establishing goals and their results in learning through simulation((Glaser, R., Schauble, L., Raghavan, K., & Zeitz, C. Scientific reasoning across different domains. In E. de Corte, M. Linn, H. Mandl and L. Verschaffel (Eds.), Computer-based learning environments and problem solving (NATO ASI series F: Computer and Systems Series) (p345–373). Berlin: Springer. 1992.))(([[http://www.cs.ubc.ca/~conati/522/532b/papers/SmithTown.pdf|Shute, V. J., & Glaser, R. A large-scale evaluation of an intelligent discovery world: Smithtown. Interactive Learning Environments, 1, p51–77. 1990.]])) or that they have **problems with verbalizing** results and gained knowledge(([[http://doc.utwente.nl/26419/1/K26419__.PDF|Njoo, M., and De Jong, T. Exploratory learning with a computer simulation for control theory: Learning processes and instructional support. Journal of Research in Science Teaching, 30, p821–844. 1993.]])). It seemed that richness of the information a student can extract from a simulation makes his **learning more difficult** unless it is first simplified and well structured. |
| - | ===== Keywords ===== | + | ===== Keywords and most important names ===== |
| * **Simulation-based leaning** | * **Simulation-based leaning** | ||
| + | * [[http://users.edte.utwente.nl/jong/|Ton de Jong]] | ||
| ===== Bibliography ===== | ===== Bibliography ===== | ||
instructional_design/simulation-based_learning.txt · Last modified: 2023/06/19 18:03 (external edit)
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