THIS BLOG IS USED FOR TEACHING PURPOSES. MY STUDENTS IN SYRACUSE UNIVERSITY (IDE735) AND UNIVERSITY OF OKLAHOMA (EIPT 6613) POST THEIR COURSE REFLECTIONS HERE.
THIS BLOG IS OPEN TO OTHERS WHO ARE INTERESTED IN COLLABORATIVE BRAINSTORMING AND LEARNING ABOUT EDUCATIONAL MODELING, SIMULATIONS, & GAMES.
Interested in joining us? Leave a comment...
Dr. Deniz Eseryel
Assistant Professor at Instructional Psychology & Technology Program at University of Oklahoma.Click on the picture to visit my website
Posts
Introduction
Welcome to the blog for IDE 735 & EIPT6613 Modeling, Simulations, and Games in Education & Training.
Please feel free to post your thoughts and weekly reflections on what we're doing in class, link to any current newspaper articles or other information on games and simulations in education, and upload photos, diagrams, etc.
Let's get started...
Please feel free to post your thoughts and weekly reflections on what we're doing in class, link to any current newspaper articles or other information on games and simulations in education, and upload photos, diagrams, etc.
Let's get started...
Blog Archive
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2009
(57)
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March
(28)
- VR in college education
- Crokpot Tech
- Cannon-Bowers & Bowers (2008)
- What is learning?
- About Second Life
- Mark's Alessi/Trollip Ch 9 thoughts
- Directed Learning and Open-ended Learning
- McLellan (2004)
- Second Life Preparation
- Rieber's microworlds (2004) by Mark
- Geometer's Sketchpad
- SodaConstructor
- StageCast
- AgentSheets
- Star Logo TNG
- SimQuest
- PhET Interactive Simulations
- Simulation in news
- A Glimpse of my Research Interests
- Relationship Between Simulation methods and Learni...
- Observation from Gibbons (2000) + Alessi (1999)
- Rieber 2004
- Shaffer Chapter Six
- MCI needs Controls in addition to instructional au...
- Mark on Shaffer's (2006) chptr 6
- Mark's simulation (Alessi & Trollip 2001) thoughts
- Alessi (2000), Alessi & Trollip (2000) & Shaffer (...
- What is the difference between Models of Environme...
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March
(28)
2 comments:
I posted an article in D2L that provides an overview of the SimQuest authoring tool, that could help you while you are exploring this environment. See D2L Course/Links/Exploring Simulation Environments
I tried the motion simulation in SimQuest. The goal is quite clear. I like the design to put the graphs and the cars in the screen so that learners can see the relationship with the speed of the car and the displacement.
One suggestion on the design is putting real labels on the axis. Currently, they put x, v, and t. It will be easier to use English words such as displacement (x), velocity (v) and time (t) so that learners do not need to translate the symbols.
The relationship among speed, displacement, and time were finally given to the learners. But, it is not clear what if the learners do not understand the relationship. In other words, it will be nice if the learners can get some kind of remediation if they don't understand. Maybe the subsequent questions are designed to clear the misconception.
Also, most of the quantitative questions in SimQuest require understanding the mathematical relationship between the variables. Does the simulation really help the learners to understand the mathematical relationships? I feel that simulation is better to provide an approximate relationship than an exact relationship.
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