Monday, April 20, 2009
digital natives
Yes, also see Prensky 2001, in which he mentioned the "digital natives"- K through college "kids" today- has already played over 10,000 hours of video games before they graduate from colleges. He also mentioned that there are scientific evidence that indicate the neuron system in their brain is different from us (digital immigrants). Therefore, they think FUNDAMENTALLY differently than us, not incrementally. Therefore, the old theories of teaching and learning may not work for them any more. Then, should we develop completely new theories and approaches for them to address their needs of parallel process, multi-task, random access, graphic, immediate gratification and frequent feedback?
Game news
Hi all,
I see a news about game.
http://content.usatoday.com/communities/gamehunters/post/2009/04/65719049/1
It gave us some statistics about how many kids play games - 88%. Boys played 14 hours per week, and girls play 9 hours. So, it is kind of a solid evidence that kids spent time on games.
Unfortunately, this report is showing some negatives - additive behavior. However, there are still some interesting questions for us. This research pointed out some attention problems with kids. Why? Maybe it is related to the kind of games they played. If that is the case, maybe we can minimize those kind of games design in educational games.
Victor
I see a news about game.
http://content.usatoday.com/communities/gamehunters/post/2009/04/65719049/1
It gave us some statistics about how many kids play games - 88%. Boys played 14 hours per week, and girls play 9 hours. So, it is kind of a solid evidence that kids spent time on games.
Unfortunately, this report is showing some negatives - additive behavior. However, there are still some interesting questions for us. This research pointed out some attention problems with kids. Why? Maybe it is related to the kind of games they played. If that is the case, maybe we can minimize those kind of games design in educational games.
Victor
Tuesday, April 14, 2009
Facebook and education
Hi,
I saw a news about a study examining the effect of Facebook on Grade (sounds like the study presented in AERA). It is interesting, but the result is within expectation.
http://www.technewsworld.com/story/Study-on-Facebook-and-Grades-Becomes-Learning-Experience-for-Researcher-66805.html
I think one contribution from this research is that Facebook does take up valuable study time from college students.
So? What is the next question?
One piece of statistics is quite interesting: the Facebook users spend 1-5 hours a week studying comparing to non-Facebook users spending 11-15 hours a week studying. Does it mean that Facebook took students 10 hours a week of studying time? I guess probably not. Those students will still find other ways to kill time. But, what really contributing the differences?
I saw a news about a study examining the effect of Facebook on Grade (sounds like the study presented in AERA). It is interesting, but the result is within expectation.
http://www.technewsworld.com/story/Study-on-Facebook-and-Grades-Becomes-Learning-Experience-for-Researcher-66805.html
I think one contribution from this research is that Facebook does take up valuable study time from college students.
So? What is the next question?
One piece of statistics is quite interesting: the Facebook users spend 1-5 hours a week studying comparing to non-Facebook users spending 11-15 hours a week studying. Does it mean that Facebook took students 10 hours a week of studying time? I guess probably not. Those students will still find other ways to kill time. But, what really contributing the differences?
Sunday, March 29, 2009
VR in college education
I see a news about VR in college education that I would like to share with you:
http://blogs.computerworld.com/harvards_virtual_education_experiment_in_second_life
I like that the comparison between Second Life and normal distance education and text-based discussion.
I will not write too much now so that I won't interfere with your perspectives.
http://blogs.computerworld.com/harvards_virtual_education_experiment_in_second_life
I like that the comparison between Second Life and normal distance education and text-based discussion.
I will not write too much now so that I won't interfere with your perspectives.
Saturday, March 28, 2009
Crokpot Tech
In the Crokpot Tech article, the author described many different possibilities to utilize Second Life in learning contexts. For example, training, collaboration, and networking are some possible ways to utilize Second Life. The author also suggested that 3D and anonymity can have positive effects on learning outcomes.
What are some concerns with virtual world training? Transfer should be an important issue. For example, if medical students are trained in virtual world, are they going to be able to transfer the skills in the hospitals or clinics. If not, how can we bridge the training to help transfer?
Language training is interesting when done in virtual world. We know culture and language is closely related. Will the culture in the virtual be the same as the culture in the real-world? If not, what other factors that we should consider when we decide language training in the virtual world.
Virtual world creates a very different networking environment for the people to get together. We know that many people visit the virtual world, such as Second Life, very often. This kind of social networking opportunities are almost impossible for distributed teams without the virtual world.
The 3D aspects of virtual world are something that can be specific in the virtual world environment. The question is how 3D effect interacts with the virtual reality.
Anonymity is another specific characteristic in virtual world. As Deniz suggested that anonymity can help students with specific needs to learn in some environments. However, will anonymity negatively affect other types of students? For example, would a high achieving students, or popular students, behave differently in the virtual world? How can we balance the effects dealing with learning in virtual world.
What are some concerns with virtual world training? Transfer should be an important issue. For example, if medical students are trained in virtual world, are they going to be able to transfer the skills in the hospitals or clinics. If not, how can we bridge the training to help transfer?
Language training is interesting when done in virtual world. We know culture and language is closely related. Will the culture in the virtual be the same as the culture in the real-world? If not, what other factors that we should consider when we decide language training in the virtual world.
Virtual world creates a very different networking environment for the people to get together. We know that many people visit the virtual world, such as Second Life, very often. This kind of social networking opportunities are almost impossible for distributed teams without the virtual world.
The 3D aspects of virtual world are something that can be specific in the virtual world environment. The question is how 3D effect interacts with the virtual reality.
Anonymity is another specific characteristic in virtual world. As Deniz suggested that anonymity can help students with specific needs to learn in some environments. However, will anonymity negatively affect other types of students? For example, would a high achieving students, or popular students, behave differently in the virtual world? How can we balance the effects dealing with learning in virtual world.
Cannon-Bowers & Bowers (2008)
Cannon-Bowers & Bowers (2008) is a very good review piece. It provides some good definitions of game, simulation and virtual reality. They suggested that "the constructions of game and simulation are not orthogonal" (p.318). I agree with that, especially when simulation is defined as a "working representation of reality" (p.318). Game can be a working representation of reality (although it may not have to be). Indeed, many games we play such as SimCity, Monopoly, or even chess, can be seen as some kind of representations of reality.
This article also provided some advantages of using games and simulation. For example, games and simulations can be used to provide practice environments for practice which is too dangerous or too costly to provide. We can also embedded instructional features such as feedback in the games and simulations. The authors also review some empirical literature regarding to the effectiveness of games installations. It is a very good source of references. The authors not only show the positive results of games simulations, but also provided a list of studies which show negative results of SLEs.
Finally, the authors suggested different factors that influence SLE design. For example, learner characteristics such a self-efficacy, goal orientation, spatial ability, and comfort with technology may affect the SLE design. This list of factors may serve as a checklist when we decide SLEs.
This article also provided some advantages of using games and simulation. For example, games and simulations can be used to provide practice environments for practice which is too dangerous or too costly to provide. We can also embedded instructional features such as feedback in the games and simulations. The authors also review some empirical literature regarding to the effectiveness of games installations. It is a very good source of references. The authors not only show the positive results of games simulations, but also provided a list of studies which show negative results of SLEs.
Finally, the authors suggested different factors that influence SLE design. For example, learner characteristics such a self-efficacy, goal orientation, spatial ability, and comfort with technology may affect the SLE design. This list of factors may serve as a checklist when we decide SLEs.
Wednesday, March 25, 2009
About Second Life
Hi all,
After yesterday class, probably most of you realize that I am skeptical about the use of virtual reality. I am thinking the same question over and over again: what additional benefit we get from virtual reality than what we can get from other medium such as simulation program, and communication software (e.g. Marratech/Skype). I come up with some answers and I will share in the second part of this message. Now, I first shared my experience in Second Life this morning.
Kathy's presentation suggested that we can visit Morocco in Second Life and I questioned what good about visiting Morocco virtually. We can see picture, watch live video of Morocco over the internet. Deniz suggested that it was the interaction. I guess we can also have some "first hand experience" if we use the virtual reality. So, I went there (I hope I went to the right place). It is a small island. I saw two people: one man (with two guns), and one lady (naming herself sexy something). Then, the lady comes to talk to me. I am scared. You don't talk to stranger (at least it is something I learned in kindergarten), especially in an unfamiliar place. So, I did not response. One thing I learn - there may be some etiqutte in virtual reality. It is important to learn. Also, the general culture is different in virtual world. So, many factors that affect learning may change. For example, gender may have an effect on some learning outcomes (I really don't know, but I guess there may be). Now, we don't even know the lady who talked to me is actually a male or a female. What I would like to say here: if culture matters in learning, now, we have a totally new space with a "new culture". Maybe each island has its own culture. So, culture can be a manipulatable variable in virtual reality. It is something interesting to investigate. Of course, what will happen if you don't have a clue about the new culture. Then, what will happen? I was an example in virtual Morocco. I fled.
Then, I went to the democracy island - as some of you may know, I am a politics junky. So, that is an interesting island for me. It looks like a museum with computer screen that I can click virtually. Information shows up. Actually, some screens direct me to an actual web site with more information. I see the advantage of the feeling of visiting a museum when I was in the virtual world. Even though we can have all the information (such as pictures and video clips) in a web site, we may not able to re-create the feeling of visiting a real museum. For me, I feel motion sickness when I see the screen moving. So, I still prefer a plan web site. It is just my personaly issue.
In conclusion, I think there are real benefit of virtual reality in learning. I think Dawley has started one very good research path - the social persistence. Will the virtual reality help people to immerse in the environment longer and deeper (I already use the word immerse which implies a positive answer)? Cultural effect will be an interesting phenomenon because the culture can be totally different in the virutal world. Also, people can visit one place and then to the next place with a different culture in seconds. How will it affect learning? Of course, the opportunity for interactions in VR is probably positive for learning. However, how can we design the enviornment to foster positive interactions in virtual reality? I am not skeptical about the effect of VR, but I see a lot of unknown (research opportunities). However, my problem with motion sickness may still prevent me to visit the virtual world too much (or at least walking/flying too fast in VR).
After yesterday class, probably most of you realize that I am skeptical about the use of virtual reality. I am thinking the same question over and over again: what additional benefit we get from virtual reality than what we can get from other medium such as simulation program, and communication software (e.g. Marratech/Skype). I come up with some answers and I will share in the second part of this message. Now, I first shared my experience in Second Life this morning.
Kathy's presentation suggested that we can visit Morocco in Second Life and I questioned what good about visiting Morocco virtually. We can see picture, watch live video of Morocco over the internet. Deniz suggested that it was the interaction. I guess we can also have some "first hand experience" if we use the virtual reality. So, I went there (I hope I went to the right place). It is a small island. I saw two people: one man (with two guns), and one lady (naming herself sexy something). Then, the lady comes to talk to me. I am scared. You don't talk to stranger (at least it is something I learned in kindergarten), especially in an unfamiliar place. So, I did not response. One thing I learn - there may be some etiqutte in virtual reality. It is important to learn. Also, the general culture is different in virtual world. So, many factors that affect learning may change. For example, gender may have an effect on some learning outcomes (I really don't know, but I guess there may be). Now, we don't even know the lady who talked to me is actually a male or a female. What I would like to say here: if culture matters in learning, now, we have a totally new space with a "new culture". Maybe each island has its own culture. So, culture can be a manipulatable variable in virtual reality. It is something interesting to investigate. Of course, what will happen if you don't have a clue about the new culture. Then, what will happen? I was an example in virtual Morocco. I fled.
Then, I went to the democracy island - as some of you may know, I am a politics junky. So, that is an interesting island for me. It looks like a museum with computer screen that I can click virtually. Information shows up. Actually, some screens direct me to an actual web site with more information. I see the advantage of the feeling of visiting a museum when I was in the virtual world. Even though we can have all the information (such as pictures and video clips) in a web site, we may not able to re-create the feeling of visiting a real museum. For me, I feel motion sickness when I see the screen moving. So, I still prefer a plan web site. It is just my personaly issue.
In conclusion, I think there are real benefit of virtual reality in learning. I think Dawley has started one very good research path - the social persistence. Will the virtual reality help people to immerse in the environment longer and deeper (I already use the word immerse which implies a positive answer)? Cultural effect will be an interesting phenomenon because the culture can be totally different in the virutal world. Also, people can visit one place and then to the next place with a different culture in seconds. How will it affect learning? Of course, the opportunity for interactions in VR is probably positive for learning. However, how can we design the enviornment to foster positive interactions in virtual reality? I am not skeptical about the effect of VR, but I see a lot of unknown (research opportunities). However, my problem with motion sickness may still prevent me to visit the virtual world too much (or at least walking/flying too fast in VR).
Monday, March 23, 2009
Mark's Alessi/Trollip Ch 9 thoughts
I like that this chapter opens with the fact that these tools are more "uncategorized" but still constructivist. That allowed me to read more "freely" without concern of mentally placing each tool into a specific category. My main thoughts as I read this chapter were: "Wow, this sounds like fun," "I really want to try that," "I'd really like to produce something like that for rainforest ecology in Madagascar," and "How can I used this in class..."
It was also good to see another perspective on "microworlds" (other than the paper we read). This sure does seem like a great tool for online classes (and other settings), but I'm still trying to see the difference between this and virtual reality. Learning tools are also discussed, and I like that they are touted as both assisting with learning AND a type of assessment tool (thought they don't give the details about how to assess or if you're comparing to an expert's tool output). I also appreciated that "dreamweaver" was included in multimedia construction tools. That is, we don't have to build the framework for new tools or even hire people to make us tools; many are already around, and we just have to find creative ways to use them! Have students build (constructivist) webpages or presentations or concept maps using PowerPoint, Adobe Photoshop, etc. Then, the class would consist of teaching the technology (as a tool) in order to get "output" from the student; then it comes down to the assessment of that output (compare to expert model or peer models?).
The second half of the chapter focuses on Open Learning Environments (OLEs)--programs that permit learning in a natural and flexible way. They can accomplish a variety of goals and are used in conjunction with other learning materials (p327). These are supposed to be most useful for the "guiding and practicing" phases of instruction (though can be used for presenting and assessing as well). As the went into examples of OLEs, I couldn't help but think "isn't this just a Wiki" when reading the CSILE section. Anybody else think that? The only difference seemed to be that entries/posts in CSILE had to be labeled as "opinion, fact, question" or other labels.
Overall, this chapter seemed less about theory, and more about some practical tools to try out (that are flexible and don't fit in other categories).
It was also good to see another perspective on "microworlds" (other than the paper we read). This sure does seem like a great tool for online classes (and other settings), but I'm still trying to see the difference between this and virtual reality. Learning tools are also discussed, and I like that they are touted as both assisting with learning AND a type of assessment tool (thought they don't give the details about how to assess or if you're comparing to an expert's tool output). I also appreciated that "dreamweaver" was included in multimedia construction tools. That is, we don't have to build the framework for new tools or even hire people to make us tools; many are already around, and we just have to find creative ways to use them! Have students build (constructivist) webpages or presentations or concept maps using PowerPoint, Adobe Photoshop, etc. Then, the class would consist of teaching the technology (as a tool) in order to get "output" from the student; then it comes down to the assessment of that output (compare to expert model or peer models?).
The second half of the chapter focuses on Open Learning Environments (OLEs)--programs that permit learning in a natural and flexible way. They can accomplish a variety of goals and are used in conjunction with other learning materials (p327). These are supposed to be most useful for the "guiding and practicing" phases of instruction (though can be used for presenting and assessing as well). As the went into examples of OLEs, I couldn't help but think "isn't this just a Wiki" when reading the CSILE section. Anybody else think that? The only difference seemed to be that entries/posts in CSILE had to be labeled as "opinion, fact, question" or other labels.
Overall, this chapter seemed less about theory, and more about some practical tools to try out (that are flexible and don't fit in other categories).
Friday, March 20, 2009
Directed Learning and Open-ended Learning
Alessi (Chap 9) argued that Open-ended learning environment lies between directed learning and open-ended learning. Each forming extreme ends of a continuum.
Sadly, most of higher education classroom instruction falls under directed learning in which the method of instruction are delivered systematically with careful sequencing to elicit correct learner actions. The learning goals are set. This is a very teacher-centered approach where teacher is a sage!!!
In contrast, open-ended learning allows learners to set goals and pursue methods learners deem appropriate and set own problems to solve. therefore, it should be noted that Alessi argued if all aspects of learning have to be open-ended for a progam to be an Open-ended learning environment (OLE), there will be no examples of OLEs.
A more realistic view may be in the middle continuum. In this case, specific problems are assigned to the learners and tools and resources are provided to learners who can select own methods to solve the problems. Additonally, teachers are facilitators who guide the learning process and provide resources to learners. Learners learn from peers, from errors, reflecting-in-action and -on-action. All in all learners own the learning rather than relying solely on teachers for learning to take place.
Sadly, most of higher education classroom instruction falls under directed learning in which the method of instruction are delivered systematically with careful sequencing to elicit correct learner actions. The learning goals are set. This is a very teacher-centered approach where teacher is a sage!!!
In contrast, open-ended learning allows learners to set goals and pursue methods learners deem appropriate and set own problems to solve. therefore, it should be noted that Alessi argued if all aspects of learning have to be open-ended for a progam to be an Open-ended learning environment (OLE), there will be no examples of OLEs.
A more realistic view may be in the middle continuum. In this case, specific problems are assigned to the learners and tools and resources are provided to learners who can select own methods to solve the problems. Additonally, teachers are facilitators who guide the learning process and provide resources to learners. Learners learn from peers, from errors, reflecting-in-action and -on-action. All in all learners own the learning rather than relying solely on teachers for learning to take place.
Tuesday, March 17, 2009
McLellan (2004)
This book chapter provides a very good review of many issues related to virtual reality (VR). It starts from historical background and types of VR. Frankly, instead of types of VR, I would like to see the key features of VR. Types of VR can change when technology changes, but the features will be relatively stable. Actually, towards the end of the book chapter, the author mentioned about the realm of experience with two dimensions: participation (active vs. passive), and absorption vs. immersion. Those can be some features of VR. Some other features that I can find are visual effect (3D vs. 2D, dynamic vs. static), interaction with the real world, location, task, feedback from the environment ...
I really like the issues that the author quoted from Fennington and Loge (1992). The four issues are:
(1) How is learning in virtual reality different from that of a traditional educational environment?
(2) What do we know about multisensory learning that will be of value in determining the effectiveness of this technology?
(3) How are learning styles enhanced or changed by VR? and
(4) What kinds of research will be needed to assist instructional designers in developing effective VR learning environments?
These four issues give researchers some research direction. Actually, when I start think about VR, the first question came to my mind was the different between VR and other educational environment. In other words, what additional values VR can give. Frankly, from the papers, most of the benefits are similar to the benefits of simulation.
The author defined VR as " a class of computer-controlled multisensory communication technologies that allow more intuitive interactions with data and involve human senses in new ways." (p.461) I see that VR is special because of it's multisensory communication capability and it involves human senses in new ways. The multisensory communication capability can help people to practice skills in a almost real environment. But, how about new senses? I think some Second Life research also pointed out that the new identity can give students a "new start" that they don't have carry their old labels such as failure, or below average. In addition, I believe the mulitsensory capability should work in some context, but not necessarily in other context. The multisensory capability can sometimes be distraction for the learners. In other words, the sense provided should be relevant to the learning objective.
In the theoretical perspectives, I am interested in the computers-as-threater perspective and experience design perspective. I think both of them can be relevant to game/VR research because experience and engagement seems like two big "selling points" in game/VR. For example, the author quoted from Shadroff (2002) that engagement needs to be significantly different from the surrounding environment and cognitive important or relevant. So, those can be some dimension that we may measure the "engagement" in game/VR. Of course, one assumption is that engagement + good educational design will lead to educational outcomes.
I really like the issues that the author quoted from Fennington and Loge (1992). The four issues are:
(1) How is learning in virtual reality different from that of a traditional educational environment?
(2) What do we know about multisensory learning that will be of value in determining the effectiveness of this technology?
(3) How are learning styles enhanced or changed by VR? and
(4) What kinds of research will be needed to assist instructional designers in developing effective VR learning environments?
These four issues give researchers some research direction. Actually, when I start think about VR, the first question came to my mind was the different between VR and other educational environment. In other words, what additional values VR can give. Frankly, from the papers, most of the benefits are similar to the benefits of simulation.
The author defined VR as " a class of computer-controlled multisensory communication technologies that allow more intuitive interactions with data and involve human senses in new ways." (p.461) I see that VR is special because of it's multisensory communication capability and it involves human senses in new ways. The multisensory communication capability can help people to practice skills in a almost real environment. But, how about new senses? I think some Second Life research also pointed out that the new identity can give students a "new start" that they don't have carry their old labels such as failure, or below average. In addition, I believe the mulitsensory capability should work in some context, but not necessarily in other context. The multisensory capability can sometimes be distraction for the learners. In other words, the sense provided should be relevant to the learning objective.
In the theoretical perspectives, I am interested in the computers-as-threater perspective and experience design perspective. I think both of them can be relevant to game/VR research because experience and engagement seems like two big "selling points" in game/VR. For example, the author quoted from Shadroff (2002) that engagement needs to be significantly different from the surrounding environment and cognitive important or relevant. So, those can be some dimension that we may measure the "engagement" in game/VR. Of course, one assumption is that engagement + good educational design will lead to educational outcomes.
Friday, March 13, 2009
Second Life Preparation
Hi All!
Here are several tasks for you to start play with the Second Life virtual environment. They are really easy and fun.
1. hardware preparation: since this is an online 3D software, plz use a faster computer, or the delay when you are playing will make you very frustrated.
2. Get and account. No matter if you have an account or not, you can click "Log in" to proceed. I believe you know very well how to register in an website. Just one thing to remember, you can only choose your "family name" from a list, rather than come up with one by your self, so don't forget it, or you won't be able to log in.
3. download the client software.
4. to know how to move around (arrow keys), and especially, how to fly! (keep pressing "W" key will let you fly, alt key plus your left key on the mouse will help you change your view.)
5. if you wish, change your facial appearance and clothes. (right click your avatar and left click "appearance")
6. "teleport" to a specific place, for example, to location (128,128,29), and tell me what it is:) It's in the "map" button.
7. find out an island that related to your professional interest. e.g. Mark can tell us a biology island. (see task 8 if you don't know how to search)
8. talk with people in that environment. If you cannot find any, go to "help people island" (click "map" button at the bottom of the screen and type "help people island" in "search" textbox.)
9. have a look in you inventory. make a blow kiss. (It's in the "gestures" folder. I believe you can figure out how to do it:)
10. add me (Toxy Magic) as your friend (by clicking "communicate button at lower left corner")
If you can do these ten things, I believe we will have a wonderful class meeting in SL after spring break. If you cannot, please check the following video to find it out. or you can do google search, it's more direct.
http://trainingvideos.hscs.wmin.ac.uk/second1/index.html
Visit this address for more information
https://support.secondlife.com/ics/support/default.asp?deptID=4417&task=knowledge&folderID=208
Here are several tasks for you to start play with the Second Life virtual environment. They are really easy and fun.
1. hardware preparation: since this is an online 3D software, plz use a faster computer, or the delay when you are playing will make you very frustrated.
2. Get and account. No matter if you have an account or not, you can click "Log in" to proceed. I believe you know very well how to register in an website. Just one thing to remember, you can only choose your "family name" from a list, rather than come up with one by your self, so don't forget it, or you won't be able to log in.
3. download the client software.
4. to know how to move around (arrow keys), and especially, how to fly! (keep pressing "W" key will let you fly, alt key plus your left key on the mouse will help you change your view.)
5. if you wish, change your facial appearance and clothes. (right click your avatar and left click "appearance")
6. "teleport" to a specific place, for example, to location (128,128,29), and tell me what it is:) It's in the "map" button.
7. find out an island that related to your professional interest. e.g. Mark can tell us a biology island. (see task 8 if you don't know how to search)
8. talk with people in that environment. If you cannot find any, go to "help people island" (click "map" button at the bottom of the screen and type "help people island" in "search" textbox.)
9. have a look in you inventory. make a blow kiss. (It's in the "gestures" folder. I believe you can figure out how to do it:)
10. add me (Toxy Magic) as your friend (by clicking "communicate button at lower left corner")
If you can do these ten things, I believe we will have a wonderful class meeting in SL after spring break. If you cannot, please check the following video to find it out. or you can do google search, it's more direct.
http://trainingvideos.hscs.wmin.ac.uk/second1/index.html
Visit this address for more information
https://support.secondlife.com/ics/support/default.asp?deptID=4417&task=knowledge&folderID=208
Monday, March 9, 2009
Rieber's microworlds (2004) by Mark
I think Deniz wants us to think of microworlds and simulations as synonymous, but Reiber seems to try to make some distinctions. For a definition of microworlds, the author uses Clement (1998): "A microworld is a small playground of the mind." That is to say, it is an environment in which students (even very young ones) can make their own programs (e.g. models and simulations). In other words, it is our oft-talked-about "learning by modeling/simulating" (instead of learning by using models/simulations).
After then listing 4 "structural" inclusions of microworlds (1. computational objects that model the mathematical or physical properties of the microworld’s domain; 2. Links to multiple representations of the underlying properties of the model; 3. The ability to combine objects or operations in complex ways; and 4. A set of activities or challenges that are inherent or preprogrammed in the microworld), he states that the real test if something is a microworld is functional. "For an interactive learning environment
to be considered a microworld, a person must “get it” almost immediately—understand a simple aspect of the domain very quickly with the microworld—and then want to explore the domain further with the microworld (Rieber, 1996)."
This means that a something could be a microworld to one student, but not another. Also, it means that simulations/models of various types could be microworlds.
These definitions are best understood with the authors tactic of next presenting several "microworlds" (both in their structure and how they are functionally used as microworlds and not "just" simulations/games/models). To drive this home, on p198 Rieber states that, "Just providing a microworld to students, without the pedagogical underpinnings, should not be expected to lead to learning. The role of the teacher and the resulting classroom practice is crucial here. Microworlds rely on a culture of learning in which students are expected to inquire, test, and justify their understanding. 'Students needs to be actively engaged in the construction and assessment of their understandings by working thoughtfully in challenging and reflective problem contexts' (p29). THIS seems it is true of ANY tool or technology - the instructor must cultivate an environment of learning and encourage students to explore within a structure.
In reading this paper with an eye to simulations, I found this definition interesting: ""...three major design components to an educational simulation [are]: the underlying model, the simulation’s scenario, and the simulation’s instructional overlay (Reigeluth & Schwartz, 1989)." This actually does help clarify the model vs. simulation question I had last week. A simulation is a representation of a model (the scenario and presentation of it).
Rieber's summary (p600) gives a realistic picture of incorporating microworlds into schools: "The educational system needs to change in fairly dramatic ways for the potential of these systems to be realized. Probably the most fundamental change is allowing students adequate time, coupled with providing a master teacher who not only knows the software well, but also is a master of constructivist teaching...." Wish us luck!!
After then listing 4 "structural" inclusions of microworlds (1. computational objects that model the mathematical or physical properties of the microworld’s domain; 2. Links to multiple representations of the underlying properties of the model; 3. The ability to combine objects or operations in complex ways; and 4. A set of activities or challenges that are inherent or preprogrammed in the microworld), he states that the real test if something is a microworld is functional. "For an interactive learning environment
to be considered a microworld, a person must “get it” almost immediately—understand a simple aspect of the domain very quickly with the microworld—and then want to explore the domain further with the microworld (Rieber, 1996)."
This means that a something could be a microworld to one student, but not another. Also, it means that simulations/models of various types could be microworlds.
These definitions are best understood with the authors tactic of next presenting several "microworlds" (both in their structure and how they are functionally used as microworlds and not "just" simulations/games/models). To drive this home, on p198 Rieber states that, "Just providing a microworld to students, without the pedagogical underpinnings, should not be expected to lead to learning. The role of the teacher and the resulting classroom practice is crucial here. Microworlds rely on a culture of learning in which students are expected to inquire, test, and justify their understanding. 'Students needs to be actively engaged in the construction and assessment of their understandings by working thoughtfully in challenging and reflective problem contexts' (p29). THIS seems it is true of ANY tool or technology - the instructor must cultivate an environment of learning and encourage students to explore within a structure.
In reading this paper with an eye to simulations, I found this definition interesting: ""...three major design components to an educational simulation [are]: the underlying model, the simulation’s scenario, and the simulation’s instructional overlay (Reigeluth & Schwartz, 1989)." This actually does help clarify the model vs. simulation question I had last week. A simulation is a representation of a model (the scenario and presentation of it).
Rieber's summary (p600) gives a realistic picture of incorporating microworlds into schools: "The educational system needs to change in fairly dramatic ways for the potential of these systems to be realized. Probably the most fundamental change is allowing students adequate time, coupled with providing a master teacher who not only knows the software well, but also is a master of constructivist teaching...." Wish us luck!!
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