The Secret of My (Simulated) Success
Computer-based simulations can be as simple as an animation embedded in a Web page or as complex as a fully immersive environment. They represent a broad category of interactive media that replicate real-world events that are too expensive or dangerous, or simply too small and fast or big and slow to observe in real time and space. For example, simulations might retrace the paths of glaciers during the ice age, an event that hardly can be observed in real time, or demonstrate the paths of neurons through the central nervous system. Simulations can also serve to simplify an environment so that learners can focus on the most important factors. A simulated chemistry experiment could highlight the major outcomes of the experiment while minimizing incidental outcomes that might mislead students.
Four of the 2007 TEL Grant Program projects employ such simulations: replicating biochemistry experiments, re-creating anatomy labs (in lieu of dissecting cadavers), dropping Spanish students into an immersive foreign language environment, and allowing civil engineering students to practice and experiment with traffic control signals. During the TEL seminar session on February 6 presenters will provide short demonstrations of their projects, which will be followed by a question and answer session. During the session the audience will learn how faculty prepare students for effective learning in a simulated environment, track and assess student performance in the simulations, and how teams involved in each project made design decisions with the goal of creating an optimal balance between engaging and challenging learners.
Seminar
February 6, 2008
12:00-1:30 p.m.
101 Walter Library
East Bank, Twin Cities campus
See a UMConnect Meeting recording or subscribe to the podcast or vodcast.
Moderator:
Kurtis Scaletta
Digital Media Center, OIT
Panelists:
Murray Jensen
Post Secondary Teaching & Learning
Henry Liu
Civil Engineering
Janet Schottel
Biochemistry
Julie Sykes
Spanish and Portuguese Studies
Readings
Finkelstein, N.D., Perkins, K.K., Adams, W., Kohl, P. & Podolefksy, N. (2005). Can Computer Simulations Replace Real Equipment in Undergraduate Laboratories? In 2004 Physics Education Research Conference (Marx, J., et al, eds.) American Institute of Physics Conference, Sacramento, California, 4–5 August 2004.
Relates an experiment that supports the case for simulations replacing labs. Students who used the simulation actually out-performed the students who used a traditional lab. The authors argue that simulations in certain cases reduce drudgery while making it possible to highlight and focus on particular features of a lab and constrain students in productive ways, even when the activity allows a certain amount of "messing about." The authors don't feel simulations can replace all lab situations.
Hughes, I. E. (2001) Do computer simulations of laboratory practicals meet learning needs? Trends in Pharmacalogical Sciences 22 (2), 71–74.
This article describes a study where students in a pharmacology program could opt for a computer simulation to replace a lab activity. Despite being overall a slightly less well-performing group based on past exams, students who elected for the computer simulation performed better on the written analysis following the lab/simulation. The author feels this is largely due to the simulation giving clear data which was easier to analyze, while students in real labs could have ambiguous or misleading results that are hard to analyze. Students in the real lab performed better on specific questions about lab practice on the exam, while both groups otherwise learned the material. Since real lab practice is an outcome of the class, the author indicates that simulations cannot be used to teach this material, though suggesting it's an option for students who miss a lab that cannot otherwise be made up.
Kumar, D.D. & Sherwood, R.D. (2007). Effect of a problem based simulations on the conceptual understanding of undergraduate science education students. Journal of Science Educational Technology 16 (3), 239–246.
Admittedly limited in scope, this is a case scenario involving future science teachers who use a six-phase simulation on water quality. The paper is worth looking at for the description of the authentic assessments integrated into the simulation and the higher-order thinking skills achieved: students better understood concepts and were better able to solve novel problems after going through the simulation. There are also implications for design of simulation, such as the use of an agent that learns along with users and integration of web resources with problems.
Lean, J., Moizer, J., Towler, M, & Abbey, C. (2006). Simulations and games: Uses and barriers in higher education. Active Learning in Higher Education 7 (3), 227–242.
An overview of simulations (including both computer simulations and classroom exercises), focusing on business classes at a British polytechnic. Provides a nice taxonomy of simulations, recognizing the variety of activities that falls under the label. Relying on previous literature for the utility and effectiveness of simulations, the authors try to determine instructors choose to use or choose not use simulations. The most common challenges were time (especially prep time) and lack of familiarity with simulations, but instructors who really believe in simulations as a teaching method overcome those same barriers.
