Simulations and Virtual Field Trips
With computers, faculty members and instructional designers can combine media to simulate real-life environments and experiences. By enabling students to interact with, and in, such environments, instructors facilitate the type of active inquiry described by Jean Piaget in 1964: "To know an object is to act on it. To know is to modify, to transform the object, and to understand the process of this transformation, and as a consequence to understand the way the object is constructed" (p. 176). Using technology-enhanced simulations and virtual environments, students can
- observe and/or collect data on a rare or remote event, environment, or process;
- juxtapose visible and invisible data;
- facilitate the manipulation of environmental variables;
- map the influence of those changes on subsequent processes; and
- practice skills that are too expensive, difficult, or dangerous to practice in real life.
Computers not only enable instructors to provide safe, consistent, and infinitely repeatable exposure to a potentially rich virtual environment, they also provide opportunities for instructors and students to observe, record, and analyze performances and, consequently, enhance post-performance assessment and debriefing.
Seminar
October 8, 2004
12:00-1:30 p.m.
2-213 CSOM
The moderator and TEL grant winners below will discuss how they are developing and teaching with a variety of such technology-enhanced simulation and virtual field trip activities.
Moderator:
Nora Paul
Institute for New Media Studies, School of Journalism and Mass Communication, Twin Cities campus
Panelists:
Cryss Brunner
Department of Educational Policy and Administration, College of Education and Human Development, Twin Cities campus
Tom Fletcher
Department of Vertinary and Biomedical Sciences, College of Veterinary Medicine, Twin Cities Campus
Robert Hardy
Veterinary Clinical Sciences, College of Veterinary Medicine, Twin Cities Campus
Michael Maddaus
Department of Surgery, Medical School, Twin Cities Campus
Nigel Wattrus
Department of Geological Sciences, College of Science and Engineering, Duluth campus
Campus Projects
Panelists' Project Proposals
The panelists will describe simulations and virtual field trips they are developing as part of the following TEL Grant Program projects:
Brunner, Cryss. C., and Christine Opsal. "Experiential Simulations (ES): Supporting Programmatic Applications" 2004 Technology-Enhanced Learning Grant Program proposal. Minneapolis: University of Minnesota, 2004. http://dmc.umn.edu/grants/2004/brunner.pdf.
Hardy, Robert, Allistair McVey, and Thomas F. Fletcher. "Web-Distributed Video Learning Objects for Veterinary Clinical Neurology Instruction" 2004 Technology-Enhanced Learning Grant Program proposal. Minneapolis: University of Minnesota, 2004. http://dmc.umn.edu/grants/2004/hardy.pdf.
Maddaus, Michael A. "Technology Enhanced Interactive Surgical Education: The Foundation for Establishing Strategic Residency Training Program Alliances" 2004 Technology-Enhanced Learning Grant Program proposal. Minneapolis: University of Minnesota, 2004. http://dmc.umn.edu/grants/2004/maddaus.pdf.
Wattrus, Nigel, and John Goodge. "GEOWALL Development at UMD" 2004 Technology-Enhanced Learning Grant Program proposal. Minneapolis: University of Minnesota, 2004. http://dmc.umn.edu/grants/2004/wattrus.pdf.
Exemplary Project Case Studies
Case studies of the projects two of the panelists are extending are available in the Exemplary Projects section of our site: Brunner's "Technologically Delivered Experiential Simulations© Case Study" and Wattrus and Mooer's "Interactive GEOWALL Visualization Modules for Introductory Geology".
Preliminary Readings
Situated Cognition and Anchored Instruction
Bransford, J. D., et al. "Anchored Instruction: Why We Need It and How Technology Can Help." In Cognition, Education and Multimedia: Exploring Ideas in High Technology, edited by Don Nix and Rand Spiro, 115-141. Hillsdale, NJ: Erlbaum Associates, 1990.
Bransford, J. D., and B. S. Stein. The Ideal Problem Solver (2nd edition). New York: Freeman, 1993.
Brown, J. S., A. Collins, and S. Duguid. "Situated Cognition and the Culture of Learning." Educational Researcher 18:1 (1989): 32–42.
Cognition and Technology Group at Vanderbilt (CTGV). "Anchored Instruction and Its Relationship to Situated Cognition." Educational Researcher 19:6 (1990): 2–10.
______. "Anchored Instruction and Situated Cognition Revisited." Educational Technology 33:3 (1993): 52–70.
Piaget, Jean. "Cognitive Development in Children: Development and Learning." Journal of Research in Science Teaching 2:2 (1964): 176–186.
Bransford and colleagues, Brown and colleagues, and the Cognition and Technology Group at Vanderbilt (CTGV) build on the work of Piaget and other cognitive psychologists who suggested that learning is most effective when embedded in a realistic (also called 'authentic') problem-solving context. They propose that cognition and learning are intimately bound with activity; i.e., the 'substance' of learning—the information, concepts, and relationships we commonly think of as constituting knowledge—is fundamentally inseparable from the situations in which it is learned and, later, practiced in real world contexts. Whereas traditional school activities have tended to emphasize conceptual/theoretical activities divorced from the real world contexts in which such theories are applied, these authors generally favor 'authentic' learning activities in which students address problems structured like those confronting real world expert practitioners. Using professional practice as a framework, they advocate using collaborative group work, peer learning, and iterative problem-solving activities.
Etheris, Ahmad Ibrahim, and Seng Chee Tan. "Computer-Supported Collaborative Problem Solving and Anchored Instruction in a Mathematics Classroom: An Exploratory Study." International Journal of educational technology 1:1 (2004): 16–39.
Ahmad Ibrahim Etheris and Seng Chee Tan provide a detailed illustration of how authentic learning activities might be structured and supported in practice.
Educational Games and Simulations
Abt, Clark. Serious Games. New York: Viking Press, 1970.
The first extended exploration of the educational value of games and simulations, Abt's book provides a useful introduction to the potential motivational, cognitive, and social benefits of using games to support learning.
Aldrich, Clark. Simulations and the Future of Learning: An Innovative (and Perhaps Revolutionary) Approach to e-Learning. San Francisco: Pfeiffer, 2003.
Despite the title, this seems aimed primarily at the corporate training market. Aldrich does, however, draw some lessons from the video game market that may prove helpful in designing more effective instructional simulations. For example, he emphasizes the importance of authentic contexts, appropriate challenges, realistic constraints (e.g., limited financial, informational, temporal, or human resources), non-linearity, and replayability.
Bell, Benjamin, Ray Bareiss, and Richard Beckwith. "The Role of Anchored Instruction in the Design of a Hypermedia Science Museum Exhibit," 1987, ERIC ID: ED363636.
Bell and his colleagues describe how they developed a system for contextualizing knowledge about genetics and sickle cell disease in which museum visitors played the role of genetic counselors. The inquiry process was supported by virtual laboratory tests, simulated client interviews, and an on-demand expert knowledge system that visitors consulted as required. This anchored instruction and provided a framework for improving both content understanding and concept retention . In their report, the authors provide a useful description of how to develop a simulation scenario and illustrations of how that scenario was enacted in virtual lab and interview interfaces.
Gee, James Paul. What Video Games Have to Teach Us About Teaching and Learning. New York: Palgrave Macmillan, 2003.
Gee suggests that video games have a lot to tell us about how we might better teach important cognitive concepts like identity formation, the semiotic representations of identity in "embodied experience," etc. Although not specifically about the development of educational simulations, Gee's book includes a great deal of useful information about how to order and frame problems in simulations. For instance, he details how gradual increases in the level of challenge can motivate students without overwhelming them and how appropriately timing the release of background information can improve understanding and retention.
Greenblat, Cathy Stein. Designing Games and Simulations: An Illustrated Handbook. New York: SAGE, 1988.
Although aimed principally at the paper-and-pencil social science game market, Greenblat's guide provides a great deal of information that will be of interest to developers of technology-enhanced simulations, including how to design simulation scenarios; develop game and simulation components; run the simulation experience; and manage outcomes (by debriefing and assessing participants, etc.).
Vincent, Andrew, and John Shepherd. "Experiences in Teaching Middle East Politics via Internet-based Role-Play Simulations." Journal of Interactive Media in Education 98:11 (1998). Online at http://www-jime.open.ac.uk/98/11/vincent-98-11-t.html (visited August 23, 2004).
Andrew Vincent and John Shepherd provide a thoughtful analysis of why using technology in a Middle East policy-making simulation improved students' learning experiences. They provide a great deal of useful detail about scenario development and administration as well as examples of student feedback. They describe the instructional goals and objectives, illustrate aspects of the simulation, and detail the instructor's assessment methods in a video available online at http://www-jime.open.ac.uk/98/11/vincent-movie.html.
Virtual Field Trips
Barta-Smith, Nancy A., and James T. Hathaway. "Making Cyberspaces into Cyberplaces." Journal of Geography 99:6 (2000): 253–265.
Based on phenomenological and semiotic theory, the authors consider the full range of experiences that make up a real-life field trip and how the metaphors underlying the design of virtual field trips may accommodate such experiences or make them impossible. They include recommendations about how to develop pedagogically rich virtual field trips, including how to create opportunities for learners to wander, to interact with the virtual environment, and to provide a context for the engagement. While too theoretical to serve as specific guidelines for designers, these recommendations are interesting and important.
Spicer, J. J., and J. Stratford. "Student Perceptions of a Virtual Field Trip to Replace a Real Field Trip." Journal of Computer Assisted Learning 17 (2001): 345–354.
In this article, the authors discuss virtual field trips used as replacements for real-life experiences based on an ecology lesson for undergraduate students. Spicer and Stratford reveal both how students respond to virtual field trips as well as how designers can create enjoyable virtual experiences. For example, most students liked the experience, but few felt it should replace a real field trip, and most would prefer a virtual field trip be used to prepare for a real field trip. Also, few students felt the experience was personal or truly interactive, but most felt it was interesting and worthwhile. The implications are important, but the narrow range of virtual experiences considered limit their usefulness.
Tuthill, Gail, and E. Barbara Klemm. "Virtual Field Trips: Alternatives to Actual Field Trips." International Journal of Instructional Media 29:4 (2002): 453–468.
Tuthill and Klemm describe the tension between the advantages and disadvantages of direct field experiences. On the one hand, they can connect classroom theory and real world practice; expose students to realistically messy identification and analysis problems; and motivate students through exposure to relevant, practical experiences. On the other hand, it can be difficult to transport students to remote locations; to ensure that students can hear and see items of interest; and to diminish cognitive complexity as students attempt to "simultaneously [take] in their surroundings [while] making detailed observations, [listen] to the speaker, and [take] good notes while in the field" (p. 454). The authors believe technology offers an opportunity to mitigate some of these problems while retaining many of the advantages. Their experience, however, suggests that not all virtual field trips are created equal—those commercially available off-the-shelf may prove to be less effective than field trips tailored to specific course topics.
Examples
University of Minnesota instructors have developed a number of technology-enhanced simulation and virtual field trip activities; several such projects are highlighted in the Exemplary Projects section of our site, including the following.
Perry, Jim, Steve Simmons, and Toni McNaron. "Campus Quest: A Case-Based Approach to Environmental Management" 1999―2000 TEL Grant proposal. Minneapolis: University of Minnesota, 1999. http://dmc.umn.edu/small-grants/1999/prop21.shtml.
The investigators developed a pair of CD-ROM-delivered decision cases for agronomy and natural resource management students. The first simulates the process of policy formation. Students use digital resources as they gather information, evaluate potential strategies, and compose a memo proposing a solution to the problem posed by their virtual client. The second is an entirely self-contained decision-making simulation. Students select a series of policy goals, allocate finite budgetary resources, and react to a series of realistic events (including cost overruns, natural and environmental variables, and political/bureaucratic roadblocks). For details and illustrations of some key interactions, visit our Campus Quest CD-ROM page.
Buhr, Brian, Chris Scruton, and Christina Goodland. "Using WebCT and Basic Software Tools to Teach Futures Trading." In Faculty Guide for Moving Teaching and Learning to the Web, 2nd ed., by Judith V. Boettcher and Rita-Marie Conrad. Forthcoming from the League for Innovation in the Community College.
Brian Buhr developed a WebCT-delivered trading commodities simulation that mimics conditions in the real market. Students analyze market conditions, observe trading behavior in both the classroom and the real-world markets, develop buying/selling strategies, and communicate the rationale for these strategies to Buhr and their peers. For details and illustrations of some key elements, visit our Web-Based Trading Simulation page.
