As stated by Thomas and Milligan (2004) the term 'simulation' is being applied in e-Learning in an increasingly broad manner and is sometimes used synonymously with 'animation'. However, for the purposes of this paper a simulation is defined as having the following two key features:
- There is a computer model of a real or theoretical system that contains information on how the system behaves.
- Experimentation can take place, i.e. changing the input to the model affects the output.
- An environment that provides a realistic context for information retrieval and decision making. (point 3 added by the author of this module).
Educationally, simulations have a unique role in supporting learning as they allow learners to directly manipulate a system and to observe the effect of the change, providing a form of intrinsic feedback. This interaction between the learner and learning material allows students to develop a feel for the relationship between the underlying factors governing a system, promotes an appreciation of appropriate ranges for system parameters, and gives a qualitative feel for the system before the introduction of theory (Thomas and Neilson, 1995). Simulations can be used as cognitive tools, allowing students to manipulate the parameters to test hypotheses, trying out 'what if' scenarios without a real consequence or risk and in a time frame which is convenient and manageable for them. They enable the learner to ground their cognitive understanding of their action in a situation. ( Laurillard, 1993)
A constructivist view of learning e.g. ( Jonassen, 1994 ; Duffy and Cunningham,1996; Wilson, 1997) encourages educators to recognise their students' strongly held preconceptions and knowledge to provide learners with experiences that will help them revise and build on their current understanding of the world. The student should not be a passive participant, but should actively engage in the experience, which should allow exploration and encourage reflection. Clearly, simulations have the potential to form an important component of a constructivist learning environment (Jonassen, 2003). They have a central role in scientific discovery learning (SDL) (van Joolingen and de Jong, 1997) that is characterised by learners discovering concepts for themselves by designing and performing scientific experiments. Techniques like "Prediction-Observation-Explanation" (POE) can be used with simulations to challenge learner's alternative conceptions (e.g. White and Gunstone, 1992; Jimoyiannis, 2001).
Simulations can be used to provide realistic problems and scenarios. Advocates of situated learning ( Winn, 1993; Brown, Collins & Duguid, 1989) believe it is easier for learners to apply new concepts if they are acquired whilst undertaking authentic tasks in real world situations or representations of them. Schank (1995), a proponent of case-based reasoning believes that learning by doing in meaningful situations is an important component of education.
Simulations have the advantage over other media in that they can bring both reality and interactivity to eLearning. They provide a form of feedback that facilitates exploration in a manner that can mimic the scientific method, allowing students to explore and build their own understanding.
Source: Putting Teachers in the Loop: Tools for Creating and Customising Simulations by Ruth Thomas & Colin Milligan in Journal of Interactive Media in Education (2004).
http://jime.open.ac.uk/articles/10.5334/2004-15/
Further resources
Source
: Why Teach with Simulations? http://serc.carleton.edu/sp/library/simulations/why.htmlSource
: Clark Aldrich (2011). Advanced Learning Strategies and Designing Sim. Presentation recorded for Change MOOC. Retrieved from http://change.mooc.ca/files/audio/change11_30Nov2011.mp3 Why to use simulations in meteorological training?
Fortunately hazardous weather situations do not happen every day. Nevertheless when they occur, forecasters are required to act upon them, communicate with stakeholders, customers and issue warnings accordingly. Because this is not a daily task, and yet critical when it needs to be performed, it is appropriate to practice this task in a simulation.
A high impact weather is only one type of situation when instructional simulations can help in meteorological training. What are other skills and meteorological training types to consider?
- practice complex situation with a variety of skills to be used - forecasting, issuing warnings, communication with pilots
- practice soft skills in authentic and realistic contexts - communication with pilots
- for novices a simulation is a safe environment where it is allowed to make mistakes and practice new skill
- observe complex phenomena to gain deeper understanding of multiple parameters and conditions influencing them
Reflect on what topics in your training could be taught with simulations.
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