Simulations are referred to as a cutting edge e-learning process. They depart radically from page-turns which have absorbed criticism in the past, drill and practice software, and online workbooks. Simulation programs get learners involved in the course by having them become participants in problem solving in real world scenarios, and allow them to do role plays, giving a safe environment for exploration. Such promises have held attention of instructional designer and the clients. Simulations need to be measured in the context of the problem-based design.
Simulations would include attitudinal simulations; case studies; games; role plays; procedural simulations and virtual reality among others. The strategies are grouped together as they require active participation so that learners gain new skills and knowledge. Active and hands-on nature of such strategies results in understanding with a basis on experience.
Simulations show models or representations of devices, processes and situations showing learners to encounter and learn such things in a safe and supported environment. Online learning simulations are models of real world systems enabling students to conduct experiments for the purpose of either knowing about the behavior of systems or for checking various strategies.
The degree to which simulations have a model or represent real-world phenomena, physical objects and interpersonal events would vary greatly. Budget, time and technology will also have a say on the scope of the simulations. Using technology-based simulations, learners will have the opportunity to play around and try various strategies in ways not often practical or financially feasible for traditional classroom based simulations.
Simulation strategies are vital problem based design tools when you must gain attention, make a reflective opportunity, give authentic practice, or teach software applications.
Think of simulations wherein you have to develop training on a topic considered as “old news”, including time management or corporate policies. Simulations could also give new life into subjects which could be theoretical or complex in nature. Think of simulations for teaching topics including cardiovascular health or stock market concepts.
Getting the student involved in a story or asking him to perform a role will gain attention. You should consider simulations when it is not just enough to know the right answer. Instructional designers that are asked to give high-order thinking including analysis , synthesis etc, should also have a mind about simulations. Simulations can give an opportunity for reflection or a chance for students to consider how they came about at an answer, if it is correct or not and the outcome of alternative answers. Simulations could be a really good strategy for enabling reflective thinking through allowing learners to see alternative choices and weigh the outcomes of their decisions. read more for more details.
Simulations, in addition could enable instructional designers to create authentic practice. With authentic practice, the learner will not just be engaged bu they can improve these kills transfer from learning to practice. Simulations offer instructional designers options from full immersions to narrated ones.
In building an educational portfolio high on case studies, think of simulations when wanting to gain attention, making a reflective opportunity, giving authentic practice and in instructing software applications. For more information go to this website http://www.nobelprize.org/educational/