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Simulated learning v3

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Philip Viana
Philip Viana

The document discusses experiential, problem-based, and simulation approaches to instruction and their key principles and theorists, including how they differ from traditional approaches through authentic experiences, problem-solving, and interactive models, and the roles of adult facilitators in framing experiences and guiding reflection.

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Experiential, problem-based and simulated learning : The role(s) of adult facilitators Philip Viana 4F32 Facilitating Adult Learning Session 6
Experiential Approach / Problem-Based / Simulation Approach to Instruction AGENDA AND OVERVIEW Methods and principles Examine the theorists Applications Drawbacks See examples of these approaches
EXPERIENTIAL APPROACH TO INSTRUCTION How is this approach different? Learners experiences are part of learning goals Real World feedback Social Constructivist approach
EXPERIENTIAL APPROACH TO INSTRUCTION UNIVERSAL METHOD AND PRINCIPLES Framing the Activate Reflect on the Experience Experience Experience Objectives/goals Authenticity Reflect on Assessment Work with learner challenging methods to create authentic assumptions Establish a outcomes Build community Community Create a Problem Help Students Expected behaviour Use optimal Understand of participants difficulty Assessment of goals Application of results
EXPERIENTIAL APPROACH TO INSTRUCTION John Dewey child learns how to fly a kite not because external facts are conveyed to his brain, but because of the direct experience of flying the kite a cycle of Primary experience Flying the kite And secondary experience How people process the primary experience
EXPERIENTIAL APPROACH TO INSTRUCTION John Dewey Experience and education cannot be directly equated, because in fact some experiences are miseducative in that they arrest or distort the growth of future experience (Dewey, 1938)" What is your interpretation of this statement?
EXPERIENTIAL APPROACH TO INSTRUCTION Jean Piaget assimilation and accommodation is at work in humans as they interact with their world impacts experiential learning Complexity Problem-orientation Self-directedness
EXPERIENTIAL APPROACH TO INSTRUCTION David Kolb Cyclical model of the experiential process Four stages: 1. Concrete experience 2. Reflective observation 3. Abstract conceptualization 4. Active experimentation
EXPERIENTIAL APPROACH TO INSTRUCTION DRAWBACKS Many people have learned to probe the underlying meaning of their experiences, but such cognitive ability is not characteristic of all learners David Kolb (1984)
EXPERIENTIAL APPROACH TO INSTRUCTION DRAWBACKS not all experience leads to the growth of ever-widening and deeper experiences even for those experiences that offer the potential to be good learning opportunities, the individuals interpretation of the experience may be misguided. Merriam (1994)
Soldiers hold live-fire exercise in Gagetown REAL WORLD EXPERIENTIAL LEARNING http://goo.gl/cE9ks
Soldiers hold live-fire exercise in Gagetown REAL WORLD EXPERIENTIAL LEARNING Learning is promoted when learners activate relevant cognitive structures by being directed to recall, relate, describe, or demonstrate relevant prior knowledge or experience Merrill (1984)
PROBLEM-BASED APPROACH TO INSTRUCTION
PROBLEM-BASED APPROACH TO INSTRUCTION How is this approach different? facilitated problem solving organized around a complex problem does not have a single correct answer
PROBLEM-BASED APPROACH TO INSTRUCTION Universal Principles or Methods for PBI 1. Select an authentic problem 2. Fit within the discipline but encourage cross-discipline thinking 3. Tutors role is to support students metacognitive processing and problem solving skills 4. Authentic assessment practices to validate the learning goals 5. Consistent and thorough debriefing activities to consolidate key concepts
PROBLEM-BASED APPROACH TO INSTRUCTION Howard Barrows One of the innovators of PBI in medical education suggested that the conventional methods of teaching probably inhibit, if not destroy, any clinical reasoning And that students had forgotten their freshman [course content] by the time they reached their clinical course as juniors. [This] led to my design of a method stressing development of the clinical reasoning or problem-solving process.
PROBLEM-BASED APPROACH TO INSTRUCTION TYPICAL PROCESS THE PRESENTATION OF THE PROBLEM STUDENTS ENGAGE WITH THE PROBLEM GENERATE IDEAS AND POSSIBLE SOLUTIONS DETERMINE WHAT THEY CURRENTLY KNOW AND DO NOT KNOW ESTABLISH LEARNING GOALS ACQUIRE THE KNOWLEDGE AND SKILLS TO DEVELOP A VIABLE SOLUTION REFLECT ON THE PROBLEM UTILIZING THE NEW INFORMATION REFLECT ON THEIR PROBLEM-SOLVING PROCESS
PROBLEM-BASED APPROACH TO INSTRUCTION DIFFERENCE FROM A CASE STUDY? With most case studies there is one right answer (and some close answers) The learning task for the student is to pick up on all the clues that are important (and avoid the red herrings)
PROBLEM-BASED APPROACH TO INSTRUCTION PROBLEM SHOULD BE 1. Grounded in by the curriculum 2. Engaging 3. Relevant 4. Using same knowledge, skills, and attitudes as a real-world 5. Challenging enough to require contributions from all learners 6. Misleading and loose framework 7. Prepared to offer learners supplies and content to start the activity
PROBLEM-BASED APPROACH TO INSTRUCTION POSSIBLE HURDLES Lack of Prior Experience with PBI Large Class Sizes Commitment of the instructor and the organization Commitment to the complete PBI process Shift of teachers pedagogical beliefs
SIMULATION APPROACH TO INSTRUCTION
SIMULATION APPROACH TO INSTRUCTION How is this approach different? Dynamic models of physical or conceptual systems Engaging interactions with effecting state changes to models Nonlinear logic One or more designed augmenting instructional functions One or more instructional goals.
SIMULATION APPROACH TO INSTRUCTION INSTRUCTIONAL SIMULATIONS AND MICROWORLDS Simulations and Microworlds include: 1. Self-directed learning 2. Complex tasks 3. Testing of knowledge base and skills 4. Multiple judgement decision 5. Changing circumstances 6. Adaptive 7. Coaching and feedback available
FIRST INTERACTION WITH THIS TYPE OF LEARNING AREOBIZ / SNES (1992)
SPANS MANY FIELDS OF STUDY IN THE FIRST DEGREE / PC (1993)
EARLY MEDICAL SIMULATION EXPERIENCES
Video http://goo.gl/r1Z2a
SIMULATION APPROACH TO INSTRUCTION MICROWORLDS Includes: 1. Set of primitive model-building elements joined to illustrate causeeffect model relationships 2. Tools in virtual plane may be provided by the designer to support learning activities. 3. Construction elements is often themed 4. Ability to build a narrative through character models
SIMULATION APPROACH TO INSTRUCTION MICROWORLDS Includes: 1. Nonlinear interactions in constructing models and carrying out interactions within a specific range 2. Actions are constrained by operational commands created by designer. 3. Guided Exploration
MICROWORLD EXAMPLE Alice 3.x 息 2008-2013, Carnegie Mellon University
SIMULATION APPROACH TO INSTRUCTION MICROWORLDS Elements that are needed in a Microworld: Content function : MODEL CONTENT Strategy function: INSTRUCTIONS Control function: USER CONTROLS Messaging function: COMMUNICATION Representation function: ELEMENTS Media-logic function: EXECUTE REPRESENTATIONS AND COMPUTATIONS Data management function: MANAGE DATA RESULTING FROM INTERACTIONS Fidelity

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Simulated learning v3

  • 1. Experiential, problem-based and simulated learning : The role(s) of adult facilitators Philip Viana 4F32 Facilitating Adult Learning Session 6
  • 2. Experiential Approach / Problem-Based / Simulation Approach to Instruction AGENDA AND OVERVIEW Methods and principles Examine the theorists Applications Drawbacks See examples of these approaches
  • 3. EXPERIENTIAL APPROACH TO INSTRUCTION How is this approach different? Learners experiences are part of learning goals Real World feedback Social Constructivist approach
  • 4. EXPERIENTIAL APPROACH TO INSTRUCTION UNIVERSAL METHOD AND PRINCIPLES Framing the Activate Reflect on the Experience Experience Experience Objectives/goals Authenticity Reflect on Assessment Work with learner challenging methods to create authentic assumptions Establish a outcomes Build community Community Create a Problem Help Students Expected behaviour Use optimal Understand of participants difficulty Assessment of goals Application of results
  • 5. EXPERIENTIAL APPROACH TO INSTRUCTION John Dewey child learns how to fly a kite not because external facts are conveyed to his brain, but because of the direct experience of flying the kite a cycle of Primary experience Flying the kite And secondary experience How people process the primary experience
  • 6. EXPERIENTIAL APPROACH TO INSTRUCTION John Dewey Experience and education cannot be directly equated, because in fact some experiences are miseducative in that they arrest or distort the growth of future experience (Dewey, 1938)" What is your interpretation of this statement?
  • 7. EXPERIENTIAL APPROACH TO INSTRUCTION Jean Piaget assimilation and accommodation is at work in humans as they interact with their world impacts experiential learning Complexity Problem-orientation Self-directedness
  • 8. EXPERIENTIAL APPROACH TO INSTRUCTION David Kolb Cyclical model of the experiential process Four stages: 1. Concrete experience 2. Reflective observation 3. Abstract conceptualization 4. Active experimentation
  • 9. EXPERIENTIAL APPROACH TO INSTRUCTION DRAWBACKS Many people have learned to probe the underlying meaning of their experiences, but such cognitive ability is not characteristic of all learners David Kolb (1984)
  • 10. EXPERIENTIAL APPROACH TO INSTRUCTION DRAWBACKS not all experience leads to the growth of ever-widening and deeper experiences even for those experiences that offer the potential to be good learning opportunities, the individuals interpretation of the experience may be misguided. Merriam (1994)
  • 11. Soldiers hold live-fire exercise in Gagetown REAL WORLD EXPERIENTIAL LEARNING http://goo.gl/cE9ks
  • 12. Soldiers hold live-fire exercise in Gagetown REAL WORLD EXPERIENTIAL LEARNING Learning is promoted when learners activate relevant cognitive structures by being directed to recall, relate, describe, or demonstrate relevant prior knowledge or experience Merrill (1984)
  • 14. PROBLEM-BASED APPROACH TO INSTRUCTION How is this approach different? facilitated problem solving organized around a complex problem does not have a single correct answer
  • 15. PROBLEM-BASED APPROACH TO INSTRUCTION Universal Principles or Methods for PBI 1. Select an authentic problem 2. Fit within the discipline but encourage cross-discipline thinking 3. Tutors role is to support students metacognitive processing and problem solving skills 4. Authentic assessment practices to validate the learning goals 5. Consistent and thorough debriefing activities to consolidate key concepts
  • 16. PROBLEM-BASED APPROACH TO INSTRUCTION Howard Barrows One of the innovators of PBI in medical education suggested that the conventional methods of teaching probably inhibit, if not destroy, any clinical reasoning And that students had forgotten their freshman [course content] by the time they reached their clinical course as juniors. [This] led to my design of a method stressing development of the clinical reasoning or problem-solving process.
  • 17. PROBLEM-BASED APPROACH TO INSTRUCTION TYPICAL PROCESS THE PRESENTATION OF THE PROBLEM STUDENTS ENGAGE WITH THE PROBLEM GENERATE IDEAS AND POSSIBLE SOLUTIONS DETERMINE WHAT THEY CURRENTLY KNOW AND DO NOT KNOW ESTABLISH LEARNING GOALS ACQUIRE THE KNOWLEDGE AND SKILLS TO DEVELOP A VIABLE SOLUTION REFLECT ON THE PROBLEM UTILIZING THE NEW INFORMATION REFLECT ON THEIR PROBLEM-SOLVING PROCESS
  • 18. PROBLEM-BASED APPROACH TO INSTRUCTION DIFFERENCE FROM A CASE STUDY? With most case studies there is one right answer (and some close answers) The learning task for the student is to pick up on all the clues that are important (and avoid the red herrings)
  • 19. PROBLEM-BASED APPROACH TO INSTRUCTION PROBLEM SHOULD BE 1. Grounded in by the curriculum 2. Engaging 3. Relevant 4. Using same knowledge, skills, and attitudes as a real-world 5. Challenging enough to require contributions from all learners 6. Misleading and loose framework 7. Prepared to offer learners supplies and content to start the activity
  • 20. PROBLEM-BASED APPROACH TO INSTRUCTION POSSIBLE HURDLES Lack of Prior Experience with PBI Large Class Sizes Commitment of the instructor and the organization Commitment to the complete PBI process Shift of teachers pedagogical beliefs
  • 21. SIMULATION APPROACH TO INSTRUCTION
  • 22. SIMULATION APPROACH TO INSTRUCTION How is this approach different? Dynamic models of physical or conceptual systems Engaging interactions with effecting state changes to models Nonlinear logic One or more designed augmenting instructional functions One or more instructional goals.
  • 23. SIMULATION APPROACH TO INSTRUCTION INSTRUCTIONAL SIMULATIONS AND MICROWORLDS Simulations and Microworlds include: 1. Self-directed learning 2. Complex tasks 3. Testing of knowledge base and skills 4. Multiple judgement decision 5. Changing circumstances 6. Adaptive 7. Coaching and feedback available
  • 24. FIRST INTERACTION WITH THIS TYPE OF LEARNING AREOBIZ / SNES (1992)
  • 25. SPANS MANY FIELDS OF STUDY IN THE FIRST DEGREE / PC (1993)
  • 27. Video http://goo.gl/r1Z2a
  • 28. SIMULATION APPROACH TO INSTRUCTION MICROWORLDS Includes: 1. Set of primitive model-building elements joined to illustrate causeeffect model relationships 2. Tools in virtual plane may be provided by the designer to support learning activities. 3. Construction elements is often themed 4. Ability to build a narrative through character models
  • 29. SIMULATION APPROACH TO INSTRUCTION MICROWORLDS Includes: 1. Nonlinear interactions in constructing models and carrying out interactions within a specific range 2. Actions are constrained by operational commands created by designer. 3. Guided Exploration
  • 30. MICROWORLD EXAMPLE Alice 3.x 息 2008-2013, Carnegie Mellon University
  • 31. SIMULATION APPROACH TO INSTRUCTION MICROWORLDS Elements that are needed in a Microworld: Content function : MODEL CONTENT Strategy function: INSTRUCTIONS Control function: USER CONTROLS Messaging function: COMMUNICATION Representation function: ELEMENTS Media-logic function: EXECUTE REPRESENTATIONS AND COMPUTATIONS Data management function: MANAGE DATA RESULTING FROM INTERACTIONS Fidelity