How GREAT they can be........
Microworlds.....
Microworlds and simulations, is
this the future of education? When we
see these types of theories or associate them to an instructional model, we see
that it is closely related to constructivism.
This theory leads us to believe that individuals will try to make sense
of all information that they see, and that each individual will, “construct”
their own meaning from that information.
They will build upon what they know and associate it to the information learned
to gain a better understanding of the subject matter. This is regularly compared to objectivism,
which is thee direct opposite of constructivism. Much of objectivist theory is
based on the work of behaviorists such as Skinner (1954.) Objectivists believe that information itself
is knowable outside the bounds of any human mind, and that any individual
interpretation of knowledge can be said to be either correct or incorrect.
Objectivists view individual pieces of information as symbols or currency that
can be acquired by humans, and can be transferred from human to human should
the correct learning conditions exist. (Jonassen, 1991.)
If we feel that constructivist
theory is the best way to learn, then it must promote student learning in a
learning environment that directly exposes a learner to the subject matter
being studied. For only by experiencing the world directly can they produce
meaning from them. This supports the opinion that constructivist learning must
take place within a suitable constructivist learning environment (CLE). In
order for constructivist learning to be successful, it has to be an ongoing
process; therefore, this type of learning environment must provide the
opportunity for active learning.
As this related to microworlds, Jonassen
(2000), reports that the term “microworld” was first used by Seymour Papert in
his 1980 paper, “Mindstorms, Children, Computers, and Powerful Ideas.” Even
though it is closely related to virtual worlds, microworlds are different from
these by the fact that microworlds are designed to enable experimental
investigation into a specific subject area. Unlike simulations or virtual
worlds, microworlds allow the students to set up environmental variables and then
check the effect of these settings on a simplified simulation of a real world
situation.
Unlike simulations or virtual worlds,
microworlds do not specifically have to be computer based. They can include
such simple things as a child’s chemistry set or play tea set (Jonassen, 1996,
p239). The belief is that computers can provide an ideal platform for the
development of microworlds. This is because of the ability of a computer to
visually generate graphics and representations of real world situations and to
apply programmed rules of logic. These environments
mimic the real world while using input based on what the student learner has
entered.
While microworlds do not
necessarily include the social constructivist characteristics of collaboration
and social negotiation, this is because they are derived more directly from the
ideas of cognitive constructivism. As described above, clearly the
characteristics of microworlds align sufficiently well with those of
constructivism for microworlds to be considered constructivist learning
environments.
When we think on a bigger scale,
using simulations to increase our knowledge or imagine how we can apply this
technology to everyday things, we normally stop at the little things.
Below is a short video suggesting the world is one big giant hologram or
simulation. Now, this video does not necessarily apply to what we know,
it is just an example of how simulations can apply to content on a larger scale.
Simulations......
Closely related to microworlds, simulations seems to be widely used in the business and Health Care areas of learning. Many Nursing schools use these types of learning environments for practical application prior to the students working on "Real" patients. These are computer based in the nursing field and can be pre-programmed for students to assess, treat, and give the instructor the best course of care for the "Simulated" patient.
Instructional simulations have the potential to engage
students in "deep learning" that empowers understanding as opposed to
"surface learning" that requires only memorization. A good summary of
how deep learning contrasts with surface learning is given at the Engineering
Subject Centre: Teaching with Data Simulation.
Deep learning means that
students:
- Learn scientific methods including.
- Learn to reflect on and extend knowledge.
Simulations are among the most
often used pedagogies in industry and government. Airlines require pilots to log simulator hours,
electrical engineers conduct simulations on a daily basis to check load
requirements, the Pentagon simulates potential conflicts, and so on. Given the success in industry and
government, it is not surprising that simulation is found in professional
schools in universities. Medical students, for example, learn on plastic
patients that are programmed to exhibit all manner of symptoms in rapid succession. A few select business schools have a resource like the Hughey
Center for Financial Services at
Bentley University, where a former alum donated money to recreate a Wall Street
trading room, complete with the ability to simulate any market event.
This next link will show a short power point show regarding learning with games and simulations:
References
Jonassen, D.H., Carr, C., & Yueh, H.P. (1998, March). Computers as Mindtools for engaging learners in critical thinking. Tech Trends, 43 (2), 24-32.
Milstid, L. (2009). Learning via Games and Simulations. Retireved on June 12, 2014: http://www.powershow.com/view/fc111-NmZmM/LEARNING_VIA_GAMES_AND_SIMULATIONS_powerpoint_ppt_presentation
Pakman, D. (2014): David Pakman Show. You Tube. Retrived on June 12, 2014:
https://www.youtube.com/watch?v=T7sY4oaHVGQ
Skinner, B.F., (1953), Science and human behavior, New York: The Macmillan Company.
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