Simulations, Citizen Scientist, Games, & Microworlds in Education

Natasha Lindsey, Janie Mohajerin, Laura Knighton & Shirley Farrell

As partial credit for AIL 605 Dr. Margaret Rice

Simulations
Natasha Lindsey

What is a simulation?
Simulations replicate the real world. Participants make decisions, see the effect of the decision. The participants review and analyze the results before making the next set of decisions. This process is repeated several times, so that participants learn from their mistakes, explore knowledge & issues, see the dynamic impact of their decisions and have their understanding challenged (Hall, 2001).
http://media.pearsoncmg.com/ph/bp/bp_vansyckle_ab_1/mybizlab/bizskills/bizskill_01_hiring_employee/sim_01_nobook.html

What Research Says

David Kolb, an advocate of discovery learning, states that learning is the process whereby knowledge is created through the transformation of experience (Kolb, 1975). Malcolm Knowles states that adults learn best by active (as opposed to passive) experiences. Working to solve problems facilitates their learning (Knowles, 1996).

Roger Schanks theory entitled Learning by Doing, states that skills are developed and information is obtained in practical contexts (Schank, 1999).

Why Use Simulations?

"Tell me, and I will forget. Show me, and I may remember. Involve me, and I will understand. Confucius, 450 BC
http://www.rci.rutgers.edu/~cdalelio/media/pyramid.htm

Student Benefits
Develops critical thinking Dynamically experience the consequences of different decisions Understand the impact of their decisions Engaging and exciting Competitive and challenging Active Learning -- Improves knowledge retention Demonstrates value of understanding various content Test skills in a safe environment, learn from mistakes and try again

Instructor Benefits
Connect theoretical knowledge with the real world type application Injects competition into the learning process, which stimulates the emotions and increases retention Introduce excitement to the classroom Connect to students Potential for research Demonstrate practice of the following Assessment of Learning goals for accrediting bodies:
develop critical thinking Formulate strategies manage group and individual dynamics in an organization evaluations

Simulation Links
http://www.mgmtguru.com/Games.HTM (Variety of Business Simulations) http://www.edheads.org/ (Free simulations on predicting weather, simple machines and more) http://www.grc.nasa.gov/WWW/k-12/freesoftware_page.htm (NASA Simulations) http://phet.colorado.edu/ (PHET site - Physics Simulations from the University of Colorado) http://www.vias.org/simulations/ (Math, Physics, Computer Science and Chemistry) http://www.detools.ca/?p=6042 (Autopsy- Car Wreck Investigation Simulation)

Citizen Scientist
Shirley Farrell

What is Citizen Scientist?

Citizen science is a term used for projects or ongoing program of scientific work in which individual volunteers or networks of volunteers, many of whom may have no specific scientific training, perform or manage research-related tasks such as observation, measurement or computation. en.wikipedia.org/wiki/Citizen_scientist A working definition by the Cornell Lab of Ornithology projects in which volunteers partner with scientists to answer real-world questions. www.birds.cornell.edu/citscitoolkit/about/definition These volunteers contributing to the body of data and scientific knowledge by using the skills, tools and language of the disciplines.

Citizen Scientist is taking a simulation to the next level

In Simulations, students practice the skills of realworld situations within a pretend environment. Citizen Scientists are authentic learning opportunities for students to use the real skills, tools, and language of scientists, contribute data to the scientific world, analyze data, & make meaning from the data.

What Research Says

Lee & Songer (2003) concluded Unlike traditional laboratory tasks which are often used to foster inquiry, authentic inquiry tasks provide opportunities for students to experience knowledge development in actual contexts of use. Students must think critically and creatively with metacognition in the social learning environment to solve the authentic problems. (Savery & Duffy, 2001) Citizen Science projects provide knowledge in content and process of the research project at hand including increased science inquiry skills by engaging participants in a fun way. Participants become empowered to speak up to protect areas, species, watersheds, etc. (Bonney, et.al., 2009).

Student Benefits
Develops critical and creative thinking Engaging and exciting Competitive and challenging Products/data for authentic audience, not practice work for teacher Metacognition of learning Understand the importance of work Active Learning -- Improves knowledge retention and depth of knowledge Demonstrates value of understanding and mastering various skills & content Provides opportunities to explore careers

Instructor Benefits
Connect theoretical knowledge with the real world type application Injects competition into the learning process, which stimulates the emotions and increases retention Introduce excitement to the classroom Connect to students Requires students to use higher order thinking skills and metacognition Can be curriculum, centers, or alternate activities.

Citizen Scientist Links

IKeepBookmarks Citizen Scientists Links to over 25 opportunities to add authentic learning of skills, tools, and language of professionals

Citizen Scientist Links

Galaxy Zoo

Games
Janie Mohajerin

What are EduGames?

EduGames
This term encompasses video games, console games and virtual worlds used in the classroom. No one has developed a term that is broadly accepted yet. (Wilson 2009)

What Research Says

these technologies afford us the ability to convey concepts in new ways that would otherwise not be possible, efficient, or effective, with other instructional methods. In other words, these technologies dont just help us teach the old stuff in new ways they can also help us teach new stuff in new ways. (Klopfer et al, 2009) These technologies align strongly with the constructivist and social constructivist theories of learning, and therefore will also fit well into classrooms where these theories of learning are embraced. As new technologies push instruction in the classroom in new ways, so to does our ability as professional educators push the evolution of educational technologies. (Klopfer et al, 2009)

As far as rote practice goes, researchers are discovering a higher level of engagement using video game environments as opposed to traditional worksheets. (Rice, 2005).

Skills Gained from Gaming

Klopfer et al (2009) found that using games also improves skills of:

According to Klopfer et al 2009, research shows that the cognitive abilities of students have gained more skill through different modes (Facer, 2003): The ability to process information very quickly; The ability to determine what is and is not of relevance to them; The ability to process information in parallel, at the same time and from a range of different sources; Familiarity with exploring information in a non-linear fashion; A tendency to access information in the first instance through imagery and then use text to clarify, expand, and explore;
http://www.rci.rutgers.edu/~cdalelio/media/pyramid.htm

Communication Collaboration Problem-Solving Number Related Skills

Student Benefits
Reviewing basic skills Peer Interaction Psychomotor skills High Interest Challenging Memorable

Instructor Benefits
Perfect for the constructivists classroom Review for students for tests or even basic skills the students may have forgotten in a fun and interactive way. Games provide a filler for those students who may finish work quickly. Games can also provide accommodation for those students who both a challenge and a motivation to learn. Teachers may use games to create collaboration among students by placing students in teams to compete.

Sample Games
Immune Attach http://www.fas.org/immuneattack/

Wii Games http://www.edutopia.org/ikid-wii-gamingtechnology-classroom http://www.fcps.net/news/features/200910/wii-pe

Games for Free

Free Games Online http://www.ixl.com/math/grade-7 PowerPoint Templates for Competitive Games http://jc-schools.net/tutorials/vocab/pptvocab.html

Microworlds

http://www.lbl.gov/MicroWorlds/brightbusy/richard.up.html

Laura Knighton

What are microworlds?

Microworld : An interactive, exploratory learning environment of a small subset of a domain that is immediately understandable by a user and also intrinsically motivating to the user. A microworld can be changed and modified by the user in order to explore the domain and to test hypotheses about the domain. (Rieber, 2005) Microworlds can be found naturally in the world or artificially constructed (or induced). A child's sandbox is a classic example of a natural microworld. (Rieber, 1996) Key Words: Explore Engage Interactive Develop an Understanding of Underlying Principles You might come to understand ecology, for example, by building your own little creatures that compete with and are dependent on each other. (diSessa, 2000)

How Microworlds are Different from Simulations

The two multimedia applications are often confused! Two Biggest Differences:
1) In a Microworld, the learner receives the simplest case of the domain being studied. Then, the learner is able to interact and reshape the domain as he/she explores ideas of different levels of complexity. 2) Self-Regulated Learning: The learner shouldnt need any training on how to use the Microworld. (Back to the sandbox example: Imagine first training a child how to use a sandbox. (Riebert, 1996) *A Microworld could be considered a Microworld for some learners and not for others.*
(Riebert, 1996)

Why Use Microworlds are most Microworlds? commonly used in Math and
Discovery Learning! Science; however, they can be Many Microworlds can be utilized without any extra used across the curriculum! software except the Microworlds Player Plug In. (Available at http://www.microworlds.com /) Special software programs provide the added ability to teach simple programming!
SOFTWARE that uses the Logo Language for Programming: Microworlds EX Microworlds JR http://sitemaker.umich.edu/simon.356/curriculum_development_and_teacher_methodology

Student Benefits
Flexibility Creativity Constructivism Self-Regulated Learning: Students can set their own goals and use Microworlds to reach those goals. Interactive: Learners interact with the content and can see immediate results! Build and Refine Knowledge

Instructor Benefits
Applications can be used across the curriculum! Help students develop problem solving and critical thinking skills! Motivated Students! Connects to students prior knowledge! Offers opportunities for differentiation!

Microworlds Links
http://www.mathcats.com/microworlds.html http://www.microworlds.com/library/index.p hp http://www.flickr.com/photos/cs_67classes/se ts/72157626062740143/ (Turtle Art)

References
Simulations
Hall, Jeremy J. (2001). Corporate Cartooning The Art and Science of Computerized Business Simulation. Retrieved from http://www.simulations.co.uk/download/Cartoon.pdf Knowles, M. (1996). Adult Learning. The ASTD Training and Development Handbook: A Guide to Human Resource Development. Ed. Robert L. Craig. New York: McGraw-Hill. Kolb. D. A. and Fry, R. (1975). Toward an applied theory of discovery learning. in C. Cooper (ed.) Theories of Group Process, London: John Wiley.

Schank, Roger C. (1999). Learning by Doing. Instructional-Design Theories and Models. Ed. Charles M. Reigeluth. 2nd ed. Mahwah, NJ: Lawrence Erlbaum Associates.

References
Citizen Scientists
Bonney, R., Ballard, H., Jordan, R., McCallie, E., Phillips, T., Shirk, J., & Wilderman, C. C. (2009). Public Participation in Scientific Research: Defining the Field and Assessing Its Potential for Informal Science Education. A CAISE Inquiry Group Report. Washington, D.C.: Center for Advancement of Informal Science Education (CAISE). Lee, H. & Songer, N. (2003). Making authentic science accessible to students. International Journal of Science Education. 28(8), 923948. Savery, J.R. & Duffy, T.M. (2001). Problem based learning: An instructional model and its constructivist framework. CRLT Technical Report No. 16-01, Bloomington, IN: Center for Research on Learning and Technology. Wikipedia: The free encyclopedia. (2011April 20). FL: Wikimedia Foundation, Inc. Retrieved April 22, 2011, from http://en.wikipedia.org/wiki/Citizen_science

References
Games
Klopfer, E., Osterwell, S., Groff, J., & Groff, J. (2009)The instructional power of digital games, social networking, simulations and how teachers can leverage them. The Education Arcade. Retrieved from http://hub.mspnet.org/index.cfm/18746. Rice, J. (2005). Video games in the classroom? What research is telling us. TechEd. Retrieved from http://www.tcea.org/explore/publications/TechEdge/Pages/index.a spx.

Wilson, L. (2009). Best practices for using games & simulations in the classroom: guidelines for K-12 educators. Retrieved from http://www.siia.com/index.php?searchword=best+practices+for&o rdering=newest&searchphrase=all&Itemid=317&option=com_searc h

References
Microworlds
Brouwer, N., Muller, G., & Rietdijk, H.. (2007). Educational Designing With MicroWorlds. Journal of Technology and Teacher Education, 15(4), 439-462. Dalgarno, B. (2001). Interpretations of constructivism and consequences for computer assisted learning. British Journal of Educational Technology, 32(2), 183. diSessa, A. A. (2000). Changing minds: Computers, learning, and literacy. Cambridge, MA: MIT Press. Rieber, L. P. (1996). Seriously considering play: Designing interactive learning environments based on the blending of microworlds, simulations, and games. Educational Technology Research & Development, 44(2), 4358. Rieber, L. P. (2005). Multimedia Learning in Games, Simulations, and Microworlds by Lloyd P. Rieber in The Cambridge Handbook of Multimedia Learning edited by Richard E. Mayer. Cambridge University Press.