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Simulations

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So what is a Simulation?

A simulation is a way for an individual to experience an action or concept in a pretend situation without actually having to take the same risks that may be involved with the actual activity. Because of the lack of risk we are free to explore the subject matter and glean experience from it. In an educational setting it also helps teachers provide students with access to experiences that might be otherwise impossible to gain. As a supplement to the class they provide real learning experiences.

 

An example of a simulation that does not use technology role play the people involved in a history lesson and make it more real for them. An example of a simulation that uses technology is a high school drivers ed class that uses a computer cars simulator to have students experience the controls of a car without having to be in one.

 

Literature review:

Shellman, S.M. (2001) Active Learning in Comparative Politics: A Mock German Election and Coalition-Formation Simulation. Political Science & Politics, 34, 827-834.

 

Joyce, Weil & Calhoun. (2000). Models of teaching (6th ed., pp. 347-357). Boston: Allyn and Bacon.

Shellmans article is about using simulations to teach alternative forms of government. Though the article focuses specifically on the German form of Parliament I felt that the article did a good job of establishing why the simulation was a good idea and how you would use it. It seems that you could easily shift the simulation to something other than government and still be effective.

Simulations are great because they allow a great deal of experimentation that is not available in other forms of teaching. They also help make connections between what is being taught and the real world. Simulations are very constructivist in nature and thus allow a better connection between the learner and the content of instruction. Simulations also allow students to learn from different angles or in different ways perhaps utilizing multiple intelligences.

 

Web resources:

These websites had some good information about simulations and provided a variety of simulations for educators to use.

My experiences with simulations:

            I guess the first and only computer simulation that I have been involved with was in high school drivers education class. We spent a week or two in the simulators before we started driving real cars on the range. I didnt think that the simulators were very real. It was interesting, but I cant say that it truly prepared me to drive a real car.

 

My Lessons:

            As a teacher I have used a couple of different simulations with varying degrees of success. The best simulation that I do is one revolving the United Nations. I have done two variations of this simulation and usually do both. The first is that I have each student select a country to represent and then research the given country to find issues that their particular country might bring before the general body of the UN. After they write up their issues I distribute them to the class so that each class member can try to get a sense of how their chosen country would respond to each or the other issues. Then we have a class debate on each or these issues where the students act as though they are representing the country they have chosen. This typically goes over pretty well at least to the point that the students are willing to get into the debates and their roles.

            The second part of my UN simulation is in regard to the Security Council. For this activity I want kids to understand the impact that the permanent member veto power has over the whole UN. I think that this activity is difficult for kids to understand in relation to issues that they have no vested interest in. So instead of pretending to be countries this simulation revolves around class rules. Each student comes up with rules or rule changes that they want to see implemented into my classroom with the understanding that we as a class will vote on these rules and that I will be bound to the outcome of the vote. The class then creates their demands and then as a general body votes on them to come up with a list of issues to present to the Security Council. For the simulation the Security Council is made of up a few students and me. As we look over the rules the class comes up with I of course reject most outright with my veto power telling the other members that they have the same ability. Before long the kids indicate that this whole thing is a waste of time because they can only do what I allow them to do. We then discuss the nature of the Security Council in the UN and the problems associated with it. Typically the students are very involved with the UN discussion that follows the activity and seem to have a better understanding of the veto power that the permanent members have.

Tec additions to existing simulations:
I think that most of the simulations that I saw on the assigned sites can easily add technology. The depression/stock market example they have (which is not really a simulation) could be enhanced with a stock market simulation where students play the market on paper over a period of weeks. Students could do internet research about the time period to try and put things in the perspective of the twenties. Technology could easily be used for any of the assignments I saw.

Peer Review:
To review a site I picked Cameron's. Why cameron's? The title say's it all "Bafa Bafa does Sims" I was hooked. I had to check it out. I think that Cameron has some good ideas on his site. I to experienced drives ed simulators and (yuck) indoor rock climbing. I think that the idea to do a culture simulation is a good one also. I see alot of potential for adding tec into a simulation about culture. Databases, internet searches, interactive games, video clips, pictures. I think that there is no end to the applications of tec into this area. Good thinking cameron.