"The goal of instructional simulations is to stimulate the creation of mental models within the learner by having them discover rules and principles through experimentation. Designers should constantly be asking themselves, "How do I help the learner discover this principle and then veryify that they know it." -- James Hadley (Aldrich pg 217). Essentially, the goal of instructional simulations is parallel with that of education. How can I get the students to learn the material, and then, how do I assess whether or not they have learned it.
As I began reading Aldrich's Ch 22, Designing A Simulation," I had the though, "Good, this will give me some idea about how to create a simulation, or at least give some ideas about how to get started." Midway through the chapter I decided I should start re-reading, as I seemed to be missing some important information. I got the use of "slates" and how they were used in the building of a simulation; they are the framework. I even understood each slate's function and how to translate that into education speak.
On Aldrich's pg 220, there was a list or order of "steps that needed to be taken in order to design a simulation. So far so good, in terms of my comprehension level. Then things turned ugly. By the time I made it through the end of Ch. 22, I was left with a sense of confusion. What the heck was he talking about. Had I only read the 1st four pages and left it at that, then I would have felt better, and possibly understood more.
Until this point I had found Clark Aldrich to be more entertaining than your average garden variety educational textbook author. Funny how fickle it appears that I am. After reading the introduction to Chapter 23, I have the urge to hit Aldrich in the head with a shovel. "In case you weren't paying attention in the last chapter, let me try again" (Aldrich 241). Now, its not like me to have an emotional response to reading in a textbook, but Chapter 22 was more frustrating to me than I originally thought. I was irritated enough to almost quit reading. But I am compliant, so I kept reading. And in the end, I guess I am glad I did.
Chapter 23 did a better job of actually defining what the four slates were and how, specifically, they are used in the creation of simulations. So it seems that by "trying again," Aldrich did a better job the second time around. In slate #1 the students are exposted to the material and given the objectives. Slates #2 and #3 provide the needed scaffolding for students to begin working with and understanding the material. Finally, slate #4 is where the students show their mastery (or not) of the material. "These 4 slates are critical to successful skilling and upskilling" (Aldrich 251).
Educational Simulations, as defined by Aldrich, "are a variety of selectively interactively representational environments that can provide highly effective learning experiences" (Aldrich pg 270). I find it interesting that he also states "Good educational simulations, as we are seeing, will increase productivity by 20%-30%" (Aldrich pg 274). The connection between business and education is one that I just can't seem to make. How do I increase my students' "productivity?" Am I increasing their recall of the material? Is this what productivity refers to?
As I reflected on this book as a whole, I realized that there was some very good information given; particularly Chapter 8, Three Essential Elements to Successful Educational Experiences. However, as this book began covering the actual creation of simulations, it became unclear and scattered. Will it help me to create my own simulaton? Probably not. However, it does have some good points of reference.
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4 comments:
I agree with your comments completely. I figure the best approach is to first start out and create my simulation, then refer to Aldrich for help in troubleshooting the process and refining the product. Then when I try it out on my students, I hope to see an increase in their "productivity"...the learning that will hopefully take place as a resut of the simulation and the lesson. Good comments!
Hi, Clark here.
I apologize for intruding. A friend pointed out your blog.
I agree with what you said as well. The problem is that after you decide what Genre of sim you are going to create, the process, even the media goes off in very different directions.
I enjoyed your comments and it looks like you caught the attention of the author as well. Good job! I usually don't read text books word for word, especially if there is a lot of material to cover. I read the titles and subheading as I skim throught the chapters, then I decide what sections to concentrate on. After skimming through chapter 22, I decided to continue on and read chapter 23. On page 242 it talks about students being so anxious that they skip the first two slates and jump right into the Engagement slate. I observed this same behavior when I taught the gaming lesson I gave a couple of weeks ago.
todd,
I don't normally read things word for word. I've just been making a concious effort to actually read the textbooks that I've bought. My last 2 years of college (undergrad) and even the grad program at BSU, I don't generally read the books, most times, I don't even buy them. It was my new year's resolution to read this stuff. I think it may be about over though. Its driving me crazy.
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