Digital simulations for improving education: learning through artificial teaching environments
"This book is for anyone who is looking into games and simulations with an eye to their potential for improving teaching and learning"--Provided by publisher.
Gespeichert in:
| Format: | Buch |
|---|---|
| Sprache: | English |
| Veröffentlicht: |
Hershey, PA [u.a.]
Information Science Reference
2009
|
| Schriftenreihe: | Premier reference source
|
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Zusammenfassung: | "This book is for anyone who is looking into games and simulations with an eye to their potential for improving teaching and learning"--Provided by publisher. |
| Beschreibung: | Includes bibliographical references (p. 462-501) and index -- "This book is for anyone who is looking into games and simulations with an eye to their potential for improving teaching and learning"--Provided by publisher. |
| Beschreibung: | xxv, 514 p. Ill., graph. Darst. 29 cm |
| ISBN: | 9781605663227 |
Internformat
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| 245 | 1 | 0 | |a Digital simulations for improving education |b learning through artificial teaching environments |c [edited by] David Gibson, Youngkyun Baek |
| 264 | 1 | |a Hershey, PA [u.a.] |b Information Science Reference |c 2009 | |
| 300 | |a xxv, 514 p. |b Ill., graph. Darst. |c 29 cm | ||
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| 337 | |b n |2 rdamedia | ||
| 338 | |b nc |2 rdacarrier | ||
| 490 | 0 | |a Premier reference source | |
| 500 | |a Includes bibliographical references (p. 462-501) and index -- "This book is for anyone who is looking into games and simulations with an eye to their potential for improving teaching and learning"--Provided by publisher. | ||
| 520 | 3 | |a "This book is for anyone who is looking into games and simulations with an eye to their potential for improving teaching and learning"--Provided by publisher. | |
| 650 | 4 | |a Simulated environment (Teaching method) | |
| 650 | 4 | |a Simulation games in education | |
| 650 | 4 | |a Computer games | |
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Datensatz im Suchindex
| _version_ | 1804138907292401664 |
|---|---|
| adam_text | TABLE OF CONTENTS FOREWORD XV III PREFACE XX SECTION I DEFINING THE
CONTEXT CHAPTER I A SIMULATION PRIMER 1 KATRIN BECKER, UNIVERSITY
OFCALGARY, CANADA JAMES R PARKER, UNIVERSITY OFCALGARY, CANADA CHAPTERII
. DIGITAL SIMULATION IN TEACHING AND LEARNING 25 YOUNGKYUN BAEK, KOREA
NATIONAL UNIVERSITY OF EDUCATION, REPUBLIC OF KOREA CHAPTERIII VIRTUAL
SPACES FOR TEACHING AND LEAMING 52 PETER R. ALBION, UNIVERSITY OF
SOUTHERN QUEENSLAND, AUSTRALIA CHAPTERIV COMPUTERS AND THE END OF
PROGRESSIVE EDUCATION 68 DAVID WILLIAMSON SHAFFER, UNIVERSITY
OFWISCONSIN-MADISON, USA SEETION 11 DESIGN CONSIDERATIONS CHAPTERV
COMBINING INSTRUCTIONAL DESIGN AND GAME DESIGN 87 CELINA BYERS,
BLOOMSBURG UNIVERSITY OF PENNSYLVANIA, USA CHAPTERVI THE NARRATIVE EVENT
DIAGRAM: A TOOL FOR DESIGNING PROFESSIONAL SIMULATIONS 101 HELYN GOULD,
UNIVERSITY 0/ STRATHCLYDE, UK MICHAEL HUGHES, UNIVERSITY 0/ STRATHCLYDE,
UK PAUL MAHARG, UNIVERSITY O/STRATHCLYDE, UK EMMA NICOL, UNIVERSITY 0/
STRATHCLYDE, UK CHAPTERVII MODELING CLASSROOM BEHAVIORS IN SOFTWARE
AGENTS 119 DAVID GIBSON, CURVESHIFT, INC., USA CHAPTERVM DESIGN
PRINEIPLES FOR INTERAETIVE LEARNING ENVIRONMENTS WITH EMBEDDED FORMATIVE
ASSESSMENTS 157 SARA DEXTER, UNIVERSITY 0/ VIRGINIA, USA CHAPTERIX
HYBRID 2D/3D DEVELOPMENT OFINTERAETIVE SIMULATIONS 171 PENNY DEBYL,
UNIVERSITY 0/ APPLIED SCIENCES, THE NETHERLANDS CHAPTERX USING CASE
STUDIES AS THE NARRATIVE TO GAME DESIGN AND DEVELOPMENT 188 LEN ANNETTA,
NORTH CAROLINA STATE UNIVERSITY, USA JAMES MINOGUE, NORTH CAROLINA STATE
UNIVERSITY, USA SHAWN HOLMES, NORTH CAROLINA STATE UNIVERSITY, USA
MENG-TZU CHENG, NORTH CAROLINA STATE UNIVERSITY, USA ELIZABETH FOLTA,
NORTH CAROLINA STATE UNIVERSITY, USA MARTA KLESATH, NORTH CAROLINA STATE
UNIVERSITY, USA ~TION 111 CASE STUDIES FOCUSED ON IMPROVING TEACHING
CHAPTERXI EXPLORING TEAEHER PROBLEM SOLVING USING SIMULATION 208 MARK
GIROD, UNIVERSITY O/WESTEM OREGON, USA CHAPTERXII A SIMULATION FOR
IMPROVING TEAEHERS MOTIVATIONAL SKILLS 227 DONGUK CHEONG, KOREA
NATIONAL UNIVERSITY 0/ EDUCATION, REPUBLIC 0/ KOREA BOKYEONG KIM,
UNIVERSITY 0/ VIRGINIA, USA CHAPTER XIII DESIGNING COMMERCIAL
SIMULATIONS FOR TEACHERS -. 249 DAMIIM PICCOLO, ANDENSOLUTIONS.COM. USA
ANNA OSKORUS, TIER! PERFORMANCE SOLUTIONS, USA CHAPTERXIV SIMULATING
TEACHING EXPERIENCE WITH ROLE-PLAY 273 SCOTT J. WARREN, UNIVERSITY 0/
NORTH TEXAS, USA RICHARD A. STEIN, INDIANA UNIVERSITY-BLOOMINGTON, USA
CHAPTERXV SIMCLASS: SIMULATE YOUR CLASS BEFORE YOU TEACH 289 BOKYEONG
KIM, UNIVERSITY 0/ VIRGINIA. USA DONGUK CHEONG, KOREA NATIONAL
UNIVERSITY 0/ EDUCATION, REPUB/IC 0/ KOREA CHAPTERXVI USING DIGITAL
GAMES TO DEVELOP ETHICAL TEACHERS 308 KAREN SCHRIER, COLUMBIA
UNIVERSITY, USA CHARLES K. KINZER, COLUMBIA UNIVERSITY, USA CHAPTERXVD
MODELING IN THE CLASSROOM USING SQUEAK ETOYS 334 SHELBY P. MORGE,
UNIVERSITY 0/ NORTH CARO/INA WI/MINGTON, USA SECTION IV CASE STUDIES
FOCUSED ON LEARNING CHAPTER XVIII ALTERNATE REALITY GAMES AS SIMULATIONS
351 MARY JO DOND/INGER, RICHLAND COLLEGE, USA SCOTT JOSEPH WARREN,
UNIVERSITY 0/ NORTH TEXAS, USA CHAPTERXIX SUPPORTING OPEN-ENDED
ASSIGNMENTS 368 CAIT/IN KELLEHER, WASHINGTON UNIVERSITY, USA CHAPTERXX
COGNITIVE APPRENTICESHIP INSPIRED SIMULATIONS 381 KAY KYEONGJU SEO,
UNIVERSITY O/CINCINNATI. USA AIMEE BYK, UNIVERSITY O/CINCINNATI, USA
CHRIS CO//INS, UNIVERSITY O/CINCINNATI, USA CHAPTERXXI LEARNING BY DOING
VIA G8JLLE MAKING 394 JAE YEOB JUNG, KOREA NATIONAL UNIVERSITY 0/
EDUCATION, REPUBLIC 0/ KOREA HYUNG SUNG PARK, KOREA NATIONAL UNIVERSITY
0/ EDUCATION, REPUBLIC 0/ KOREA SECTION V ENGAGING GRADUATE STUDENTS IN
DEVELOPMENT CHAPTER XXII MODDING NEVERWINTER NIGHTS INTO SERIOUS GAMES
408 CHRISTIAN SEBASTIAN LOH, SOUTHEM ILLINOIS UNIVERSITY CARBONDALE, USA
JAE HWAN BYUN, SOUTHEM ILLINOIS UNIVERSITY CARBONDALE, USA CHAPTER XXIII
CHANGING MIDDLE SCHOOL SCIENCE THROUGH STEAM 427 TERESA FRANKLIN, OHIO
UNIVERSITY, USA DAVID CHELBERG, OHIO UNIVERSITY, USA CHANG LIU, OHIO
UNIVERSITY, USA SECTION VI EPILOGUE CHAPTER XXIV COMPLEX SYSTEMS
CONCEPTS IN SIMULATIONS 452 DAVID GIBSON, CURVESHIFT, INC., USA
COMPILATION OF REFERENCES 462 ABOUT THE CONTRIBUTORS 502 INDEX 510
DETAILED TABLE OF CONTENTS FOREWORD XVIII PREFACE XX SECTION I DEFINING
TBE CONTEXT CBAPTERI A SIMULATION PRIM ER 1 KATRIN BECKER, UNIVERSITY
OFCALGARY, CANADA JAMES R. PARKER, UNIVERSITY OFCALGARY, CANADA THIS
CHAPTER PROVIDES AN INTRODUCTION TO DIGITAL SIMULATIONS FOR THOSE
INTERESTED IN USING OR DESIGNING THEM FOR INSTRUCTIONAL PURPOSES. THERE
HAS BEEN SOME DISAGREEMENT IN VARIOUS CIRCLES ABOUT HOW TO DE- FINE
SIMULATIONS AND DIGITAL GAMES AND THIS ISSUE IS ADDRESSED. THE TWO
PRIMARY CATEGORIES OF SIMULATION (DISCRETE AND CONTINUOUS) ARE ALSO
DESCRIBED AS WEIL AS THEIR BASIC STRUCTURE. REASONS TO USE SIMULATIONS
AND HOW THEY MAY BE USED IN EDUCATIONAL APPLICATIONS ARE OUTLINED. AFTER
HAVING READ THIS CHAPTER, READ- ERS WILL HAVE A CLEARER PICTURE OFWHAT
SIMULATIONS ARE AND HOW THEY CAN BE USED. CBAPTER 11 DIGITAL SIMULATION
IN TEACHING AND LEARNING 25 YOUNGKYUN BAEK, KOREA NATIONAL UNIVERSITY OF
EDUCATION, REPUBLIC OF KOREA THIS CHAPTER EXPANDS UPON THE DEFINITION OF
A SIMULATION WITH TWO CATEGORIES: EXPERIENTIAL AND SYMBOLIC. IT
DISCUSSES THE INTERACTIVE, EXPERIENTIAL TREND IN DIGITAL TEACHING AND
LEARNING, AND THE EDUCATIONAL MERITS OF SIMULATIONS. THIS CHAPTER TRIES
TO LOCATE DIGITAL SIMULATION S POSITION IN THESE TRENDS. IN DOING SO, IT
EXPLORES THE EDUCATIONAL MERITS OF DIGITAL SIMULATION, DISCUSSES THE
LEARNING MODE OF DIGITAL SIMULATION, AND OUTLINES WHAT DIGITAL
SIMULATION CONVEYS TO DELIVER EDUCATIONAL CONTENTS. IN ADDITION, IT WILL
LOOK AT THE CHARACTERISTICS AND FUNCTIONS OF DIGITAL SIMULATION. MAINLY
THIS CHAPTER FOCUSES ON HOW SIMULATION IS USED FOR TEACHING AND
LEARNING. IT HIGHLIGHTS SIMULATION S FEATURES TO BE EFFECTIVE FOR
TEACHING AND LEARNING. IT ALSO INTRODUCES CHALLENGES TO SIMULATION TO
OVERCOME ITS DISADVANTAGES. SEVERAL EXAMPLES OF DIGITAL SIMULATION IN
TEACHING AND LEARNING ARE EXPLORED: THEY ARE MAX TRAX, STRATEGY
COPILOT, VIRTUAL SCHOOL, SIMSCHOOL, SIMCLASS, KRUCIBLE , AND STANY
NIGHT . LASTLY, THIS CHAPTER SEEKS TO FORECAST THE FUTURE OF TEACHING
AND LEARNING WITH A FOCUS ON INFORMATION TECHNOLOGY AND SIMULATION BY
FINDING SIMULATION S ROLE AND CONTRIBUTION IN LEAMING CONTEXT.
CHAPTERIII VIRTUAL SPACES FOR TEACHING AND LEARNING 52 PELER R ALBION,
UNIVERSITY OFSOULHEM QUEENSLAND, AUSTRALIA INTERACTION IS FUNDAMENTAL TO
THE LEARNING PROCESS AND GAME-LIKE 3D ONLINE SPACES; PRESENT
OPPORTUNITIES FOR ENHANCING LEARNING THROUGH SUPPORTING A RICHER VARIETY
OF INTERACTION BETWEEN LEARNERS AND CONTENT, INSTRUCTOR AND PEERS.
PROVISION OF A IOW THRESHOLD APPLICATION FOR DEVELOPMENT OFLEAMING
EXPERIENCES IN SUCH SPACES WILL EXTEND THE OPPORTUNITIES FOR MORE
TEACHERS TO ARRANGE LEARNING EXPERIENCES IN VIRTUAL SPACES. A HEURISTIC
THAT MAPS THE POSSIBLE VARIETY OF LEAMING EXPERIENCES IN VIRTUAL SPACES
IS ONE OPTION FOR SUPPORTING TEACHERS IN THE DESIGN OF SUCH EXPERIENCES.
CHAPTERIV COMPUTERS AND THE END OF PROGRESSIVE EDUCATION 68 DAVID
WILLIAMSON SHAFFER, UNIVERSITY OFWISCONSIN-MADISON, USA MULTICULTURALISM
IS AN ESSENTIAL TOOL FOR DEMOCRATIC CITIZENSHIP IN A WORLD MADE EVER
MORE C10SELY INTERCONNECTED BY INFORMATION TECHNOLOGIES. IN THIS PAPER,
I PROPOSE A MODEL FOR PROGRESSIVE MULTICUL- TURAL EDUCATION IN THE
COMPUTER AGE. I BEGIN BY DESCRIBING THE PRAGMATIC PROGRESSIVE MODEL
OFLEAMING IMPLICIT IN DEWEY S WRITING ON EDUCATION. I THEN DISCUSS TWO
REVISIONS TO THE MODEL IN LIGHT OFTECHNO- LOGICAL DEVELOPMENTS AND
THEORETICAL WORK OVER THE LAST FEW DECADES. TAKEN TOGETHER, THESE
REVISIONS SUGGEST THAT WE MIGHT PROFITABLY REVISIT-AND REVISE-DEWEY S
IDEAS IN THE POST-INDUSTRIAL ERA. I BRING THESE IDEAS TOGETHER TO
DESCRIBE A THEORY OF PEDAGOGICAL PRAXIS THAT OFFERS AN OPPORTUNITY TO
MOVE FROM MULTICULTURALISM TO MULTISUBCULTURALISM: A VIEW OF EDUCATION
THAT FOCUSES ON DIVERSE EDUCATIONAL GOALS RATHER THAN DIVERSE PATHWAYS
TO A SINGLE PEDAGOGICAL END-AND.THUS A VIEW OF LEARNING MORE SUITED TO
THE DIVERSE WAYS OF THINKING AND IIVING THAT CHARACTERIZE OUR
INCREASINGLY INTEGRATED WORLD. SECTION 11 DESIGN CONSIDERATIONS CHAPTERV
COMBINING INSTMCTIONAL DESIGN AND GAME DESIGN 87 CELINA BYERS,
BLOOMSBURG UNIVERSITY OF PENNSYLVANIA, USA THE DESIRED OUTCOME OF
INSTRUCTIONAL GAME DESIGN IS TO COMBINE THE POWERFUL ATTRACTION OF GAMES
AND THE PROVEN EFFECTIVENESS OF INSTRUCTIONAL SYSTEM DESIGN (ISO). THIS
COMBINATION WOULD HAVE THE CAPAC- ITY TO FOCUS PLAYER CONCENTRATION ON
GAME PLAY AND LEARNING THE PLANNED CONTENT IN ORDER TO SUCCESSFULLY
COMPLETE THE GAME. CONJOINING GAME DESIGN ELEMENTS (E.G., MIES, GOALS
AND OBJECTIVES, OUTCOMES AND FEEDBACK, CONFLICT AND CHALLENGE,
INTERACTION, REPRESENTATION OR STORY) WITH ISO ELEMENTS (E.G., ANALYSIS,
DESIGN, DEVELOPMENT, IMPLEMENTATION, EVALUATION) MAY BE THE MEANS
OFREACHING THE DESIRED OUTCOME. APPLYING RECENT FINDINGS (E.G., WORKING
MEMORY CAPACITY, MENTAL MODELS, MEMORY CONSOLIDATION) FROM COGNITIVE
PSYCHOLOGY MAY PROVIDE FURTHER ASSISTANCE. CHAPTERVI THE NARRATIVE EVENT
OIAGRAM: A TOOL FOR OESIGNING PROFESSIONAL SIMULATIONS 101 HELYN GOULD,
UNIVERSITY 0/ STRATHCLYDE, UK MICHAEL HUGHES, UNIVERSITY O/STRATHCLYDE,
UK PAUL MAHARG, UNIVERSITY 0/ STRATHCLYDE, UK EMMA NICOL, UNIVERSITY 0/
STRATHCLYDE, UK THIS CHAPTER WILL DESCRIBE THE TOOL, ITS DESIGN HISTORY
AND CONTEXT, ITS CURRENT USE, AND NEXT DESIGN ITERATION. IN PARTICULAR
IT WILL SHOW THE INTERDISCIPLINARY GENESIS OFTHE TOOL S DESIGN, ARISING
FROM THE CONFLUENCE OF COMPUTER SCIENCE, INFORMATION SCIENCE, AND
NARRATIVE THEORY, AND ITS POWER IN DESIGNING PROFESSIONAL EDUCATIONAL
SIMULATIONS. CHAPTERVRR MODELING CLASSROOM BEHAVIORS IN SOFTWARE AGENTS
119 DAVID GIBSON, CURVESHIFT, INC., USA THIS CHAPTER PRESENTS DESIGN
CONSIDERATIONS FOR COMPUTATIONAL1Y MODELING COVE TO ENABLE AGENTS TO
POSSESS THE PSYCHOLOGICAL, PHYSICAL, COGNITIVE, AND SOCIAL ASPECTS OF
LEARNING THAT ENABLE THE REPRESENTA- TION OF BEHAVIORS OF STUDENTS IN
LEAMING ENVIRONMENTS AND TO ALLOW SIMULATION OF HPL-BCC THEORIES OF
INSTRUCTION AND LEARNING. CHAPTER VIII DESIGN PRINCIPLES FOR INTERACTIVE
LEAMING ENVIRONMENTS WITH EMBEDDED FORMATIVE ASSESSMENTS 157 SARA
DEXTER, UNIVERSITY 0/ VIRGINIA, USA THE NEW TECHNOLOGY-ENHANCED
CONCEPTION OF ASSESSMENT STANDS IN CONTRAST TO THE TRADITIONAL VIEW OF
ASSESSMENTS AS TESTS OF A LEAMER S ABILITY TO RECALL FACTS. BECAUSE
TECHNOLOGY MEDIATES LEAMING IN NEW WAYS, IT ENGENDERS NEW FORMS OF
KNOWLEDGE AS WEIL AS POSSIBILITIES FOR DOCUMENTATION AND ANALYSIS. MANY
HAVE NOTED THAT GAMES, SIMULATIONS, AND CASES ARE ENGAGING FOR LEARNERS
AND THUS WARRANT FURTHER DEVELOPMENT FOR THEIR EXPANDED USE. RESEARCH ON
LEARNING AND ASSESSMENT SUGGESTS DESIGN PRINCIPLES THAT DEVELOPERS
SHOULD FOLLOW WHEN INVESTING SUCH EFFORT IN ORDER TO CAPITALIZE ON HOW
THE INTERACTIVE ASPECTS OF THESE TOOLS CAN SERVE AS ASSESSMENTS ABOUT
WHAT, HOW, AND WHEN LEARNING IS OCCURRING. THE ETIPS APPLICATION
DESCRIBED HERE SERVES AS AN EXAMPLE OF HOW SUCH PRINCIPLES CAN BE USED
TO GUIDE PRIORITIES AND DECISIONS FOR DEVELOPERS AS WEH AS APPLIED AS
CRITERIA FOR DETERMINING THE QUALITY OF SUCH DIGITAL TOOLS AS LEAMING
ENVIRONMENTS AND ASSESSMENT TOOLS. CHAPTERIX HYBRID 20/30 DEVELOPMENT OF
INTERACTIVE SIMULATIONS 171 PENNY DEBYL, UNIVERSITY 0/ APPLIEDSCIENCES,
THE NETHERLANDS THREE-DIMENSIONAL VIRTUALLEARNING ENVIRONMENTS PROVIDE
STUDENTS WITH PEDAGOGIC EXPERIENCES BEYOND TRADITIONAL TWO-DIMENSIONAL
TEXTBOOK AND WEB PAGE CONTENT. WHEN DELIVERED VIA THE WORLD WIDE WEB,
THIS TECHNOLOGY IS KNOWN AS WEB30. SUCH IMMERSIVE LEAMING EXPERIENCES
ARE AVAILABLE TO A WIDER AUDI- ENCE OF STUDENT AND WHEN COUPLED WITH
EXISTING 20 CONTENT MAKE EFFECTIVE LEAMING APPLICATIONS. IN THIS CHAPTER
A METHOD FOR DELIVERING A 2D/3D HYBRID WEB PAGE WILL BE DEMONSTRATED, WH
ICH ILLUSTRATES A BEST OFBOTH WORLDS APPROACH TO INCLUDING BOTH
TRADITIONAL TEXT-BASED CONTENT AND 3D SIMULATED ENVIRONMENTS IN AN
E-LEAMING CONTEXT. CHAPTERX USING CASE STUDIES AS THE NARRATIVE TO GAME
DESIGN AND DEVELOPMENT 188 LEN ANNETTA, NORTH CAROLINA STATE UNIVERSITY,
USA JAMES MINOGUE, NORTH CAROLINA STATE UNIVERSITY, USA SHAWN HOLMES,
NORTH CAROLINA STATE UNIVERSITY, USA MENG- TZU CHENG, NORTH CAROLINA
STATE UNIVERSITY, USA ELIZABETH FOLTA, NORTH CAROLINA STATE UNIVERSITY,
USA MARTA KLESATH, NORTH CAROLINA STATE UNIVERSITY, USA THIS CHAPTER
WILL PROVIDE CONCRETE EXAMPLES OFHOW A RESEARCH GROUP AT NORTH CAROLINA
STATE UNIVERSITY IS USING CASE STUDIES AS THE NARRATIVELBACKSTORY FOR
VIDEO GAME DESIGN AND DEVELOPMENT. THE CHAPTER WILL BEGIN WITH A
BACKGROUND ON VIDEO GAMES FOR LEAMING, FOLLOWED BY A DESCRIPTION OF
CASE-BASED LEAM- ING, AND WILL CONCLUDE WITH FIVE SPECIFIC EXAMPLES FROM
GAMES CREATED THROUGH THREE DIFFERENT FUNDED PROJECTS. THE FIRST EXAMPLE
IS A SIMULATED CASE WHERE A HAPTIC FEEDBACK DEVICE WAS USED TO ENHANCE
STUDENT LEAMING. THE SECOND CASE WAS DERIVED FROM A VIDEO CASE ON RACIAL
AND ETHICAL SENSITIVITY. CASES ON TRAINING AND DEVELOPMENT FOR ADULT
LEARNERS ARE EXPLAINED IN THE NEXT TWO DESCRIPTIONS. FINALLY, A CASE
FROM A. NETD TRI L N~ TURNED NTO A G IM E FM ENTOMO OG)L
S T 1DENT S . SECTIONILL CASE STUDIES FOCUSED ON IMPROVING TEACHING
CHAPTERXI EXPLORING TEACHER PROBLEM SOLVING USING SIMULATION 208 MARK
GIROD, UNIVERSITY OFWESTEM OREGON, USA TEACHER EDUCATION IS CURRENTLY
FACING PRESSURES TO DEMONSTRATE EFFICACY IN PREPARING TEACHERS WHO CAN
AFFECT P-12 STUDENT LEARNING GAINS. TEACHER WORK SAMPLING IS ONE
PEDAGOGICAL FRAMEWORK USEFUL IN HELPING CANDIDATES CONNECT THEIR
TEACHING ACTIONS TO THE LEARNING OF STUDENTS. THE COOK SCHOOL DISTRICT
SIMULATION IS A WEB-BASED ENVIRONMENT IN WHICH TEACHER CANDIDATES CAN
PRACTICE THIS CONNECTING TEACH- ING AND LEAMING USING THE FRAMEWORK
OFTEACHER WORK SAMPLING. THOUGH EXPERT-NOVICE INVESTIGATIONS WERE
POPULAR DURING THE 1970S AND 80S, RECENT METHODOLOGICAL, CONCEPTUAL, AND
TECHNICAL DEVELOPMENTS HAVE OCCURRED AND TEACHER EDUCATION MAY BENEFIT
BY REVISITING THESE TYPES OF STUDIES IN AN EFFORT TO GATHER EMPIRICAL
KNOWLEDGE OF TEACHER PROBLEM SOLVING AND THE SUPPORT OF P-12 STUDENT
LEAMING. IN THIS VEIN, TEACHER PROBLEM SOLVING WAS EXPLORED USING THE
COOK SIMULATION AND IMPORTANT DIFFERENCES BETWEEN MORE AND LESS
EXPERIENCED TEACHERS WERE FOUND ON PROBLEM FRAMING, PROBLEM ANALYZING,
AND SOLUTION DEVELOPMENT ACTIVITIES. CHAPTERXII A SIMULATION FOR
IMPROVING TEACHERS MOTIVATIONAL SKILLS 227 DONGUK CHEONG, KOREA
NATIONAL UNIVERSITY 0/ EDUCATION, REPUBLIC 0/ KOREA BOKYEONG KIM,
UNIVERSITY 0/ VIRGINIA, USA THIS CHAPTER AIMS TO PROVIDE BACKGROUND
KNOWLEDGE AND THE BASIC LOGIC FOR DEVELOPING A SIMULATION TO HELP
TE~CHERS ENHANCE THEIR SKILLS IN MOTIVATING STUDENTS, WITH SIMCLASS IL
SERVING AS A CONCRETE EXAMPLE. IN ADDITION, THREE PHASES - KNOWLEDGE
ACQUISITION, EXERCISE, AND DEBRIEFING - ARE PROPOSED FOR CYCLICAL
PRACTICE OF THESE SKILLS. CHAPTER XIII DESIGNING COMMERCIAL SIMULATIONS
FOR TEACHERS 249 DAMIEM PICCOLO, ANDENSOLUTIONS.COM, USA ANNA OSKORUS,
TIER] PERFORMANCE SOLUTIONS, USA NEARLY HALF OF ALL NEW TEACHERS LEAVE
THE FIELD OF EDUCATION WITHIN THE FIRST FIVE YEARS (INGERSOLL, 2003;
ALLIANCE FOR EXCELLENT EDUCATION, 2005). MANY OFTHESE TEACHERS CITE
DIFFICULTIES IN CLASSROOM MANAGE- MENT AS A CONTRIBUTING FACTOR IN WHY
THEY LEFT (ALLIANCE FOR EXCELLENT EDUCATION, 2005). TO HELP PREPARE NEW
TEACHERS FOR THE REALITIES OF THE CLASSROOM, AHA! PROCESS, INC. CREATED
ASERIES OF SIMULATIONS, THE AHA! PROCESS CLASSROOM SIMS. THESE
SIMULATIONS PROVIDE A SAFE ENVIRONMENT IN WH ICH TO PRACTICE DR. RUBY K.
PAYNE S CLASSROOM MANAGEMENT STRATEGIES FROM HER BOOK WORKING WITH
STUDENTS: DISCIPLINE STRATEGIES FOR THE CLASSROOM (2006). THIS CHAPTER
WILL DISCUSS THE DESIGN CHALLENGES THE DEVELOPMENT TEAM OVERCAME TO
CREATE THESE COMMERCIAL SIMULATIONS. CHAPTERXIV SIMULATING TEACHING
EXPERIENCE WITH ROLE-PLAY 273 SCOTT J. WARREN, UNIVERSITY 0/ NORTH
TEXAS, USA RICHARD A. STEIN, INDIANA UNIVERSITY-BLOOMINGTON, USA THIS
CHAPTER DISCUSSES THE DESIGN AND USE OF SIMULATED TEACHING EXPERIENCES
CONTEXTUALIZED THROUGH ROLE-PLAY IN A MULTI-USER VIRTUAL ENVIRONMENT AS
A MEANS OF PROVIDING PRE-SERVICE TEACHERS WITH PEDA- GOGICAL AND
INSTRUCTIONAL EXPERIENCES THAT ARE INCREASINGLY DIFFICULT FOR UNIVERSITY
PROGRAMS TO PROVIDE. IT ILLUSTRATES THE UNDERLYING PRAGMATIC THEORY OF
COMMUNICATION THAT SUPPORTS THIS MODEL OF SIMULATED EXPERIENCE AS WEIL
AS RESEARCH METHODS THAT WE SUGGEST CAN AID IN UNDERSTANDING THE COMPLEX
LEARNING THAT STERN FROM ACTOR AND STUDENT INTERACTION. THE GOALOFTHIS
CHAPTER IS TO PROVIDE AN INSTRUCTIONAL DESIGN MODEL OF SIMULATED
ROLE-PLAY EXPERIENCE THAT EMERGED FROM A DESIGN-BASED RESEARCH PROJECT
AS A MEANS OF SUPPORTING THE DEVELOPMENT. CHAPTERXV SIMCLASS: SIMULATE
YOUR CLASS BEFORE YOU TEACH 289 BOKYEONG KIM, UNIVERSITY 0/ VIRGINIA,
USA DONGUK CHEONG, KOREA NATIONAL UNIVERSITY 0/ EDUCATION, REPUBLIC 0/
KOREA THIS CHAPTER PRESENTS THE THEORY, STRUCTURE, AND DEVELOPMENT
PROCESS USED IN DESIGNING A TEACHING SIMU- LATION. SIMCLASS WAS DESIGNED
TO HELP TEACHERS PRACTICE DIFFERENTIATED TEACHING BASED ON STUDENTS
TRAITS SUCH AS INTELLIGENCE AND PERSONALITY. SIMCLASS HAS BEEN SHOWN TO
PROVIDE AN EFFECTIVE ENVIRONMENT FOR SIMULATING MANY IMPORTANT STEPS OF
TEACHING. THE DEVELOPMENT PROCESS FOR TEACHING SIMULATION CONSISTS OF
THREE PHASES: LEAMING AND ANALYZING THE PHENOMENON OF TEACHING,
DESIGNING ELEMENTS FOR A TEACH- ING SIMULATION AND DEVELOPING AND
IMPLEMENTING FIELD TRIALS OF THE SIMULATION. THIS CHAPTER SHOWS HOW
SIMCLASS FOLLOWED THE THREE PHASES OF THE DEVELOPMENT PROCESS FOR
TEACHING SIMULATION. AT THE END OF THE CHAPTER, SEVERAL IMPLICATIONS FOR
THE RESEARCH OF TEACHING SIMULATIONS WERE PRESENTED. CHAPTERXVI USING
DIGITAL GAMES TO DEVELOP ETHICAL TEACHERS 308 KAREN SCHRIER, CO/UMBIA
UNIVERSITY, USA CHOR/ES K KINZER, CO/UMBIA UNIVERSITY, USA TEACHER
EDUCATION THAT EMPHASIZES THE UNDERSTANDING AND ASSESSMENT OF ETHICS CAN
SUPPORT THE CREATION OF AN ETHICALLY AWARE AND CRITICALLY ENGAGED
CITIZENSHIP. BUT HOW DO WE DEVELOP TEACHERS WHO ARE REFLEC- TIVE AND
CRITICAL THINKERS OF ETHICS? ONE POTENTIAL SOLUTION IS TO INCORPORATE
DIGITAL GAMES AND SIMULA- TIONS INTO TEACHER EDUCATION CURRICULA. GAME
WORLDS MIGHT BE SUITABLE PLAYGROUNDS FOR ETHICAL THINKING BECAUSE THEY
CAN ENCOURAGE EXPERIMENTATION WITH ALTERNATIVE IDENTITIES,
POSSIBILITIES, AND PERSPECTIVES, AND CAN SUPPORT A LEAMING SCIENCES
FRAMEWORK WHERE: 1) COGNITION IS SITUATED, 2) COGNITION IS SOCIAL, AND
3) COGNITION IS DISTRIBUTED.IN FACT, GAMES THEMSELVES, LIKE ALL MEDIA,
REFLECT DESIGNED VALUES SYSTEMS THAT SHOULD BE CONSIDERED AND ANALYZED.
USING CASE STUDIES OF CUERENT COMMERCIAL AND MORE EXPLICITLY EDUCATIONAL
DIGITAL GAMES, WE CREATE A SET OF RECOMMENDATIONS FOR CREATING FUTURE
GAMES AND SIMULATIONS THAT TEACH ETHICS TO EDUCATORS. CHAPTER XVII
MODELING IN THE CLASSROOM USING SQUEAK ETOYS 334 SHE/BY P. MORGE,
UNIVERSITY 0/ NORTH CARO/INA WI/MINGTON, USA THIS CHAPTER PROVIDES
ABRIEF OVERVIEW OFTHE PROCESS OFBLENDING A NEW TECHNOLOGY INTO THE
CLASSROOM SETTING. THE PROCESS INVOLVES SELECTING THE NEW TECHNOLOGY,
LEAMING HOW TO USE IT, AND USING IT IN THE CLASSROOM. AS A SPECIFIC
EXAMPLE, THIS CHAPTER DESCRIBES HOW A NSF-FUNDED PROJECT ENTITLED, USING
SQUEAK TO INFUSE INFORMATION TECHNOLOGY (USEIT), WHAT HELPS TEACHERS
LEAM HOW TO USE A NEW VIRTUAL MODELING TECHNOLOGY, SQUEAK ETOYS, AND USE
IT IN THEIR CLASSROOMS. THE TEACHERS HAVE LEARNED AND USED SQUEAK ETOYS
IN A WAY THAT WORKS BEST FOR THEM AND THEIR STUDENTS. THEY HAVE CREATED
MODELS AND PROBLEM-BASED LEARNING (PBL) LESSON PLANS CORRELATED WITH
STATE CURRICULUM STANDARDS. SECTION IV CASE STUDIES FOCUSED ON LEARNING
CHAPTER XVIII ALTERNATE REALITY GAMES AS SIMULATIONS 351 MARY JO
DOND/INGER, RICHLAND COLLEGE, USA SCOTT JOSEPH WARREN, UNIVERSITY OF
NORTH TEXAS, USA THIS CHAPTER DISCUSSES ALTERNATE REALITY GAMES (ARGS)
AS SIMULATED EXPERIENCES, AND PRESENTS THE CONCEPTUAL FRAMEWORK THAT
INFORMED THE DESIGN AND DEVELOPMENT OF AN INSTITUTIONAL CAPSTONE COURSE
AIMED AT FOSTERING GLOBAL THINKING AND REAL-WORLD PROBLEM-SOLVING
SKILLS. THE COURSE ENGAGES COMMUNITY COLLEGE SOPHOMORES IN A CAPSTONE
EXPERIENCE IN WHICH LEAMERS DESIGN AND DEVELOP AN ALTERNATE REALITY GAME
(ARG) BASED ON THE THEME OF GLOBAL SUSTAINABILITY AND THE UNITED NATIONS
MILLENNIUM DEVELOP- MENTGOALS. CHAPTERXIX SUPPORTING OPEN-ENDED
ASSIGNMENTS 368 CAITLIN KELLEHER, WASHINGTON UNIVERSITY, USA IN THIS
CHAPTER, THE AUTHORS DESCRIBE THE DESIGN AND IMPLEMENTATION
OFSTORYTELLINGALICE, A PROGRAMMING ENVIRONMENT THAT PRESENTS COMPUTER
PROGRAMMING AS A MEANS TO THE END OF CREATING ANIMATED STORIES. BY
STUDYING THE KINDS OF ANIMATED MOVIES THAT STUDENTS ENVISION CREATING,
THE CHAPTER S AUTHORS WERE ABLE TO DESIGN THE SYSTEM SUCH THAT TYPICAL
STUDENT PROJECTS NATURALLY MOTIVATE THE SET OF BASIC CONCEPTS WE WANT
STUDENTS TO LEARN. THE AUTHORS PRESENT A POTENTIAL MODEL FOR
INCORPORATING STORYTELLING ALICE INTO A CLASSROOM SETTING USING
OPEN-ENDED PROJECTS. THE CHAPTER CONCLUDES WITH A DISCUSSION OF SOME
DIRECTIONS FOR FUTURE WORK THAT MAY HELP TO ENABLE THE USE MORE
OPEN-ENDED PROJECTS IN FORMAL EDUCATION. CHAPTERXX COGNITIVE
APPRENTICESHIP INSPIRED SIMULATIONS 381 KAY KYEONGJU SEO, UNIVERSITY
OFCINCINNATI, USA AIMEE BYK, UNIVERSITY OFCINCINNATI, USA CHRIS COLLINS,
UNIVERSITY OFCINCINNATI, USA THIS CHAPTER ADDRESSES HOW TO CONSTRUCT A
3D ONLINE DIGITAL ENVIRONMENT THAT SUPPORTS THE METHODS OF COGNITIVE
APPRENTICESHIP. AS TECHNOLOGY RAPIDLY EVOLVES, THERE HAS BEEN AN
INCREASED DEMAND FOR MORE INTERACTIVE AND MORE FLEXIBLE SIMULATED
LEARNING ENVIRONMENTS THAT CAN GO BEYOND THE LIMITS OF CON- VENTIONAL
INSTRUCTION. WHEN CAREFULLY DESIGNED, A 3D ONLINE DIGITAL SIMULATION CAN
ALLOW TEACHERS AND LEARNERS TO SHARE AND COMPARE THEIR COGNITIVE
TECHNIQUES. BY GAINING ACCESS TO EXPERTS HIDDEN SKILLS, LEARNERS CAN
BETTER DEVELOP THINKING AND LEARNING STRATEGIES THAT ARE APPLICABLE TO
REAL-WORLD SITUATIONS. THIS CHAPTER DISCUSSES HOW TO DESIGN COGNITIVE
APPRENTICESHIP TASKS IN A 3D ONLINE DIGITAL WORLD. CHAPTERXXI LEARNING
BY DOING VIA GAME MAKING 394 JAE YEOB JUNG, KOREA NATIONAL UNIVERSITY
01EDUCATION, REPUBLIC 01KOREA HYUNG SUNG PARK, KOREA NATIONAL UNIVERSITY
01EDUCATION, REPUB/IC 01KOREA THE PURPOSE OF THIS CHAPTER IS TO EXPLORE
HOW LEARNING, BY MAKING GAMES, CAN PROVIDE OPPORTUNITIES FOR
HIGHER-ORDER THINKING SUCH AS PROBLEM SOLVING, DECISION-MAKING, AND
KNOWLEDGE CONSTRUCTION IN CHILDREN. AS THE GAME DESIGN PROCESS INVOLVES
STUDENTS DRAWING ON MULTIPLE INTELLIGENCES, IT OFTEN PROVIDES STUDENTS
WHO ARE TYPICALLY NOT SUCCESSFUL IN SCHOOL WITH A CHANCE TO SEE
THEMSELVES AS CAPABLE MEMBERS OF THE CLASSROOM LEARNING COMMUNITY. IN
THE CLASSROOM, COMPUTER-BASED GAME-MAKING ACTIVITIES GIVE STUDENTS THE
OPPORTUNITY TO CREATE LIVELY INTERACTIVE SIMULATIONS FOR ANY SUBJECT,
FOR ANY GRADE LEVEL, AND CAN BE USED BY STUDENTS WITH A WIDE VARIETY
OFLEARNING STYLES. GAME MAKING CAN BE USED AS AN ALTERNATIVE WAY FOR
STUDENTS TO COMMUNICATE INFORMATION AND DEMONSTRATE THEIR KNOWLEDGE AND
UNDERSTANDING. SECTION V ENGAGING GRADUATE STUDENTS IN DEVELOPMENT
CHAPTER XXII MODDING NEVERWINTER NIGHTS INTO SERIOUS GAMES 408 CHRISTIAN
SEBASTIAN LOH, SOUTHERN I/LINOIS UNIVERSITY CARBONDALE, USA JAE HWAN
BYUN, SOUTHERN I//INOIS UNIVERSITY CARBONDALE, USA GAME MODIFICATION, OR
MODDING, IS A UNIQUE AND VALUABLE WAY OFLEARNING WITH DIGITAL GAMES AS
WEIL AS A MEANS TO EARN BEGINNERS STRIPES IN THE GAME DESIGN WORLD.
BEGINNERS WHO EMERGE SUCCESSFUL FROM A M~DING EXPERIENCE, HAVING CREATED
AT LEAST ONE PLAYABLE GAME, HAVE STEPPED OUT OFTHE COMFORT ZONE OF BEING
GAMERS, AND SHOWN THE COURAGE IN TAKING ON A REAL-WORLD ADVENTURE. THEIR
REWARDS ARE ALTOGETHER DIFFERENT FROM HAVING BEATEN THE TOUGHEST BOSS IN
AGAME. A TEAM OF MODDERS SHARE A UNIQUE BOND WITH ONE ANOTHER AS
COMRADES, AS MEMBERS OF A FELLOWSHIP. IT IS AN EXPERIENCE FOUND, NOT IN
THE RETELLING OF ANCIENT EPICS BY OTHERS, BUT IN THE MAKING OF ONE S OWN
ADVENTURE. THIS CHAPTER IS AN ACCOUNT OF ONE SUCH UNDERTAKING THAT SHOWS
THE POTENTIAL AND VALUE OF GAME MODDING FOR EDUCATION, READERS WHO ARE
CONTEMPLATING THE USE OF GAME MODDING FOR CREATING SERIOUS GAMES SHOULD
FIND THE CHAPTER USEFUL. CHAPTER XXIII CHANGING MIDDLE SCHOOL SCIENCE
THROUGH STEAM 427 TERESA FRANKLIN, OHIO UNIVERSITY, USA DAVID CHELBERG,
OHIO UNIVERSITY, USA CHANG LIU, OHIO UNIVERSITY, USA THIS CHAPTER
EXAMINES THE DEVELOPMENT OF WEB-BASED FLASH CONTENT, AN INTERACTIVE
SCIENCE LAB IN SECOND LIFE, AND NEWLY CREATED SOFTWARE CALLED THE
STEAMIE ENGINE BEING USED BY RURAL APPALACHIAN MIDDLE SCHOOL SCIENCE
CLASSROOMS IN OHIO, USA. PRESENTED ARE DISCUSSIONS OFTHE DESIGN PROCESS
THROUGH THE USE OF TEACHERS AS CONTENT EXPERTS, THE DESIGNING OF GAMES
AND SIMULATIONS FOR MIDDLE SCHOOL CHILDREN, THE CHANGES IN TEACHING
STRATEGIES OF MIDDLE SCHOOL SCIENCE TEACHERS, AND FELLOWS AND THE
EXPECTATIONS OF SCHOOL ADMINISTRATORS, TEACHERS, AND STUDENTS DURING
DESIGN AND IMPLEMENTATION. SECTION VI EPILOGUE CHAPTER XXIV COMPLEX
SYSTEMS CONCEPTS IN SIMULATIONS 452 DAVID GIBSON, CURVESHIJT, INC., USA
THIS CHAPTER DISCUSSES HOW A TEACHING SIMULATION CAN EMBODY CORE
CHARACTERISTICS OF A COMPLEX SYSTEM. IT EMPLOYS EXAMPLES OF SPECIFIC
FRAMEWORKS AND STRATEGIES USED IN SIMSCHOOL, A RESEARCH AND DEVELOP-
MENT PROJECT SUPPORTED BY TWO PROGRAMS OFTHE U. S. DEPARTMENT
OFEDUCATION: PREPARING TOMORROW S TEACHERS TO USE TECHNOLOGY
(2004-2006), AND CURRENTLY, THE FUND FORTHE IMPROVEMENT OFPOSTSECONDARY
EDUCATION (2006-2009). THE CHAPTER ASSUMES THAT A COMPLEX SYSTEM
SIMULATION ENGINE AND REPRESEN- TATION IS NEEDED IN TEACHING SIMULATIONS
BECAUSE TEACHING AND LEARNING ARE COMPLEX PHENOMENA. THE CHAPTER S TWO
GOALS ARE TO INTRODUCE CORE IDEAS OF COMPLEX SYSTEMS AND TO ILLUSTRATE
WITH EXAMPLES FROM SIMSCHOOL, A SIMULATION OFTEACHING AND LEARNING.
COMPILATION OF REFERENCES 462 ABOUT THE CONTRIBUTORS 502 INDEX 510
|
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| callnumber-subject | LB - Theory and Practice of Education |
| classification_rvk | DG 9400 DP 1960 |
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| dewey-raw | 371.39/7 |
| dewey-search | 371.39/7 |
| dewey-sort | 3371.39 17 |
| dewey-tens | 370 - Education |
| discipline | Pädagogik |
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| id | DE-604.BV035454800 |
| illustrated | Illustrated |
| indexdate | 2024-07-09T21:35:39Z |
| institution | BVB |
| isbn | 9781605663227 |
| language | English |
| lccn | 2008035142 |
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| owner_facet | DE-29 |
| physical | xxv, 514 p. Ill., graph. Darst. 29 cm |
| publishDate | 2009 |
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| publisher | Information Science Reference |
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| spelling | Digital simulations for improving education learning through artificial teaching environments [edited by] David Gibson, Youngkyun Baek Hershey, PA [u.a.] Information Science Reference 2009 xxv, 514 p. Ill., graph. Darst. 29 cm txt rdacontent n rdamedia nc rdacarrier Premier reference source Includes bibliographical references (p. 462-501) and index -- "This book is for anyone who is looking into games and simulations with an eye to their potential for improving teaching and learning"--Provided by publisher. "This book is for anyone who is looking into games and simulations with an eye to their potential for improving teaching and learning"--Provided by publisher. Simulated environment (Teaching method) Simulation games in education Computer games Spieltheorie Pädagogik (DE-588)4182286-9 gnd rswk-swf Computerunterstützter Unterricht (DE-588)4070087-2 gnd rswk-swf (DE-588)4143413-4 Aufsatzsammlung gnd-content Spieltheorie Pädagogik (DE-588)4182286-9 s Computerunterstützter Unterricht (DE-588)4070087-2 s DE-604 Gibson, David Sonstige oth Erscheint auch als Online-Ausgabe 1-60566-323-9 Erscheint auch als Online-Ausgabe 978-1-60566-323-4 Digitalisierung UB Erlangen application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=017374768&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Digital simulations for improving education learning through artificial teaching environments Simulated environment (Teaching method) Simulation games in education Computer games Spieltheorie Pädagogik (DE-588)4182286-9 gnd Computerunterstützter Unterricht (DE-588)4070087-2 gnd |
| subject_GND | (DE-588)4182286-9 (DE-588)4070087-2 (DE-588)4143413-4 |
| title | Digital simulations for improving education learning through artificial teaching environments |
| title_auth | Digital simulations for improving education learning through artificial teaching environments |
| title_exact_search | Digital simulations for improving education learning through artificial teaching environments |
| title_full | Digital simulations for improving education learning through artificial teaching environments [edited by] David Gibson, Youngkyun Baek |
| title_fullStr | Digital simulations for improving education learning through artificial teaching environments [edited by] David Gibson, Youngkyun Baek |
| title_full_unstemmed | Digital simulations for improving education learning through artificial teaching environments [edited by] David Gibson, Youngkyun Baek |
| title_short | Digital simulations for improving education |
| title_sort | digital simulations for improving education learning through artificial teaching environments |
| title_sub | learning through artificial teaching environments |
| topic | Simulated environment (Teaching method) Simulation games in education Computer games Spieltheorie Pädagogik (DE-588)4182286-9 gnd Computerunterstützter Unterricht (DE-588)4070087-2 gnd |
| topic_facet | Simulated environment (Teaching method) Simulation games in education Computer games Spieltheorie Pädagogik Computerunterstützter Unterricht Aufsatzsammlung |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=017374768&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
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