Simulations are constructed exercises and imitations based on models. They can be computer-based or real-life. Simulations need not be complete reproductions of realism, e.g. time may be sped up, unnatural views may be presented. Their chief function is to re-create key components of situations so that the users can experiment in order to learn about the various outcomes of their decisions.
To make a simulation a good learning experience, provide explanations and frame the problem in advance. It will prepare the students as to where they should pay attention and where they can suspend their disbelief.
MSU Example:
A professor of nursing uses a video in her gerontology course to simulate what it is like to be old. The video is blurry to simulate poor eyesight. Audio is distorted to simulate poor hearing. The scenario is shot from the point of view of a grandmother sitting at a family dinner, surrounded by her adult children and grandchildren. The video simulation lasts about 10 minutes as the family eats dinner, talks, and passes food. It is difficult for the grandmother to see and hear what is going on. The value of this simulation is to let the students partially experience something much more vividly than just reading about poor eyesight and hearing.
MSU Example:
In a Special Education course, students learn to use a simulated brailler to type braille with 6-finger combinations. They also have a simulated abacus.
MSU Example:
Intercultural Relations professor Adan Quan uses a set of humourous videos of cultural faux pas and misconceptions, to have students experience different cultures in order to help them learn acceptable behaviors in certain situations.
MSU Example:
First Year Online Biology students use a Hardy-Weinberg simulator to run through 100 generations in order to see the effects of particular genetic influences.
MSU Example:
Instructor Ryan Kimbirauskas in entomology developed a crime scene investigation simulation to walk students through the process of choosing the right tools for collecting insects from a crime scene.
MSU Example:
NUR891 Professor Sharon King created a role play by putting students into the role of an elderly person whose grandchild has convinced her to participate in a study at Michigan State University on aging and cognition. The scenario shows how difficult the circumstance is for the elderly participant, culminating in a timed test tailored to be particularly stressful.
MSU Example:
Participants in a space camp had a role play simulation of a space shuttle mission. Everyone had to read from a timed scripted going from T -15 through 2 hours into the mission. Everyone had to read the correct lines at exactly the right time. This very tense and challenging simulation, conveyed the the significance of timeliness and the importance of team work.
As seen from the last example, simulations do not necessarily involve technology.
Once you have decided to use simulations as learning tools, focus on the content and learning experience by highlighting only the important details. Contact vuDAT and GEL lab to work with you to construct these simulations.
