Design Model for Learner-Centered, Computer-Based Simulations.

Autor/inn/en	Hawley, Chandra L.; Duffy, Thomas M.
Titel	Design Model for Learner-Centered, Computer-Based Simulations.
Quelle	(1998), (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Rezension; Banking; Computer Assisted Instruction; Computer Simulation; Computer Software Development; Computer Software Evaluation; Constructivism (Learning); Courseware; Design Preferences; Educational Environment; Educational Technology; Elementary Secondary Education; Evaluation Criteria; Experiential Learning; Instructional Design; Learner Controlled Instruction; Training + Suchen Sie Ihr Suchwort? Bankgeschäft; Computer based training; Computerunterstützter Unterricht; Computergrafik; Computersimulation; Softwareanalyse; Lernsoftware; Design requirements; Gestaltungsmittel; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Unterrichtsmedien; Experiental learning; Erfahrungsorientiertes Lernen; Lesson concept; Lessonplan; Unterrichtsentwurf; Ausbildung
Abstract	This paper presents a model for designing computer-based simulation environments within a constructivist framework for the K-12 school setting. The following primary criteria for the development of simulations are proposed: (1) the problem needs to be authentic; (2) the cognitive demand in learning should be authentic; (3) scaffolding supports a focused effort relevant to the learning goals; (4) coaching promotes learning rather than directing or correcting performance; (5) reflection supports abstracting, synthesizing, and extending the learning; and (6) the environment should be engaging. With these criteria as a basis, this paper evaluates "The Chelsea Bank," a simulation package that consists of 15 scenarios in which groups of learners act as either a bank teller or a customer service representative. Contains 12 references. (AEF)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01