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Simulation: - An Imitation of Some Real Thing, State of Affairs or Process - Entails Representing Certain Physical System

This document discusses simulation as an educational tool. It can involve representing physical systems through virtual reality or hands-on activities. Key aspects include having clear objectives, developing concepts, and creating an inspiring and realistic experience. The method is learner-generated rather than teacher-generated, allowing for free thinking. It involves peer discussion and evaluation with minimal teacher input. Simulation can be used in many contexts like modeling natural systems, testing, training, and education. It facilitates interactive learning by allowing students to work on problems and make decisions in a realistic way.

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Thukten Sherab
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Download as PPT, PDF, TXT or read online on Scribd
35 views

Simulation: - An Imitation of Some Real Thing, State of Affairs or Process - Entails Representing Certain Physical System

This document discusses simulation as an educational tool. It can involve representing physical systems through virtual reality or hands-on activities. Key aspects include having clear objectives, developing concepts, and creating an inspiring and realistic experience. The method is learner-generated rather than teacher-generated, allowing for free thinking. It involves peer discussion and evaluation with minimal teacher input. Simulation can be used in many contexts like modeling natural systems, testing, training, and education. It facilitates interactive learning by allowing students to work on problems and make decisions in a realistic way.

Uploaded by

Thukten Sherab
Copyright
© © All Rights Reserved
Available Formats
Download as PPT, PDF, TXT or read online on Scribd
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SIMULATION

• An imitation of some real thing, state of affairs


or process
• Entails representing certain physical system
 Virtual reality
“Hands on”- participants
 Motivators
 Age appropriate- Developmental
age
 Inspirational-enhance activity
 Developmentally valid- level
 Empowering
Phase

• Simulation – Intragroup
* First Phase – React & Interact
* Second phase – Interaction
perceived
Method

• Not teaching-generated but learner-


generated
• Scope for congenial classroom climate
• Similar to brainstorming technique
• Free wheeling of ideas are encouraged
Process
• Peer-group discussion & evaluation take
place
• Teacher’s talk minimised
• Paving way for free-thinking, innovation & creativity
• Paul Twelker indicate positive transfer of learning
• Shuns routine behaviour
• Provide scope for pedagogic development
• During & after- recall the entire learning process
USES
• In many contexts
* include the modeling of natural or human
systems-to gain insight into their
functioning
*Technology for performance optimization,
Engineering, testing, training& education
*To show the eventual real effects of alternative
conditions & courses of action
ACTIVITIES
• Clear objectives • Develop concepts &
Conceptualisation
• Know experience
• Differences (The physical
• Purpose unit &Training)
• Strive realism • Internalize concepts
• Create reality • Appropriate clothing
• Inspiring imagination • Fun

• Fully enclosed space


• Concept of size
VIEWS
• To facilitate effective &interactive learning
• To work on a problem
• Make decisions & implement in realistic way
• Emphasize to assume or play roles
• Co-operative learning
Mode of Conducting
• Familiar with topic
• Group should not have more than four
• Balanced mixture of stronger &weaker students
• Precise instructions
• Enough time for ice-breaking, intensifying
& consolidating
• Go round for motivating passive hearers
• Oral feedback – Quick response
Modes of interaction
• Learner &text/notes
• Monodyatic
• Polydyatic
• Intragroup
• Intergroup
Learner technique
• Indisputably learner-oriented &learning-
centered
• Interactive learning process –
convergent task or divergent task
• Convergent - Mono-directional
• Divergent - Disputable
EDUCATION
• Focus on specific tasks
• Recent use- Animated Narrative Vignettes
(ANV)- cartoon-like video narratives of hypothetical
&reality-based stories (involves classroom teaching
& learning)
• ANV used
* To assess knowledge
* Problem solving skills
* Dispositions of children
Agricultural education
• Helps the teaching fraternity
• Mind engaging task- based activity
• Help the learner learn to trouble shoot the
problems by means of knowledge,
understanding, application, synthesis, analysis
& evaluation
Briefing
• Four elements
* Review the actual work of the
exercise
* Discussion of
* any important points raised
* the relationship between the
exercise & the subject matter
* the group processes
* any broader issues raised

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