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ELEMENTS OF A SUCCESSFUL EDUCATIONAL SIMULATION Robert E. Morgan Copyright 1999 Based on our work with simulating activities in education, we feel that the following points are critical in developing a successful educational simulation: 1. Have a clear understanding of what it is that you would like students to learn. Clarify your objectives. 2. Know what you would like your students to experience. Experience is one of the major reasons for simulating an activity. 3. Clearly explain to students the purposes of the simulation,what their tasks are, and what your expectations are. If training is needed for students to successfully perform their tasks during a simulation, make sure that you provide that training. 4. Within the bounds of reason, be a stickler for detail and accuracy. Strive for realism. Some of the space shuttle simulations we have seen at, other schools have had students going to other planets. The space shuttle is an orbital vehicle, however, and is not capable of travel to the planets or the moon. So, our shuttle missions do not include other planets. On the other hand, we can’t really simulate weightlessness or actual liftoff, so we don't try. 5. Although detail is important, an overall feeling of reality can often best be created with size. lf you're simulating a cathedral, anything that creates the impression of spaciousness and vastness is important. 6. The physical characteristics of a simulated environment must inspire a student's imagination. The student must be able to be an astronaut or a fifteenth century sailor or a member of a wagon train...or whatever. 7. Fully enclosed space is important in simulations. The less obvious the existence of a classroom, the better the simulation. A space shuttle is more a space shuttle if fully surrounded by walls and ceilings. It is not necessary to enclose all space, but any simulation should probably include some fully enclosed space that can be entered by students. As with any enclosed space, great care should be taken to provide a safe environment with easy access to exits for students and teachers. 8. Despite the value of enclosed space, it is possible to simulate large objects or areas by simply outlining their floor plan with masking tape on the floor or chalk on the athletic field. Students can get a good sense of an object’s size by its floor plan. We couldn't actually build a full size space shuttle, but we could outline the size of the shuttle so that students can be develop a correct. concept of size. 9.One of the values of a good simulation is its ability to develop concepts and conceptualization. Work toward appropriate levels of conceptual understanding. Simulations provide an environment for conceptualizing and conceptual development. 10. Differentiate for yourself and your students the difference between the physical unit which is built for a simulation, the active part of the simulation, and training or other activities which lead up to but are not actually part of the simulation. 11. Simulations provide a way for concepts and ideas to be remembered. Properly done, they are a kind of event that allows students to internalize major concepts. Like any exciting event, school simulations dramatically help students internalize concepts. 12. Provide students with clothing appropriate to the simulation. Clothing doesn't have to be elaborate--just enough to let students become the characters they're supposed to be |