(c) Procedural simulations
--learner manipulates objects, subjected material, or procedures with
the object of mastering them in a real world setting
(b) Iterative simulations
--focuses more on discovery learning, using scientific enquiry to
create hypothesis, build, test, and observe results
(d)
Situational simulations
--model human behaviour focusing on attitudes of individuals and/or
groups in specific settings
Regardless
of the typologies used, the important thing for practitioners, trainers, and
administrators to remember is that for whichever real-life situations your students,
staff, or clients are confronted with, a simulation can be created that
simplifies the real-world while at the same time reflects the important
criteria of that real-world of experience. On the other hand, any simulation,
by definition cannot have any immediate impact on the real-world situation but
enables the participant to feel and perceive how the real system operates, how
his decisions and actions can have impact on the system, and, finally, the
participant experiences the fact that there are real-world tradeoffs following
any real-world decision.
COLLABORATION & OTHER
KEY ELEMENTS
Before
discussing how one goes about planning, creating, and carrying out simulations,
it is important to further embed theory into practice by noting that
collaboration is a key element in the learning process when using simulations.
Concerning research design--especially designs based on constructivist
research--, it is important to note, as Pocaro and
Musawi (2011) have done in their article on implementing computers and
collaboration at
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