(U.S. Department of Commerce: Technology Administration, 2002)
Redefining a teacher’s role is driven by advancements in technology and the ‘pressure’ of integrating them in some form or fashion into their curriculum. These new technological advances allow students access to immersive virtual and face-to-face environments. Teachers will be able to provide performance-based assignments and demonstrate, in detail, challenging learning moments that should motivate, encourage, and allow students to aspire to learn more.
Pedagogical Efforts for 2025: Transforming Education As We Know It
At the rate technology changes, teachers will need to stay one or two steps ahead the teaching curve by diligently attending professional development courses that will upgrade their skills and provide them with a multitude of tools to integrate into their classrooms. “Making effective use of these tools and redefining the roles of teachers and other professionals… will require creative management by education and training institutions and supporting industries….” (U.S. Department of Commerce: Technology Administration, 2002).Imagine…. “…one team of students was even successful at accessing and manipulating a probe in the virtual lab that was linked to a real satellite in space collecting data on the sun’s rays. Data was sent back to the virtual lab for student analysis …” at which time the instructor could track the student’s progress and provide timely feedback if needed. (U.S. Department of Commerce: Technology Administration, 2002). This scenario can happen inside a MUD (multi-user domain) lab, which is a collaborative virtual environment. Known by several different names, MUD “(MultiUser Dungeon, MultiUser Dimension, MultiUser Dialogue), [is a virtual environment of] Interactive games played by several people at a time on the Internet. … MUDs have also evolved into 3D virtual reality sites” (The Free Dictionary, 2011). This scenario can become a reality if collaborations are made between forward thinking schools and organizations. A collaboration of this type will help lead the way toward more dynamic learning environments for teachers and students.
No matter where the teacher’s physical location is in relation to his/her students, immersive advanced technologies will connect them via virtual classrooms. Therefore, classroom boundaries will meld into a ‘flat learning’ environment “…that allow natural discussion, collaboration, and interaction among physically distant participants….” (U.S. Department of Commerce: Technology Administration, 2002).Simulations for Education: A Continual Wave in Learning
Computer simulations, an instructional methodology, are an important element in distance education since it allows for interactive hands-on training. This high-level of hands-on training allows students the opportunity to interact and solve real-life situations without putting them into danger or costing an organization a lot of money. Computer simulations allow students to learn and achieve their instructional goals using this type of instructional method. It also stimulates their appetite to learn using other high-level instructional methodologies. See table A for “…computer simulations in distance education illustrated by seven simulation projects” (Lunce, 2004). As with any technology, “…development of computer simulations may involve extensive planning and require significant investment of labor and financial resources” (2004); however, once the base model is in place, maintenance of the simulation would need to be implemented on a regular basis. On the other end of the spectrum, simulated trainings for space shuttle missions are implemented at Kennedy Space Center (KSC). These simulated training allows people to experience hands-on tasks associated with space shuttle missions. To share in their experiences, click here to visit KSC’s Interactive Media site and click on any of the interactive multimedia, simulations, or virtual tours. As a shared environment, virtual worlds bring simulated events to ‘life’ for multiple users through an online interface. There are many different types of virtual worlds and to help identify them Table B explains six features virtual worlds have in common. “Some virtual worlds have been created for educational purposes…. Educational worlds come in a wide variety of forms, including 3D recreations of museum and gallery spaces, computer programming tutorials, virtual libraries, and meeting spaces for online university courses…. A great example of a corporate-sponsored educational world is Mokitown.” (Future For All, 2005b)
Another example is of learning centers in SecondLife. “Many college professors are turning to virtual worlds in order to provide distant students with an interactive, three-dimensional environment for learning….” (Queen, M., 2008). What attracts teachers and students is “The scalability of virtual worlds…” because of the ability to virtually explore traditional textbook driven courses in great detail (2008). For example, taking a tour of “…the cardiovascular system in a miniature submarine winding your way through the veins and into the heart's chambers then pushed back into the arteries…” (2008).
Robotics: Another Wave in Continual Learning
Imagine…. You are one of 20 students sitting in a classroom being shown a demonstration of a pregnant woman going through 9 months of pregnancy in less than 30 minutes. You’re not reading this in a textbook; you are seeing your instructor’s see-through belly growing as the baby grows during its 9 month gestation period. You can see the cells multiplying, the skin, hair, eyelids, etc. forming, and the baby moving. How is this possible? This scenario can happen in high school or in a training facility with a robot. A robot that teaches the phases of pregnancy can be a valuable tool in a students’ learning process. There could be other uses for robots in the classroom, such as demonstrating musical notes and lyrics, historical events, interactions between people, etc. Teachers can use a robot to bring to ‘life’ certain events in their classrooms. With the help of artificial intelligence (AI), a robot can turn from a “…realistic looking machine into a life like robot” and be instrumental in social interactions with humans (Future For All, 2005a). References
Future For All (2005a). The Future of Robotics. Retrieved November 21, 2010 from http://www.futureforall.org/robotics/robotics.htm Future For All (2005b). Virtual Reality. Retrieved April 16, 2011 from http://www.futureforall.org/vr/virtualreality.htm
Lunce, L. M. (2004). Computer Simulations in Distance Education. Retrieved April 10, 2011 from http://itdl.org/Journal/Oct_04/article02.htmQueen, M. (2008). Virtual worlds in higher education. In B. Hoffman (Ed.), Encyclopedia of Educational Technology. Retrieved April 16, 2011, from http://edweb.sdsu.edu/eet/articles/vrhighered/start.htm
The Free Dictionary (2011). MUD. Retrieved April 9, 2011 from http://encyclopedia2.thefreedictionary.com/Multi-User+Domain U.S. Department of Commerce: Technology Administration (2002). VISIONS 2020: Transforming Education and Training Through Advanced Technologies. Retrieved April 9, 2011 from http://isites.harvard.edu/fs/docs/icb.topic443490.files/2020visions.pdf
Table A
| Open Software Solutions | Sharp and Hall (2000) reported on a case study of a software engineering course offered through the Open University in the United Kingdom (UK)…. The object of the simulation was to give students a feel for participating in a software development team in a realistic workplace setting…. Although results were mixed, in general students viewed the computer simulation as engaging and easy to use. Positive responses to the simulation focused on the inclusion of real-world case studies. Negative responses addressed the relevance of the simulation’s multimedia interface to the course and the amount of time required to work through the course pack…. The distance education course discussed by Sharp and Hall (2000) is the subject of ongoing study. |
| A VR-enhanced Computer Simulation | Sung and Ou (2001) reported on a Web-based computer graphics course in which VR technology was incorporated into a computer simulation.… The computer graphics course was offered through the Department of Electrical Engineering, National Central University, Chung-Li, Taiwan. http://www.ncu.edu.tw/English/. …students who had access to the VR-enhanced computer simulation returned frequently to the course Web site to refresh their skills.… Students reported that using the VR-enhanced computer simulation was a rewarding and positive experience. This type of high-level learning was possible because the simulation involved the student in active completion of specific tasks and complex operations. |
| Java Applet-based Micro Worlds | Min (2001) reported on an ambitious project conducted at the University of Twente in the Netherlands, http://www.utwente.nl/en/, in which Java applets were used to deploy computer simulations to students in an array of distance settings. These Java applet-based computer simulations, referred to as, “micro worlds”, were designed to be downloaded over the Web (Min, 2001).… The student was directed to construct and test a hypothesis, and manipulate one or more parameters of the computer simulation until the simulation model behaved normally. Given the relatively small file sizes of Java applets and the ease with which they can be accessed through the Web, the Java applet computer simulations described by Min may be applicable to a wide range of distance education situations. |
| “Chernobyl”, “C3 Fire” and “ERCIS” | Granland, Bergland and Eriksson (2000) reported on the development of three Web-based computer simulations for distance education, conducted in the Department of Computer and Information Science, Linköping University, Linköping, Sweden…. The three computer simulations… us[ed] Java applets…. The “Chernobyl” computer simulation [taught] basic operations of a nuclear power plant… [, which] introduced plant operations and allowed the student to deal with certain malfunctions…. The “C3 Fire” computer simulation …present[ed] “Command, Control and Communication” (C3 Fire) problems in a Web-based learning environment… [, which] let the student experiment with various strategies for team training, coordination and situation-awareness…. “ERCIS” (group distance exERCISe) simulated certain key aspects of the RBS-70 unit of Swedish Anti-Aircraft Defense… [, which] [provided] “training” with equipment and procedures related to the RBS-70 unit (Noble, 2002)…. While the authors presented no data in support of their research, they asserted that Web-based computer simulations have two key advantages for distance education. The first… is that computer simulations built with Java applets are easily and widely accessible to …student[s] with Internet access…. Second… [is that] computer simulations can present the learner with opportunities to experience dynamic and interactive environments. |
| “MODEM” | Hensgens, et al, (1998) reported on the “MODEM” project (Multimedia Optimisation [sic] and Demonstration for Education in MicroElectronics) http://www.ecotec.com/sharedtetriss/projects/files/modem.html... [, which] was developed at the Research Institute for Knowledge Systems (RIKS bv), Maastricht, The Netherlands. The goal of the “MODEM” project was to allow students to acquire complex knowledge and skills relevant to the microelectronics industry through experience with professional microelectronics modeling software tools. Through hands-on experience with real-world tools in a simulated work environment, students were able to explore and experience the key concepts of microelectronics modeling…. The authors emphasized that the “MODEM” simulation was unique because it incorporated access to real-world resources and was built partially around existing software, i.e. NetMeeting. The authors stated that “MODEM” represented a viable and cost effective approach to the development of computer simulations. |
| Computer Simulation Using Video Teleconferencing | Computer simulations can be incorporated into a wide variety of distance education situations…. Cooper, et. al., (2000) reported on a realistic medical simulation project conducted by the Center for Medical Simulations, Boston, MA. The first phase of the project was carried out at Massachusetts General Hospital on May 22, 1997. The project consisted of several two-way, interactive seminars in which medical cases were presented to large audiences at widely dispersed locations…. According to the authors, these medical simulations were focused on the goals of allowing students to see the effects of their actions in real-time, to enhance learning by facilitating concurrent presentation and discussion and to facilitate student participation at a distance. The simulations made it possible for students to conduct hypotheses testing in real-time and discover cause-and-effect relationships which more traditional instructional methods might have rendered less apparent…. Further experimentation with this type of simulation has been held back due to the high bandwidth requirements of video teleconferencing. However, the development of streaming video may facilitate future research projects of this type. |
| Assessment Instrument for Computer Simulations in Distance Education | A number of research projects have been presented in which computer simulations have been incorporated into open or distance-learning venues. Although the authors of these projects have attested to their success, their claims have not been supported with quantitative data.…. Dean and Webster (2000) examined an interactive computer simulation in the context of a distance education business degree course. Their goals were to develop an instrument to assess whether computer simulations motivate “high quality learning”, and to determine whether computer simulations impact student’s ability to transfer knowledge to the real-world…. The computer simulation used in this study was designed to support development of cognitive models, provide interactive practice, encourage hypothesis formation, hypothesis testing, experimentation and mastery of concepts through application of knowledge to real-world problems.…. survey results indicated that students responded positively to the high degree of interactivity. In this regard, computer simulations do appear to have a positive impact on students’ motivation to study…. The authors encouraged others to develop similar instruments for assessment of computer simulations delivered to students at a distance. |
Table B
| 1. Shared Space: | The world allows many users to participate at once. |
| 2. Graphical User Interface: | The world depicts space visually, ranging in style from 2D "cartoon" imagery to more immersive 3D environments. |
| 3. Immediacy: | Interaction takes place in real time. |
| 4. Interactivity: | The world allows users to alter, develop, build, or submit customized content. |
| 5. Persistence: | The world's existence continues regardless of whether individual users are logged in. |
| 6. Socialization/Community: | The world allows and encourages the formation of in-world social groups like teams, guilds, clubs, cliques, housemates, neighborhoods, etc. |
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