1. Pekka Ihanainen Haaga-Helia UAC School of Vocational Teacher Education pekka.ihanainen @haaga-helia.fi +358 400 540868 Simulation pedagogy: preliminary views, personal ”attunements” For a background … - how is it learned in a spesific vocational context (turism)? --> learning conditions - competence claims of work (tourism)? --> learning goals - Simulator, simulation, virtual reality, virtual game? --> implications for pedagogy - simulation based instruction features? --> general pedagogical factors - features of a specific simulation (Hephaistos …)? --> learning and instruction context - learning by simulation? - studying by simulation? - teaching by simulation?

2. Pekka Ihanainen Haaga-Helia UAC School of Vocational Teacher Education pekka.ihanainen @haaga-helia.fi +358 400 540868 Simulation pedagogy - model 1 (Salakari, 2004; modified by PI) Preliminary activity Simulation Authentic reality Mental model Authentic activity attitudes motivation readiness abilities creation of mental model transfer (f2f and) online facilitation Simulative learning, studying, teaching

3. Pekka Ihanainen Haaga-Helia UAC School of Vocational Teacher Education pekka.ihanainen @haaga-helia.fi +358 400 540868 Preliminary activity - needs of learning by s. - goals for learning by s. - knowledge and skills for simulation use - instructions - facilitation information - schedules of activities - forums for questions, meetings etc.

4. Pekka Ihanainen Haaga-Helia UAC School of Vocational Teacher Education pekka.ihanainen @haaga-helia.fi +358 400 540868 Simulation - self directed activities (instructions) - facilitated activities (intrinsic facilitation - processual, supportive, guide on the side, participative; external facilitation - instructions before and after s.) - feedback (during and after simulation)

5. Pekka Ihanainen Haaga-Helia UAC School of Vocational Teacher Education pekka.ihanainen @haaga-helia.fi +358 400 540868 Mental model (during and after s. activity) - assignments for explication - shared reflection process for concious understanding

6. Pekka Ihanainen Haaga-Helia UAC School of Vocational Teacher Education pekka.ihanainen @haaga-helia.fi +358 400 540868 Activity in natural/authentic environments - activity reflection - comparisons between simulative and real activities - implications of the mental model

7. Pekka Ihanainen Haaga-Helia UAC School of Vocational Teacher Education pekka.ihanainen @haaga-helia.fi +358 400 540868 Facilitation Objects: - transitions from preliminary activity to a simulation and formation of a mental model, and from simulation/mental model to an authentic activity in real environments - transitions inside a simulative activity and formation of a mental model continuum - interaction between a simulation and an authentic reality; their mutual impacts - attitudes, motivation etc. ; start of a simulation - a simulation process - formation of a mental model - transfer of learning to an authentic activity Modes: - participative (peer-like facilitation) - authoritative (mentor-like facilitation) - support of learning and study (tutor-like facilitation) - support of social process (group/community forming) - support of individuals (empathy, instructions, advices)

8. Pekka Ihanainen Haaga-Helia UAC School of Vocational Teacher Education pekka.ihanainen @haaga-helia.fi +358 400 540868 Simulation pedagogy - model 2 (Salakari, 2004) Challenges for simulation pedagogy: concrete activity with topics in ”instruction” column

9. Pekka Ihanainen Haaga-Helia UAC School of Vocational Teacher Education pekka.ihanainen @haaga-helia.fi +358 400 540868 Clark Aldrich: Simulations and the Future of Learning - simulation (pedagogy) demands three kinds of contents and activities - linear, cyclical, open-ended, - especially cyclical and open-ended - what linear, cyclical and open-ended mean as simulative learning and simulation pedagogy activity? - have to define and make operative (in simulation game): - activities to learn and teach - dynamic people variables - logical stategies (simple-complex, concrete-abstract, vague-explicit, too little-too much; free-quided etc.) - the physics system (reception, dining room etc. sim. environments) - the interface system (e.g. marketing-services-production) - the animation system (how figures behave?) - the dialogue system (how interactions are diplayed?) - the set and character system (events to simulate)

10. Pekka Ihanainen Haaga-Helia UAC School of Vocational Teacher Education pekka.ihanainen @haaga-helia.fi +358 400 540868 References Hannu Salakari, 2004. Practical Skills Virtually - the Development of Pedagogical Model for Simulator Instruction (in finnish). University of Tampere (Licentiate Dissertation), Tampere Clark Aldrich,2004. Simulations and the Furure of Learning. An Innovative (and perhaps Revolutionary Approach to e-Learning). Pfeiffer, San Francisco.