Real world-experiences paper given in Orlando Sloan-C conference 2013
1. Bringing Real World Experiences to online
learning using simulation
John Bourne, Ph.D
Chief Academic Officer
American Sentinel University
Executive Director Emeritus, The Sloan Consortium
Emeritus Professor at Olin College, Babson College
2. Why consider Simulation for “Real
World Experiences?
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3-D Simulations based on game engines provide high-fidelity realism.
The way students learn best is by “doing”; “doing” things can be done
in a 3-D world.
• But, it is a challenge to “do” online – we think 3D simulations
provide that affordance through situated learning in immersive
environments.
3-D Game technology now provides an excellent platform for creating
learning situations that are:
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Engaging, Immersive, Situated
Capture concepts and easily transfer to real world
Hypothesis: students will learn better, retain knowledge longer and be able
to apply knowledge in their careers with more use of immersive simulations
in their education.
13. Affordances for Sims
Sciences: Physics, Chemistry, Biology
Health Care: Nursing, Medicine, Pharmacy, Informatics
Arts and Sciences, General Ed: History, Sociology,
Literature……
Technology: Programming, CS, IS, Game Design and Building,
GIS,
Engineering:
Mechanical/manufacturing: Chemical: chemical plants ,
process flow;
Civil -construction, historical events (e.g., Tacoma narrows)
Math: using affordances of 3D mathematical knowledge, learning
math through visualization, game design
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14. Creating a Mash-up Strategy for
Delivery
Hello:
This is Rick, I’m
your guide-on-theside. Ask me about
things you want to
know about using
this learning
system:
Traditional Web
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1
Virtual Campus
2
Artificial Intelligence
3
16. Museum and Resource Center
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Slides on nursing history
(walk around, review, talk
to docents)
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Resources for how to use
tools (e.g. Turn it in,
ePortfolios, Moodle)
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Staffed by bots and
student success advisors
21. Assessing Simulations
Characteristic
Description
Onboarding
Introduction provides explanation tutorial and practice
Interaction
Robust interaction with sim
Feedback
Immediate feedback given
Identity
Learning identifies with own identity in-world
Immersion
Immersion provides “Flow” (Csikszentmihalyi)
Pleasurable frustration
Provides challenges that are overcome with work
Manipulation
Objects in-world can be manipulated (fluid)
Increasing skills/knowledge
Scaffolded learning is evident and clear
Rules
Rules are provide at outset
Informed learning
Students understand what the rules are
Pedagogy
The material could not be taught without the sim
Multi and single player
COI is evident and NPCs used for anywhere-anytime
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22. View through windshield
Windshield Survey for Nursing
Community Health course:
Systematic observations made from a
moving vehicle with an objective of
improving health in a community.
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29. The Next Immersion step: Oculus Rift
and Razer Hydra
How do you
teach how
to draw
blood?
Millimeter accuracy
30. Some things you can do!
• Learn about educational simulations
• Build simulations with Unity 3D engine for free
(www.unity3d.com for download).
• Talk to Reaction Grid (at this conference) and to our
American Sentinel team that is creating sims for
STEM fields (especially nursing)
• Join the Sloan-C STEM special interest group
• Write me (John.Bourne@americansentinel.edu)
about your interests