Working-, Doing- or Learning-Environments

Designing Dynamical Learning Environments for Simulation: Micro-Worlds & Applets on the World Wide Web

.. in relation to parallelism and the parallel instruction theory

Dr. ir. Rik Min
researcher / designer / developer

Faculty of Educational Science and Technology (EDTE), University of Twente (UT)
PO Box 217; 7500 AE Enschede, The Netherlands. E-mail: Min@edte.utwente.nl

http://users.edte.utwente.nl/min



1

Outline lecture





2

Pilot projects





3

Interactive links





4

Topics





5

Discovery learning





6

Micro-worlds

The user (the learner: a pupil, a student, a trainee, etc.)





7

Example

Simulation site with dynamical parts and two parallel windows (working example)





8

Solution: Html, JavaScript and Java
(and building blocks)





9

Example


'Statistics', a working-environment, build with building blocks from from our library 'WebLib'. There is only one building block used by the designer: the graphical output. This output device is a standarized applet, driven by formulas in javascript. The input is a interactive form. (working example)





10

Example


'Sandra', a learning environment based on a simulation, build with building blocks from our library 'WebLib'. There are 5 building blocks: a graphical output, two sliders and two counters. These are all applets, driven by a mathematical model in javascript. (working example)





11

web-based multimedial model-driven simulations





12

Methods & Techniques





13

Principle of model-driven

Principle of model-driven simulations





14

Principle of ICS

Principle of intelligent feedback (ICS), here: video fragments





15

Three actors


The instructor ('Rik') (parallel)

The concept model and the interventions (parallel)               'Maurice' and his complaints (parallel)

The user

The principle of an ICS learning environment, based on model-driven simulation, to get beter insight in a realistic dynamical phenomenon and insight between input and output, or parameters and variables, of that phenomenon





16

Example

Simulation site with dynamical parts and four parallel windows (and ICS) (working example)





17

Problem (a) and Instruction (b)

  • Parallelism --> Split Attention --> Cognitive Load





  • 18

    Principle

  • problem (a) and instruction (b)





  • 19

    Theories





    20

    Solutions

    1 2
    3

    1. first order parallelism.
    2. second order parallelism.
    3. A big web-page (surface bigger then 100%)
    (virtual parallelism)
    x varies between 1 to 30 cm or more





    21

    The concept of the PI-theory:





    22

    More information





    23

    References





    24

    Simulators





    25

    Example version a


    'Fish pound'/'Vijver', an e-Learning environment for simulation, based on a mathematical model implemented in Java and build with our JavaTHESIS system, inclusive our library 'SimLib', according to the Parallel Instruction theory. (working example)

    Example version b


    The same 'Fish pound'/'Vijver'. Left: some parallel instructions (exercises). (working example)

    Example version c


    The same 'Fish pound'/'Vijver'. Right: a parallel notebook for hypotheses; works on basis of cookies. (Sometimes called scratchpad.) (working example)

    Example version d

    The same 'Fish pound'/'Vijver'. Embedded in a tele-course in our course managment system: TeleTOP (more embedded; embedded in courseware)





    26

    Example with a lot of parallel instructions

  • Simulation site with BOILER; build with 'SimLib' and JavaTHESIS
    (
    working example with parallel instructions as video, audio and texts)





  • 27

    Conclusions





    Enschede: Erfurt, june 27, 2002.