Online Conference on
Learning and Teaching with Technology
in Art Design and Communication
DeL Online March 2006: speakers: David Rowsell
David Rowsell
Flexible Simulations for Elearning
This presentation will re-examine the use of learning simulations and the specifics of building simulations suitable for elearning contexts.
Simulation software tends to be expensive to produce, particularly if it makes extensive use of computer game-like graphically sophisticated 3D animation. For some purposes, such as flight trainers or medical simulators, a high level of visual (and even tactile) verisimilitude is desirable. In general, however, the added learning value of rich visual representations is questionable. High-level graphics not only keep the cost of production up they also tend to reduce flexibility in applying software to a range of learning objectives.
In principle, any simulation can be modelled as a series of learner responses to data released over time. A learner response might consist of an adjustment of an environmental variable, completion of a task (or sub-task), interaction with another simulation participant (computer or human) and so on. The design of the simulation (the assignment of tasks, flow and content of data, control of interactions etc.), determine the quality of any learning experience. That is to say, it is possible to design and run a good simulation in graphically lean environments. This leads to the possibility of rapid simulation builds and increased flexibility in the application of any given simulation.
Examples of graphically lean simulations will be examined. Some of these can be constructed using standard Virtual Learning Environment (VLE) tools.
Simulations provide a very specific learning experience, one that can be
timetabled effectively alongside face-to-face teaching to supply an online
component to a course (a “blended” learning solution). If a means
of assessment is combined with the simulation event, then a very powerful
learning package becomes a real possibility. Assessment structures, tools
and practices can be more readily applied within the generic VLE than in a
purpose-built piece of simulation software. We shall be investigating these
means of assessment: looking at both how to construct them and how to maximise
their value.
Biography
Before moving to the University of the Arts, in 2000, David was the course leader for BA Interaction Design and MA Interactive Digital Media at Ravensbourne College of Design & Communication.
David's interests are in all aspects of e-learning in art, design and communication. Everything from course design to the development of interactive digital content. In recent years he has coordinated the introduction of the University's virtual learning environment across all five colleges of the University.
David has published in the areas of aesthetics, art and design history and theory, the use of digital learning materials, virtual learning environments (in art and design) and the design of online courses.
David Rowsell
University of the Arts London
Website: http://www.linkedin.com/in/davidrowsell
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