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EdTech 1: Teaching with Contrived Experiences
- 1. Contrived Experiences • “edited”copies of reality • used as substitutes for real things when it is not practical or not possible to bring or do the real thing in the classroom • Designed to simulate to real-life situations
- 3. Models • Reproduction ofreal thing in a small scale, or large scale, or exact size • Made of synthetic materials • Substitute for real thing which may not be operational
- 4. Mock Up • arrangementof a real device or associated devices • Displayed in such a way that representation of reality is created
- 5. • simplified in orderto emphasize certain features • economical or costly device • substitute for real thing Mock Up
- 6. • Sometimes itis a giant enlargement • The planetarium is an example of a mock up in the sense that the order or the arrangement of the planets is shown and the real processes of the planets rotation on their axis and the revolution of the planets around the sun are displayed. Mock Up
- 7. • It isa special model where the parts of a model are singled out, heightened and magnified in order to focus on that part or process under study. • The planetarium involves a model of each of the planet and the sun but it focuses on the processes of the planets’ rotation and so is also considered as a mock up. Mock Up
- 8. Specimens • Individual or item considered typicalof a group, class or whole.
- 9. Objects • May alsoinclude artifacts displayed in a museum or objects displayed in exhibits or preserved insect specimens in science.
- 10. Simulation • Representation ofa manageable real event in which the learner is an active participant engaged in learning a behavior
- 11.
- 12. Simulations • Bomb ShelterSimulation- You Are Under Attack • Play Stores- to teach amounts of money • Awareness Raising Experience- Simulating the experiences of visual and hearing impaired people and those with physical disabilities
- 13. Another instructional materialincluded in contrived experiences is game. Games are played to win while simulations need not have a winner.
- 14. Why do wemake use of contrived experiences? We use models, mock ups, specimens and objects… To overcome limitations of space and time To edit reality for us to be able to focus on parts or a process of a system that we intend to study To overcome difficulties of size To understand the inaccessible To help learners understand abstractions
- 15. We use simulationand games to make our classes interactive and to develop the decision-making skills and knowledge construction skills of our students. Why we use simulations and games in teaching?
- 16. 1.to develop changesin attitude 2. to change specific behaviors 3. to prepare participants for assuming new roles in the future 4. to help individuals understand their current roles 5. to increase the students’ ability to apply principles 10 General Purposes of Simulations and Games in Education
- 17. 6. To reducecomplex problems or situations to manageable elements 7. to illustrate roles that may affect one’s life but that one may never assume 8. to motivate learners 9. to develop analytical process 10. to sensitize individuals to another person’s life role 10 General Purposes of Simulations and Games in Education
- 18. Games are usedfor any of these purposes: • To practice or to refine knowledge and skills already acquired • To identify gaps or weaknesses in knowledge or skills • To serve as a summation or review • To develop new relationships among concepts and principles
- 19. Guide Questions inEvaluating Contrived Experiences • Is the model or mock up necessary or you can make use of the original? • Could some other device such as a photograph or chart portray the idea more effectively? • Is the idea appropriate for the representation in a model? (Is too elementary? Too complicated?)
- 20. Guide Questions inEvaluating Contrived Experiences • Are important details of construction correct? • Could wrong impressions of size, color, and shape result from using this model? • Does the model oversimplify the idea? • If it is workable, will it stand up under frequent use?
- 21. Guide Questions inEvaluating Contrived Experiences • If it is to be made by students, is the model likely to be worth the time, money and effort involved? • If it is purchased, will the model be used often enough to justify its cost? • Will the model act as a stimulus to further learning? • Does the stimulated procedure reduce the amount of instruction required to master the desired skills, attitude and information?