Final+Exam

Catherine Murphy Final Exam EDET 709, Spring 2011 May 2, 2011 = The Use of Games, Simulations, and Micro-worlds in Instruction =

As a formulate my answer to this question, I think about my interaction with technology as a child and adolescent. I remember “computer time” in elementary and middle school on Apple computers in the late 1980s and early 1990s. It was absolutely my favorite time in school; a break from the mundane, a chance to get outside of the classroom and have some fun! Along with learning basic computer skills, we had free time to play “Oregon Trail,” use the paint tools on computers, and just explore technology. Now I realize that free time in the computer lab was also a valuable learning experience.
 * How have you personally utilized games, simulations, and/or micro-worlds for learning or leisure?**

“Oregon Trail” is an educational game – or simulation in which players have to navigate the Oregon Trail in the early United States expansion to the west. Science, math, history, decision making and problem solving skills were utilized and developed through gameplay and important to “survival” or finishing the game. When I was in middle school (early 1990s), my mother brought an old computer home from her office. I was mesmerized! My favorite game to play at home was “Where in the World is Carmen Sandiego?”, which again utilizes problem solving, decision making, time management, history, language arts, and science skills to solve the case of the missing “loot” and capture the crook. My family also had game nights and play Trivial Pursuit or Monopoly. I developed strategizing skills and retrieved information from my knowledge base and was able to create new knowledge through games.

As an educator, I have utilized games and simulations in the classroom. I quickly learned games can be a classroom management tool, and break through language barriers in my elementary and middle ESL classrooms in Seoul, South Korea. I would meet my students once a week, and would usually integrate one game or simulation per class meeting. I used Jeopardy as review. I made a micro-world in the classroom with different areas of the room representing different locations in a city, an airport, the doctor's office, etc. I blindfolded one student and let others guide them through asking others for directions to reach a goal. Games, simulations, and micro-worlds can be utilized in any type of instruction. Simulations and micro-worlds, when designed effectively, can transport the learner into a virtual world that the brain recognizes as actually being inside the virtual world. However, the use of games, simulations, and micro-worlds is not appropriate for every situation. The instructor must be mindful of his or her students' needs and ability levels, content ,and context when using games in the classroom.


 * What needs to be learned about 'how people learn' to improve instruction?**

There's no learning theory that can be applied to every learner, task, or environment. However, as we move further into the 21st century, educators must become well-versed in the use of multimedia in instruction. Professional development instructing current teachers on effective use of multimedia tools, traditional and contemporary learning theories, multimedia development, and Bloom's Taxonomy should be offered often, and updated often as new technologies emerge. This is a large task for school districts, higher education, and technology trainers in business environments. However, I see the role of instructional designers taking on more of a consultant to keep educators up-to-date. Once educators have the main ideas of how our brains work and react to multimedia, the foundation will be stable.


 * What do you think is the future of education and learning?**

It's hard to imagine what education will be like five years from now, let alone 10, 20, or 50 years down the road. New technology is emerging at an exponential rate, and seems to move faster and faster with each passing year. How can we keep up?

I see the future moving away from the traditional classroom setting, and more into virtual, and online education. Synchronous learning environments are important to the social and cultural development of students, especially during early stages of physical and psychological development. However, I see multimedia becoming a mainstay in instruction, with higher education, and professional development for adults moving further away from the traditional classroom setting. Simulations and micro-worlds can be extremely valuable in education of late-adolescents and adults. The use of multimedia is much more cost effective than having employees or college students travel for learning opportunities, when effective learning can take place in the workplace or at home at the learner's leisure.


 * How might schools change?**

I believe we'll see more education taking place in asynchronous environments. Schools will have computers, or mobile computing devices for each student. Students will take on a more self-paced approach to learning, and the world will be interconnected through multimedia tools and the internet. Basically, the world will become a series of micro-worlds, and everyone will be a teacher and student. Again, face-to-face instruction will most likely not be replaced for children, adolescents, and adults in many situations, but can be enhanced greatly through the use of technology.


 * What role might simulations, games, and micro-worlds hold in the future?**

In the future, I see simulations being useful for instruction in K-12 schools for all sorts of instruction. Simulations of science experiments, such as animal dissection and chemistry can improve the safety of the classroom and be more cost-effective. Games can improve instruction on the “knowledge” level of Bloom's Taxonomy, such as rote memorization, but also be used for higher-order thinking skills with appropriate planning. Micro-worlds can open doors to new worlds for students who may not be able to physically experience instructional content in context. For example, participating in a micro-world that takes place in the past to learn about history, or travel to another country to learn a new language. Simulations can be used in professional development to teach behavioral tasks, such as how to use a piece of equipment. Basically, simulations, games, and micro-worlds will expand the classroom to the virtual and physical world.


 * Can you propose a new learning theory?**

I don't think I can propose a new learning theory, I would, however, merge parts of several theories together to address the changes in education brought on by advancements in technology. I would focus on cognitive and constructivist theories, as well as take newer theories of multimedia learning, and UDL (Universal Design Learning) into account to make sure instruction is meaningful to learners in any given context.