How People Learn with Computer Simulations

2010 ◽  
pp. 485-504 ◽  
Author(s):  
Douglas L. Holton
Keyword(s):  
Learning Environment ◽  
Educational Research ◽  
Computer Simulations ◽  
Careful Consideration ◽  
Effective Learning ◽  
Learner Centered ◽  
How People Learn ◽  
And Training

Using the four lenses of the How People Learn (HPL) framework, this chapter reviews research on the use of computer simulations for pedagogical purposes. Deciding when and how to support effective learning with simulations requires careful consideration of learner-centered, assessment-centered, knowledge-centered, and community-centered issues. By reviewing educational research on simulations from these four perspectives, one may then be better equipped to incorporate simulations into instruction and training in a manner that can align and balance all four perspectives, resulting in a more effective learning environment.

Introduction

2005 ◽  
pp. 1-22 ◽  
Author(s):  
Badrul Khan
Keyword(s):  
Learning Environments ◽  
Education And Training ◽  
Effective Learning ◽  
Quality Instruction ◽  
Training Systems ◽  
Learner Centered ◽  
And Training ◽  
Facilitated Learning ◽  
Good Support ◽  
Tremendous Impact

Advances in information technology, coupled with the changes in society, are creating new paradigms for education and training. These massive changes have tremendous impact on our educational and training systems. Participants in this educational and training paradigm, require rich learning environments supported by well-designed resources (Reigeluth & Khan, 1994). They expect on-demand, anytime/anywhere high-quality instruction with good support services. To stay viable in this global competitive market, providers of education, and training must develop efficient and effective learning systems to meet the society’s needs. Therefore, there is a tremendous demand for affordable, efficient, easily accessible, open, flexible, well-designed, learner-centered, distributed, and facilitated learning environments.

scholarly journals Les Obstacles Qui Entravent L’application De L’approche Par Compétences Par Les Enseignants Du Secondaire Qualifiant

2018 ◽  
Vol 14 (4) ◽  
pp. 249
Author(s):  
Abdelali Arbia ◽  
Fatiha Kaddari ◽  
Rida Hajji Hour ◽  
Abdelrhani Elachqar
Keyword(s):  
Educational Research ◽  
Education System ◽  
The Other ◽  
Effective Learning ◽  
Low Level ◽  
The Third ◽  
Full Support ◽  
Spss Software ◽  
And Training

Current educational research is almost unanimous on the fundamental role of the competence approach (CA) for effective learning. In fact, on one hand it promotes a better learning, on the other hand it guarantees less stressful conditions for teachers. To be part of this movement, the Moroccan education system adopted this approach since 2000. Since the implementation of this approach can not succeed without the full support of the faculty, where the questions on the origin of this work: have the teachers adopted this approach, as it actually applied, what are their representations on it. To provide some answers to these questions, we have developed a questionnaire that we sent to the 300 teachers of the Secondary Qualifying cycle of several institutions of the Regional Academy of Education and Training of Fes-Boulemane in Morocco. Analysis of this questionnaire using the SPSS software shows that the main obstacles to the application of CA are four. The first obstacle is the low level of the students, the second obstacle is the overload of the programs the third obstacle is the high number of pupils in the classes and the fourth obstacle is the lack of training of the teachers in the CA. Almost half of teachers report that the objectives of applying the competencybased approach are not being met. Hence the need, to operationalize this approach, to act at all levels namely learners, teachers and curricula.

A Textbook and Other Resources for Teaching Challenge-Based Biotransport

2011 ◽  
Author(s):  
Robert J. Roselli ◽  
Kenneth R. Diller
Keyword(s):  
Active Learning ◽  
Learning Environment ◽  
Direct Evidence ◽  
Real Life ◽  
Traditional Lecture ◽  
Student Activities ◽  
Effective Learning ◽  
Class Time ◽  
Learner Centered ◽  
Challenge Based Learning

An important outcome of the VaNTH ERC for Bioengineering Education Technologies is direct evidence of the effectiveness of challenge-based learning. This is a form of active learning that is based on the principle that the most effective learning environment is not only knowledge-centered, but is also learner-centered, assessment-centered and community-centered. Challenges presented in such a learning environment are most effective when they are based on real life applications that are of interest to the learner, but require the learner to extend his/her knowledge base before the challenge can be solved. By design, some of the necessary knowledge is gained outside the classroom and some is gleaned by student activities conducted inside the classroom. An objection to the use of active learning raised by some instructors is that less material can be covered in the classroom than in a traditional lecture-based course. Although this is true, it is not true that less material can be covered in an active learning course than in a lecture-only course. Instead, concepts that are easy to grasp can be moved to out-of-class activities, allowing more in-class time for the more difficult concepts. We have developed resources that can assist instructors of biotransport to begin adopting the challenge-based approach.

scholarly journals Same Water, Difference Dreams: Salient Lessons of the Sino-Japanese War for Future Naval Warfare

MCU Journal ◽  
2020 ◽  
Vol 11 (2) ◽  
pp. 35-50
Author(s):  
Andrew Rhodes
Keyword(s):  
Organizational Culture ◽  
Education And Training ◽  
Careful Consideration ◽  
Cautionary Tale ◽  
Naval Warfare ◽  
Operational Level ◽  
The Future ◽  
Chinese Military ◽  
And Training

American officers considering the role of the sea Services in a future war must understand the history and organizational culture of the Chinese military and consider how these factors shape the Chinese approach to naval strategy and operations. The Sino-Japanese War of 1894–95 remains a cautionary tale full of salient lessons for future conflict. A review of recent Chinese publications highlights several consistent themes that underpin Chinese thinking about naval strategy. Chinese authors assess that the future requires that China inculcate an awareness of the maritime domain in its people, that it build institutions that can sustain seapower, and that, at the operational level, it actively seeks to contest and gain sea control far from shore. Careful consideration of the Sino-Japanese War can support two priority focus areas from the Commandant’s Planning Guidance: “warfighting” and “education and training.”

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