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Design Model for Learner-Centered, Computer-Based Simulations
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Selected Research and Development Presentations at the National Convention of the Association for Educational Communications and Technology (AECT) Sponsored by the Research and Theory Division,

Abstract

This paper presents a model for designing computer-based simulation environments within a constructivist framework for the K-12 school setting. The following primary criteria for the development of simulations are proposed: (1) the problem needs to be authentic; (2) the cognitive demand in learning should be authentic; (3) scaffolding supports a focused effort relevant to the learning goals; (4) coaching promotes learning rather than directing or correcting performance; (5) reflection supports abstracting, synthesizing, and extending the learning; and (6) the environment should be engaging. With these criteria as a basis, this paper evaluates "The Chelsea Bank," a simulation package that consists of 15 scenarios in which groups of learners act as either a bank teller or a customer service representative. Contains 12 references. (AEF)

Citation

Hawley, C.L. & Duffy, T.M. (1998). Design Model for Learner-Centered, Computer-Based Simulations. Presented at Selected Research and Development Presentations at the National Convention of the Association for Educational Communications and Technology (AECT) Sponsored by the Research and Theory Division 1998. Retrieved November 19, 2019 from .

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