Subject: [IFETS-DISCUSSION:762] Structured and free form
From: Albert Ip (albert@dls.au.com)
Date: Sat 02 Dec 2000 - 05:43:02 MET
From: "Albert Ip" <albert@dls.au.com> Subject: [IFETS-DISCUSSION:762] Structured and free form Date: Sat, 2 Dec 2000 15:43:02 +1100
It seems to me that our discussion is along a continuum:
Cathy's free form exploration to Michael Cenkner's "educational environment
approximating (in a simplified way) a real complex situation" to rule-based
(or model-based) simulation involving AI supported Avatar. Actually, my
conceptualisation of role play simulation is more near to Michael's.
The level of moderation required to run an effective simulation decreases
along the continuum as well. However, I do not see a necessary monotonic
increasing (or decreasing) function of learning opportunities along this
continuum.
The interesting thing about this continuum is the potential of the interplay
of experiential learning with reflective learning. Cathy's notion of time
in term of providing reflective opportunities is another direction to this
role play simulation continuum. In asynchronous environment and with the
benefit of full archive of the existing discussion, there is more room for
reflection. However, in some situation, the ability to respond quickly can
also be a matter of life and death. I suppose we do not like to see a
medical doctor going through a process of reflection wasting valuable time
when faced with a person suffering from an emergency. I suppose taking time
to learn is OK, but at some point in time, it is important to test the
situation under time limitation.
We have been trying to tease out the learning opportunities of role play
simulation learning environment without really linking it with particular
subject domain. I suppose we can discover a lot more if we focus of
applying role play simulation to specific subject domain. Any ideas?
Albert
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