Instructional Technology Ponderings

Today, I am back on the topic of simulations. I ran across this simulation, Darfur is Dying, today. The ‘game’ is a narrative simulation where the player takes on the role of a displaced darfuian, and negotiates with forces that are threatening the survival of his/her refugee camp. This game was created as a part of a contest.

On the Simulation Web site itself, it states,

Darfur is Dying is a viral video game for change that provides a window into the experience of the 2.5 million refugees in the Darfur region of Sudan. Players must keep their refugee camp functioning in the face of possible attack by Janjaweed militias. Players can also learn more about the genocide in Darfur that has taken the lives of 400,000 people, and find ways to get involved to help stop this human rights and humanitarian crisis.

Interesting. I wonder what people think of this simulation and how this could be used in a classroom instead of a lecture. Would it be beneficial?

How can these tools help teachers become better teachers? Can they?

I was reading an article this morning, Virtual classroom at the University of Central Florida puts teachers to the test, in the Orlando Sentinel and found it interesting. Interesting on many levels - first, I am planning something similar this coming fall with a class. Second, I believe simulations can and do provide a rich experience for students at any level.

As teachers, we search for effective strategies and methods that provide both dynamic experiences for our students and opportunities that encourage thought and discovery. Simulations are one such opportunity. Simulations provide a sense of immersion into an environment and hopefully provide opportunities for the learner to participate and to think as they would in the ‘real world’ - (outside the classroom walls). Thus, processing, making decisions, and learning.

I am planning to implement a dynamic, live, and very present type of simulated experience this coming fall in SecondLife.  I will be doing this in a beginning course for teachers at CGPS, Teaching and the Development of the Learner. Students will have opportunities to role play in this world and to practice maintaining a safe and productive classroom environment. Students will use this simulated environment by creating avatars and participating in different roles (student and teacher).  As the article suggests, if there is a problem in the classroom, you must fix it. Students will have opportunities to practice doing just that. The benefit, it is simulated and they will receive constructive feedback with opportunities for practice.

It is an interesting and good article. Take a look.

Virtual worlds have been in the forefront of my mind lately. I have explored virtual worlds - secondlife is one such example - but the extent of my exploration has been secondary not primary. I am a participant in virtual worlds not a creator of them. I attend groups and discuss possibilities of virtual worlds in education. I spend time exploring places I want to learn more about and the complexities of virtual worlds themselves but I have not stepped boldly to the next level - that of creator. I am unsure how to take this next step. Some questions that I have

I attempted to apply for a plot of land for one semester in secondlife to explore these questions first hand with my students. I wanted to take a look at creation and its benefits. The response I received was ‘NO’ due to the increase of applications for semester plots. I was very disappointed but I am also very excited that many educational institutions are applying for plots of land to investigate and explore virtual worlds for a semester with their students. I slowly plan  to take this next step, that of creator, to begin to determine the effectiveness of  virtual worlds from a constructivist stand point (knowledge creation). Possibly, my answers will come sooner than later with the influx of educational institutions applying and receiving plots of land in secondlife.