Monday, January 10, 2011

Lb#8 TEACHING WITH CONTRIVED EXPERIENCES

  In this topic I learned that contrived experience  are edited copies of reality and are used as substitutes for a real things when it is not practical or not possible to bring . These contrived experience are designed to simulate to real life situations. In this experience we used models, mock ups, specimen and objects to overcome limitations of space and time, to edit reality for us to be able to focus on parts , to overcome difficulties of size, to understand the inaccessible and help the learners understand abstraction.  A mock- up is an arrangement of a real device or associated devices, displayed in such a way that representation of reality is created. It is also a special model are the parts of a model are single out.
   To make our classes interactive and to develop the decision -making skills and knowledge construction skills of our students we should use simulations and games. So, according to Orlich, et al 1994 their are ten general purposes of simulations and games in education.Like to develop changes in attitudes, to change specific behaviors, to prepare participants for assuming new roles in the future, to help individuals understand their current roles, to increase the students ability to apply principles, to reduce complex problems , to illustrate roles that may affect one's life but it may never assume, to motivate learners, to develop analytical processes ant to sensitize individuals to another persons life role.
   Games are used for any purposes like to practice or to refine knowledge/skills already acquired, to identify gaps or weaknesses in knowledge  to serve as a summation and to develop new relationship among concepts and principles.

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