So, how could someone get experience without actually doing the very thing that they have no experience in? The answer is simulation. The National Aeronautics and Space Administration (NASA) and the United States military have been doing it for years, and for good reason. The impact of flight simulators on pilot effectiveness is evident (http://net.educause.edu/ir/library/pdf/ffpiu018.pdf ). Pilots can now practice flying multi-million-dollar pieces of equipment without ever having to pay the consequences for "beginner" mistakes. Some medical students are fortunate enough to have access to surgery simulation software, with which they can dissect cadavers without ever having to touch a corpse. Here is an example of some anatomy class support software provided by a current nursing student: http://auth.mhhe.com/APR/aprvi deo/APRoverview newfeatures/APR overviewnewfeat ures.html .
What do you think? Can technology offer valuable "hands-on" experience, or is this type of practice actually just play and not "real" enough to suggest that users know what they are doing? What are some other areas of education where simulations could be beneficial? What are some areas where simulation might not be appropriate?
Like you said NASA has been doing it for years so I think that it can offer some type of valuable hands on experience for some users. In one of my sports management classes that I took in my senior year, I remember that we did some sort of simulation of cold calling, trying to get individuals interested in the product we were selling and hopefully make them a customer in the end. The professor set up different scenarios of what could happen or what could be said during the cold calling. So we had to use some of the techniques that we were taught during class but most importantly we had to know anything and everything about the product that we were selling. So that we could keep this person's interest in the product and also potentially have them become a customer of ours. We didn't know any of the scenarios before hand we just had to trust in the what we already learned,and practiced. In my case it did actually feel as though were in the actual act of cold calling cause in a sense you didn't know what type of person you were going to get, how they were feeling, their interest level etc. So if you can tailor your simulation to your educational area I think that yes it can be beneficial to the users.
ReplyDeleteI believe that simulations can be beneficial in the classroom. During my undergraduate work, we investigated various simulations that upper middle school - high school students could benefit from. One of the simulations we evaluated was the use of the "baby simulators." (http://www.realityworks.com/products.html) This type of simulator helps students realize how hard it is to care for a child of their own. I do think that this type of simulator should be used with older high school students, but we did look at a few middle schools that used these in 8th grade health classes.
ReplyDeleteAnother type of simulator that could be beneficial is a "financial stimulator." This type of simulator is used to portray the different types of lifestyles that are connected with various professions. In the simulation, students can experience what it is like to not have the proper education and still having to provide for their family. They can also see how many things adults must consider when making various financial decisions.
By having students participate in these "life-like" scenarios, educators can influence some of the decisions students make throughout their career. When deciding whether or not to stay in school, the simulation of not having enough money to survive could help sway their opinion of dropping out of school.
I do think simulations can be helpful and useful in the classroom as a way to help students learn. However, I still think they need that real-life experience. I know that I do not want someone operating on me or flying a plane that I am in, if they have only had experience through simulations. Simulations are useful, but they do not always account for "what can go wrong." When a doctor is conducting surgery on a patient, and something goes wrong in the operating room, doctors need to make quick decisions, that simulations may not account for.
ReplyDeleteIn response to what Monica said about "Baby Simulators," I actually participated in a baby simulation when I was in high school for a class I was in. I was given a mechanical baby that I had to care for, for a week. The baby would cry and wet it's diaper, and I would have to tend to it, just as I would a real baby. The baby recorded how long it took me to make it stop crying, if I ignored it, or if I took the battery out of it so that it wouldn't work. I had to take the baby everywhere with me, the store, football games, classes, etc. My grade was based on the recordings of the baby. Through that simulation, I did learn alot about child care, so I do think simulations are helpful, but for some professions, professionals still need real-life experience to be effective.
Simulation software and hardware are a dominant facet of the military and spin-off industries. Flight schools, surgeons, and commandos all use simulations to practice and perfect their real-time tasks prior to "lift off." One only has to look at he number of simulation publications to see the profound impact that simulators have had, and are having on the way we produce human skill sets. The question is, will we find and fund simulations for education?
ReplyDeleteDespite the obvious benefits involved with simulation software packages, a resolute facet of simulations is the funding for the simulation. Enter education. Who is willing to identify, produce, and provide educational simulation software? The answer is that the market will most definetly NOT provide solutions to problems that we decide will not be adequately funded. In other words, until we as a society decide to properly fund education, education will severly lag in the introduction and implementation of current technologies.
As engaging and productive as simulators can be, unless we decide to fund their creation, the exploration of the human capcity to learn will be as unattainable as a settlement on Mars. Real-life experience is not needed to gain knowledge. We as humans have an innate capicity to learn from the mistakes and discoveries of our forbearers. Simulators could be the conduit to leveling the playing field for those remote communities, and special-needs students, with those who are actively engaged with the real world. The more technologically advanced the software and experience is, the better prepared our students of tomorrow can be to face the challenges of the 21st Century.
Emmett
I agree with the aformentioned comments, especially those of the baby simulations and NASA simulations. Here there are obvious benefits to be gained through simulation experiences.
ReplyDeleteTo answer your question as to where else simulation might be beneficial, I definitely think that it could help in careers such as mechanics or electricians to allow practice with some of the more dangerous things such as hooking wires without having to undergo actual danger. Also there's obvious need for simulations in the police and fire fighting careers.
To answer your question of where simulations might not benefit someone...I think that simulations might be a hinderance rather than an assistance in fields where mistakes are encouraged in order to improve. Such fields would be a chef or musician
I think simulation is a great substitute for actual real life hands on experience. Some simulations are so realistic that it's almost like you really are doing something hands on.
ReplyDeleteThe only problem with simulations is that no matter how realistic they look the user knows that it's not real. Since the user knows it's not real some of the emotions you would have while doing the actual experience isn't there. Some emotions you might feel during a real experience would be fear, stress, pressure, or uneasiness. Medical students during a simulation know that they are not really cutting open a real person while they are doing a simulation, so those emotions might not be there. However, when they get to the real thing all those emotions will more than likely be present which can change the way they conduct the surgery.
I would rather them have simulations than nothing at all. Simulations are definitely a great starting point, and do give the learner some experience.
I feel that simulation is a great tool as long as it is not the only experience that students will have. Simulation is often very expensive as well, so I think that often needs to be considered. Simulation is in my opinion perfect for NASA, but may not be so perfect for other learning experiences.
ReplyDeleteSometimes, I wonder if medical students today are lacking a little bit of real-life experience. They practice so much with simulation instead of the “real-thing.” Are they possibly missing out on something that is vital to their success later on? I feel that is a scary realization.
Clearly, there are pros and cons as everyone has stated. The clear pro is that simulations can give you a more hands-on experience then you would have if you couldn't have simulation! Another pro is that it might help someone mentally prepare themselves for the "real" situation. For example, you mentioned medical physicians using simulations. Well, simulations give them good practice at physically and mentally preparing for a situation where someone is really under the knife.
ReplyDeleteIf you think about it, counselors often prepare to become a counselor with simulations. They have someone play the “actor” of a patient that is challenged by _________. It’s not a “physical” simulation, but it’s a level of practice where you are in a safe space and can be given feedback to improve. Personally, I can’t think of an instance where simulation would be inappropriate unless it was something illegal or unethical that someone was wanting practice at doing.