Design principle for teaching simulation with explorative learning environments

Adelsberger, Heimo H.; Bick, Markus; Pawlowski, Jan Μ.

doi:10.1109/wsc.2000.899157

Cited by 6 publications

(7 citation statements)

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“…Denn Simulationen unterstützen die Entwicklung komplexer Fähigkeiten, wie sie für die Modellbildung und Simulation benötigt werden: Simulationen werden als besonders effektiv für das Verbessern komplexer Fähigkeiten, wie der generellen Problemlösefähigkeit, ge- sehen: das Abbilden des Systems in einem Modell, das Experimentieren am Modell und die direkte Rückmeldung unterstützen das Lernen (vgl. [4], [6]). Vlachopoulos et al [3] beschreiben positive Effekte auf Wissensanwendung, Problemlösungskompetenz und soziale Fähigkeiten.…”

Section: Methodik Für Simulationsprojekteunclassified

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Durchführung eines Simulationsprojektes im Simulationspraktikum

Stein¹,

Uhlig²,

Rose³

2023

ASIM WS 2023 Proceedings Langbeiträge

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Im Zuge der Digitalisierung der Bundeswehr werden neue Systeme und Strukturen eingeführt. Simulationen sind ein Mittel, um diesen Herausforderungen zu begegnen. Die Kompetenz zur Modellbildung und Simulation wird in diesem Rahmen immer relevanter. Dabei kommt der Universität der Bundeswehr kommt eine zentrale Rolle in der Ausbildung von Fachpersonal zu: Zur Vermittlung dieser Kompetenzen wird im Masterstudium Informatik und Ingenieurwesen, zusätzlich zur klassischen Wissensvermittlung mit Vorlesung und Übung, verpflichtend ein Simulationspraktikum durchgeführt. In diesem Rahmen bearbeiten die Studierenden ein Simulationsprojekt. Dieser Artikel beschreibt den strukturierten Aufbau und Inhalt des Praktikums. Er gibt einen Überblick über bestehende Simulationsprojekte und ihren Einsatz in der Lehre. Die Nutzung eines realitätsnahen, simulierten Projekts stellt dabei einen guten Kompromiss aus praktischer Wissensvermittlung und effizienter Durchführbarkeit dar. Das Simulationspraktikum hat in unserer Erfahrung den Lehrbetrieb bereichert und die Modellbildungs-und Simulationskompetenz der Studierenden gefördert.

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Section: Methodik Für Simulationsprojekteunclassified

“…Der Aufbau eines Simulationskurses ist generell unterteilt in eine theoretische Einführung, gefolgt oder unterstützt von Beispielen und einem abschließenden Simulationspraktikum. Eine Struktur für den Aufbau eines Simulationskurses beschreiben etwa [6] und [20]. Der Aufbau des Praktikums variiert dagegen nach Fallbeispiel (s.u.…”

Section: Aufbau Und Bearbeitungsweiseunclassified

Durchführung eines Simulationsprojektes im Simulationspraktikum

Stein¹,

Uhlig²,

Rose³

2023

ASIM WS 2023 Proceedings Langbeiträge

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“…A further discussion on design principles for teaching simulation can be found in (Adelsberger, Bick, and Pawlowski 2000).…”

Section: Presentationmentioning

confidence: 99%

Panel session- education for simulation practice-five perspectives

Banks

2001

Proceeding of the 2001 Winter Simulation Conference (Cat. No.01CH37304)

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This panel session is based on the responses of simulationists representing various segments of simulation practice, to an article on the required skills of a simulation analyst. The perspectives represented are those of academia, government, industry, military, and research. First, the essence of the reference article is provided. Then, the five perspectives are presented. Finally, inferences are drawn from the five perspectives and the reference article. Banks HEIMO H. ADELSBERGER AND MARKUS BICK (ACADEMIA)The typical academic deals on the one hand with research activities and on the other hand with educational tasks. We want to start with a short statement of typical research areas within the field of simulation: modelling techniques, software and technological paradigms, process models, mathematical theories, and, occasionally, software applications. Accordingly, we can derive specific tasks performed by a simulation analyst. With respect to traditional educational programs, we distinguish between different qualification levels: 0 theoretical, methodological, and application oriented.Theoretical qualification implies applying theories as well as developing theories on one's own. This knowledge lasts approximately ten to twenty years. In contrast, methodological qualification enables the application of theories and the development of new products and services, lasting approximately five to fifteen years. Application oriented qualification supports the use of software products. We can say that this qualification is valid for approximately two to five years.According to this qualification system, academic education relates to theoretical and methodological knowledge. This classification underlines the results of R&B. All things considered, we agree with R&B with respect to the theoretical fundamentals and agree that the typical tasks performed by a simulation analyst are those shown in Tables 1, 2, and 3. Simulation analysts also need skills or traits such as ability to listen and negotiate, possession of a strong work ethic and the ability to build rapport with customers.Based on the above tasks and traits, we derive curricula for educating simulation analysts. Teaching the highly complex domain of simulation requires well-elaborated strategies for efficient education. So far, these strategies and the corresponding curricula have been provided by traditional academic education predominantly as a part of graduate programs in, industrial engineering, computer science, operations research, management science, and other related fields. Correspondingly, we can view this kind of traditional education as a 'preliminary action plan.'Currently, the technological impact of information and communication technologies (ICT), especially the internet, enables students and teachers to participate in a global education community, independent from time and location. Recent educational concepts (e.g., the virtual or corporate university, and electronic educational markets) underline this development within the educational and tra...

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“…Until the recent years, learning was done through books or by following teacher's lectures and taking notes [1], which is insufficient in the present-day context. Concerns about increasing student and teacher productivity have led to new approaches [2]. Relevant studies to find new approaches that would contribute to better results concluded that the most important factor in the field of learning is the activation of students [3,4].…”

Section: Introductionmentioning

confidence: 99%

Multimedia As a New Approach for Learning in Physical Education

Kioumourtzoglou

Zetou

Antoniou

2022

AJNE

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Aim: To present the relevant research results that enhance the possibilities presented today with the use of multimedia applications. An attempt was made to explain its importance in the learning process in general and motor skills in particular. At the same time, we try to define the implementation process and the flags that need attention for the best possible results. Nowadays the use of digital technology has reached very high levels. Especially in the last two years with the COVID-19 pandemic, where distance learning was most used. Teachers have learned to use these digital tools to create attractive lessons for their students, who are already introduced to digital technology in their lives. The use of multimedia in education, as many research suggests, is a modern learning tool in the classroom, but recently they have been used in both physical education and sport. The effectiveness of multimedia use is based on the theory of visualization of information that helps the student store this information in their memory for subsequent recall, make the course more attractive/pleasant, so students are motivated to learn. In PA and sports it is used as a helpful tool, since the master of learning is practice. The means used to present multimedia in the classroom can be tablets, mobile phones, a laptop with a large screen view at the same time.

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Design principle for teaching simulation with explorative learning environments

Cited by 6 publications

References 1 publication

Durchführung eines Simulationsprojektes im Simulationspraktikum

Durchführung eines Simulationsprojektes im Simulationspraktikum

Panel session- education for simulation practice-five perspectives

Multimedia As a New Approach for Learning in Physical Education

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