 |
11.127/11.252
Spring 2004
TR 1-2:30 (10-337)
Computer
Modeling for Investigation and Education
Prof. Eric Klopfer (klopfer@mit.edu)
During the past ten years, simulation
modeling, especially as it helps people to understand complex systems,
has become a mainstream use of computational technology. The widespread
popularity of “edutainment” software like SimCity and Civilization gives
a clear indication of the extent to which simulation games have
permeated popular culture. As these and other games have found places in
the classroom, researchers have tried to ascertain what and how students
learn from these environments, and what implications this has for
software and curriculum design.
While it can be useful to experiment with pre-built models like
SimCity, a deeper understanding can come through building and
manipulating models whose underlying structure is accessible. Just as a
young child learns more by building a bridge out of blocks instead of
merely playing with a pre-fabricated bridge, designing and creating your
own models provide richer learning experiences than simply playing with
pre-built models. This learning process is critically important in
domains that require an understanding of complex systems, from economics
and mathematics to physics and biology.
In this project-based course, students from all disciplines are
encouraged to understand how we learn from computer environments,
develop and investigate systems and ideas from their fields of study,
and delve into the process of building and testing models and
simulations. In the first part of the course we will explore the design
and use of games and simulations in the classroom, and the research and
development issues associated with this software. We will then explore
various modeling and simulation software packages, criteria for
developing the most appropriate simulation for a given situation, and
methods for evaluating the success and utility of models. We will also
study what and how people learn from simulations (including field
testing of software), and how modeling and simulation tools can be
implemented in educational settings. All levels of computer experience
welcome. Graduate students are expected to complete additional
assignments.
Go to
Moodle
Assignments and Forum
Open Lab Hours
TBA
Week
1 – Introduction and Overview of
Course
-
Overview
- The course will explore
educational games and simulations and several computer modeling
platforms. We will focus on design and research issues pertinent to
learning through simulations and games. Throughout the course we
will explore concepts in modeling, simulation, and gaming common to
many domains, and investigate specific applications from a variety
of fields ranging from weather to ecology to traffic management.
-
Game Brainstorming and Categorization
- Participatory Simulations
Introduction -
Live Long and Prosper
-
Game Exercise
(Link to SDSU EDTEC 670)
- Readings
Week 2 – What is a
Simulation? What is a Game?
- Activity - Finding happiness on a
checkerboard
- What defines a game? simulation? model?
- What makes a game educational?
- Intro to Edutainment - Civilization
- Issues in educational game design
- Who is our audience?
- What games do they want to play?
- What do they find entertaining?
- Readings
Week 3 – Exploring
"Educational" Simulation and Games
- Civilizations of Learning
- Readings
- Assignment
Week 4– Edutainment in the
Classroom
- Mayor for a Day - SimCity
- SimCity in the Classroom
Links
- What do you learn through these
environments?
- How can curriculum determine
the learning experience?
-
See Pictures of Q&A from Class
- Readings
- Gee - Video Games, Learning and Literacy
Week 5 – Participatory
Simulations
- Participatory Simulations - Understanding
Systems from the Inside
- Live Long and Prosper, Virus, and Tit for
Tat
- Comparing Platforms PDAs and Wearable
Computers
- Readings
Week 6-8– Designing and
Developing Games to Teach
- Activity - Designing a board game
- What are the issues in designing an
educational game?
- How do we solve these issues?
- Current Issues in Game Design
- Readings
- Assignment
Week 9-10 – Simulation
Design - Adventures in Modeling
- What is a simulation?
- Overview of Simulation Environments
- Agent Based (StarLogo, AgentSheets,
Stagecast) vs. Aggregate (Stella, Vensim, ModelBuilder)
- Programming vs. Equations vs. Visual
- General Purpose vs. Specific Domain
- Adventures in Modeling - Exploring
Complex Dynamic Systems w/ StarLogo.
- The next four weeks will be dedicated to
developing simulations in StarLogo (and perhaps other tools)
- Introduction to Decentralized Systems and
Agents Interacting with the Environment
- 27 Blind Mice – Exploring Decentralized
Systems
- Participatory Simulation- The Virus Game
- Evaluating Models
- Good Models and Bad Models – What defines
a “good model?”
- Idea Models – How much detail/reality need
to go into a model?
- Readings
- Assignment
- Designing Evaluation Criteria for Academic
Simulations
Week 11- Simulation Design
- Adventures in Modeling
- Begin Final Models
- Introduction to Instructional Design
- Readings
- Assignment
Week 12– Educational
Research - How do people learn from simulations?
- Introduction to Educational Research
- Educational Research Design
- Readings
- Educational Research - An Introduction
(Gall et. al)
Week 13
– Exploring Alternative Simulation Platforms
-
The Beer Game
Charts
(Pictures) (Graphs)
-
Beer Game Online
(Also at
MIT
- Requires Java 1.4)
- Beer Game in Stella -
PDF
and
Stella
- System Dynamics - VenSim, Stella and ModelIt
- Agent Based Modeling - AgentSheets and Swarm
- Readings
- Modeling and Simulation in Science and
Mathematics Education
- Assignment
- Comparison and Contrast of Technologies
for Learning
Week 14 – Final Project
Presentations
- Assignment
-
Final Project
-Design and conduct an experiment on how people learn from one of
the simulations that you have created. (DUE MAY 13)
Extras
Home
|
11.124
|
11.125
|
11.127 |
|
