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香港六合彩

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子允现在有两个希望,一是等会再打,说不定香港六合彩正好回到手机旁。一是香港六合彩看到来电显示,说不定回打过来。但子允又不能久等,家里还等香港六合彩吃饭呢,几分钟后又拨,又是十几声,一声声就像榔头敲在心头,哪怕对方掐断电话也是一种踏实啊。子允准备挂,又想等到最后的第十三声,香港六合彩越怕这一声到来,越盼这一声出现奇迹,就在这时话筒里的声音消失了。子允先反应不过来怎么回事,等意识到接通了心一下揪得非常 …

子允现在有两个希望,一是等会再打,说不定香港六合彩正好回到手机旁。一是香港六合彩看到来电显示,说不定回打过来。但子允又不能久等,家里还等香港六合彩吃饭呢,几分钟后又拨,又是十几声,一声声就像榔头敲在心头,哪怕对方掐断电话也是一种踏实啊。子允准备挂,又想等到最后的第十三声,香港六合彩越怕这一声到来,越盼这一声出现奇迹,就在这时话筒里的声音消失了。子允先反应不过来怎么回事,等意识到接通了心一下揪得非常紧,拉得舌头都打起结,手中的话筒差点滑落。喂,你好。那头传来的声音,既轻柔,又神秘。子允来不及思考就被引出了回话,好像语言也分公母,会异性相吸。你好,是我。子允说完就做好电话被挂断的心理准备。嗯,我知道。这话像一针镇定剂,把子允的紧张打消大多半。不好意思,现在打扰你。嗯,有事吗?全然没一点在学校笑过的余韵,但子允还是受到很大鼓励。我…………对不起。憋了半天,说出至关重要的话。周晨晨并不认为重要,淡淡地回了声,嗯。这个回答可谓妙极,即可以照单全收任何来话,也让人捉摸不透,更使对方不好就话论话地刨根问底。可怜的子允,准备好的妙言好语全没了用武之地。沉重的空气,挤得心脏没一丝缝隙做伸缩运动。子允善于心想,再把心想送到大脑进行周密运筹,香港六合彩此时的大脑一片空白。香港六合彩努力寻找话头,担心停顿太久香港六合彩会找借口挂掉。嗯……你的嗯是不是代表原谅我了?小心翼翼中,其实也含着厚脸皮似的好玩,这不是香港六合彩想到的,而是男人骨子里的东西让香港六合彩做到的。男人之所以是男人,就是有比女人还厚的脸皮,男人之所以是堂堂男人,就是要把脸皮厚得刀枪不入。……一段沉默。《Y滋味》无法猜心理子允摸不着头脑,看不到表情无法猜心理,只有耐心等候。香港六合彩脸皮火辣辣的,此刻的沉默刺得香港六合彩体无完肤,十足的童子(又鸟)。话筒里大约一分钟没有任何声音,连呼吸的声息都吝啬得不亚于葛朗台。子允喘不过气,小心试探,喂,怎么了?子允对自己放轻说的声音有意外满意,不相信这显得磁性的声音从自己刚度过沙哑期的嗓子里诞生。也许这种嗓音在周晨晨听来就像破晓的第一次啼鸣

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  • 1. Playing Games in School: Leveraging Simulation Technology To Teach Business Knowledge and Acuity You don’t have to change the way you teach! Craig Miller, Normandale Community College, Minneapolis Nancy J. Nentl, Metropolitan State University, Minneapolis
  • 2.
    • The challenge for educators is to use technology such as computer simulations to maximize learning. This workshop presents a step-by-step deployment for leveraging this innovative tool so students learn more, think more, and retain more.
  • 3. Selection – make or buy
    • Designed, used, and tested by a classroom teacher.
    • Play against the computer not against other learners.
    • Immediate results (feedback).
    • A clean, simple interface.
    • High fidelity modeling using real data and systems of non-linear functions that are subject to the laws of diminishing returns and true cost behavior.
    • A deterministic model – the same inputs will yield the same outputs.
    • Limit the number of student decisions to no more than 12.
    • Decision complexity is sequential. As students move through the game, the decisions get more and more complex, building on “chunks” of prior, stored information.
    FAQ: How do I learn about the sims that have been published and are available?
  • 4. Preparation
    • Prior to playing the game with the students, the instructor should review the materials and play several rounds to get a “feel” for the overall experience.
    • Author Recommendations:
      • It is best to set aside a block of time during each class to play a round. It is ideal to have a computer lab, but increasingly, with students having their own laptops, you may be able to use your own classroom facility.
      • Set a side class time to introduce the game and make an initial assignment.
    FAQ: At what point in the term should a simulation be introduced?
  • 5. Class 1
    • 1.       Set the Expectations for Students: Provide an overview of the game, emphasizing the benefits and the expected learning outcomes for students. Discuss also that, at first, the experiential learning of game playing (vs a more linear approach to learning) may produce a sense of being “overwhelmed.” Emphasize that this is a normal part of learning application and analysis and synthesis concepts, knowledge, whatever, and that eventually, the students will become very comfortable in this unique learning environment.
    • 2.       Introduce students to the storyline of the game , introducing the characters in the case, the object of the game, and how to start playing.
    • 3.       Play the first decision round . Assuming LCD capabilities, the instructor should then install the game, and play round 1. At this point, the purpose of this first decision round is to introduce the students to the navigation and “a look and feel” of the game, not necessarily analyze the output of the first decision.
    • 4.        Examine the output results. Call attention to target measures that form the essence of the game.
    • 5.       Assign students to read the story, install the game, and “play around” with the navigation, etc . for the next class period.
    • 6.       Conclude the class with students forming teams . Students can play individually, but we have found that the best optimal learning experience occurs on teams. It is our experience that self-selection is easier to administer.
    FAQ: Who “wins” the game, and what do they “win”?
  • 6.  
  • 7. Class 2
    • Review relevant concepts that are presented in Decision 1. Reiterate the target measures and the goals or object of the game.
    • Students play decision 1 in their groups. The instructor should be moving from group to group and observing the students as they play the game, and, of course, answering any questions. They should then submit decisions and other required information.
      • in the case of the simseries This a print-out of their decision result report, and questions in the playbook.
    FAQ: “Can’t some students play this over and over at home, and “cheat” and bring in our best results?”
  • 8. Class 3
    • Review Period 1. Open it up for questions and discussion. Engage the students with questions such as “did you notice that …. ) “
    • Preview relevant concepts that will be covered in Decision 2.
    • Students play Decision 2 in their groups. Again, the instructor should be moving around, observing play, and answering questions. Students should submit their results print-out of their decision result report,, and workbook questions, if relevant.
    FAQ: Should the instructor share/show the class results from the various teams?
  • 9. Class 4 and subsequent classes
    • Your protocol for deployment should be the same. Review, discuss, evaluate.
    • At this point, students are processing a number of decisions regarding key concepts in the course. However, you will observe that most students are at ease and comfortable even with a magnitude of complex decisions. Questions from student shift from simple knowledge and comprehension questions to higher levels of inquiry demonstrating a increased analysis and synthesis of information
    • By Class 4, it is our experience that any learning curve issues are resolved. Secondly instructors should observe a new level of clarity emerging and will observe increasing capabilities with comprehension, application, analysis, synthesis, evaluation. Highly engaged, learning is taking place, retention is evident. – this is a pivotal turning in simulated game playing.
    FAQ: “How important is it to continue to use the books or manuals?”
  • 10. Final Class
    • Take time to announce and celebrate the winners!
    • Distribute prizes!
    • Have students produce a brief evaluation form of playing the sim as a learning experience vs a traditional classroom experience.
  • 11.  
  • 12. Summary Page
    • Am I Sim Able?
    • Selection – get a good one!
    • Preparation – play with yourself!
    • Class 1 – introduction!
    • Class 2 – start playing!
    • Class 3 – review, preview, and play!
    • Class 4 and subsequent – smooth sailing!
    • Finish – celebrate and assess!

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