Computer simulations and blended learning were discussed. Computer simulations model real-world systems on a computer and are used for prediction, understanding, and exploration. They have advantages like safety and independence from time and place compared to real experiments. Blended learning combines online and in-person learning. Common blended learning models include rotation, where students rotate between online and in-class sessions; flex, with online learning as the backbone; and enriched virtual, with required in-person sessions plus remote work. Blended learning provides benefits like personalized instruction and flexibility but also challenges like lack of in-person interaction and technical barriers.

1. EDU-03
TECHNOLOGY &
COMMUNICATION IN
EDUCATION

2. COMPUTER SIMULATION,
BLENDED LEARNING
PRESENTED BY,
ANJALI KRISHNAN A.B.
ANJANA P.
ARDRA S.B.
ARYA DEVAN
ASHLY AUGUSTINE

3. COMPUTER SIMULATIONS
• A computer simulation or a computer module is a computer program
that attempts to stimulate an abstract model of a particular system.
• Computer simulations are computer-generated dynamic models that
present theoretical or simplified models of real-world components,
phenomena, or processes.
• They can include animations, Visualizations, and interactive laboratory
experiences.

4. KEY FEATURES OF SIMULATIONS ARE;
• There is a computer model of a real or theoretical system that contains Information
on how the system behaves.
• A computer simulation is the usage of a computer for the imitation of a real world
process or system.
• It find usage in the study of dynamic behaviour in an environment that may be
difficult or is dangerous to implement in real life.
• A simulation requires a model, or a mathematical description of the real system.

5. • Experimentation can take place, ie. Changing the Input to the model affects the
output.
• For e.g., a nuclear blast may be represented with a mathematical model that takes
into consideration various element such as velocity, heat and radioactive
emissions.
• Simulations largely help in determining behaviours when individual components
of a system are altered.

6. TYPES
Two types of computer simulations are often distinguished
Equation – based simulations
Agent based (or individual – based) simulations

7. Computer simulations of both types are used for three different general sorts of
purpose:
Predictions understanding
Exploratory
Heuristic purpose

8. • Computer simulations are increasingly being combined with other ingredients to enhance
the users experience and provide greater realism, particularly in training and
entertainment.
 Simulations + humans
• Here humans take on roles and make decisions that might otherwise be made by the
computer. In training, role playing is suited to the development of soft skills.
 Simulations + other hardware
• Use of additional hard ware is common in games arcades and increasingly in the domestic
entertainment market. Some forms of virtual reality require sophisticated hardware. (not
all Virtual Reality is simulation based)

9. CHARACTERISTICS
• MODEL BASED- Simulations are based on a model. This means that the
calculations and rule operating the simulation are programmed. These calculations
and rules are collectively called “the model”, and it determines the behaviour of
the simulation depending on users action.
• INTERACTIVE- learners work interactively with a simulation’s model to input
information and then observe how the variables in the simulation change, based on
this output.

10. • INTERFACE DRIVEN- the value changes to the influenced variables and the
observed value changes in the output are found in the simulation’s interface.
• SCAFFOLDED- Simulations designed for education should have supports or
scaffolds to assist Students in making the learning experience effective. Step by step
directions, or small
assignments which break the task down to help students, while they work with a
simulation, are examples.

11. COMPUTER SIMULATION IN TEACHING
• Computer simulations can provide students with the opportunity to observe, engage
with and explore the processes.
• These features make simulations powerful teaching and learning tools.
• The simulations are simple computer programs that are able to move or represent
difficult concepts, ideas or representations.
• Use of these simulations could be easier for the educators and learners.
• It can be easily recycled and hence its sustainability

12. • Consider the audience and learning objectives when considering simulations
as a teaching tool.
• Traditional instruction can be successfully enhanced by using computer
simulation.
• An effective way of using simulation is the preparations for laboratory
activities
• Improved visualizations necessarily translate into better learning without
teacher’s participants.
• It can be reworked, retrieved and used by the learners.

13. ADVANTAGES:
There are practical reasons to use simulations but there are also reasons that have a
direct relation with the learning process. Compared with real system
experimentation, simulations have several advantages:
 Safety
 Cost
 Independence of time and place

14. USES OF COMPUTER SIMULATIONS:
• RESEARCH: Simulations are used as research tools to establish trends, demonstrate
relationships between system parameters or make predictions about the future.
• DESIGN: Designers use simulations to characterise or visualise a system that does
not yet exist so as to achieve an optimum solution.
• ANALYSIS: Analysis refers to the process whereby simulation is used to determine
the behaviour or capability of a system currently in operation or to verify its
correctness.

15. • TRAINING: Training simulations are used to recreate situations people face on the job
and to allow trainees to practice a sequence of actions or to learn the correct response to
an event.
• EDUCATION: In education, learners don’t just need to know “how” to do something;
they need to know “why”. Simulations represent an exploratory world where students can
use models to conduct experimentation, to create and test hypotheses and construct their
own understanding of a system. Simulations can provide tools for teachers to demonstrate
and explain the behaviour of complex and dynamic systems.
• ENTERTAINMENT: Computer entertainment such as arcade games, war games, and
roleplaying games require a consistent model of an imaginary world. Strategy games
often contain sophisticated computer models.

17. BLENDED LEARNING
Blended learning is a formal educational program in which a student learns ,
• At least in part through online learning, with some element of student control over
time, place, path and pace;
• At least in part in a supervised brick and mortar location away from home;
• And the modalities along each students learning path within a course or subject
are connected to provide an integrated learning experience.

18. • Blended learning also known as Hybrid learning, Technology
mediated instruction, Web enhanced instruction, and Mixed – mode
instruction.
• Blended learning systems as learning systems that “combine face
to face instruction with computer mediated instruction”.
-Bonk and Graham

19. MODELS OF BLENDED LEARNING
PROGRAMS
1. Rotation Model
2. Flex Model
3. A La Carte Model
4. Enriched Virtual Model

20. Rotation model
A course or subject in which students rotate on affixed schedule or at the teacher’s
discretion between learning modalities, at least one of which is online learning.
TYPES OF ROTATION MODEL
• Station Rotation : A course or subject in which students experience the Rotation
model within a contained classroom or group of classrooms.
• Lab Rotation: A course or subject in which students rotate to a computer lab for
the online learning station.

21. • Flipped Classroom: A course or subject in which students participate
in online learning off-site in place of traditional homework and then
attend the brick-and-mortar school for face to face , teacher-guided
practice or projects.
• Individual Rotation: A course or subject in which each student has
an individualized playlist and does not necessarily rotate to each
available station or modality.

22. Flex Model
A course or subject in which online learning is the backbone of student
learning, even if it directs students to offline activities at times. Students
move on an individually customized, fluid schedule among learning
modalities. The teacher of record is on-site and students learn mostly on
the brick and mortar campus
except for any homework assignments.

23. A La Carte Model
A course that a student takes entirely online to accompany other
experiences that the student is having at a brick-and- mortar school or
learning center. The teacher of record for the A La Carte course is the
online teacher. Students may take the A La Carte course either on the
brick and mortar campus or off-site.

24. Enriched Virtual Model
• A course or subject in which students have required face to face
learning sessions with their teacher of record and then are free to
complete their remaining coursework remote from the face to
face teacher.

25. CHARACTERISTICS
• Online and offline learning
• Instructor involvement
• Independent learning
• Peer instruction
• Support for students

26. MODELS OF BLENDED LEARNING
• Face-to-face driver – where the teacher drives the
instruction and augments with digital tools. In this form
students are supposed to answer questions by interacting
between them. i.e. Face to face
• Rotation – Students cycle through a schedule of
independent online study and face-to-face classroom time.
After sometime, the process will be interchanged to the
groups mutually.

27. • Flex – most of the curriculum is delivered via a digital platform and teachers are
available for face-to-face consultation and support. Under flex teacher teaches in a
repeated fashion with the help of electronic media
• Virtual Labs – With the help of computer, a virtual laboratory is made possible and
students are directed to observe the experiments, reactions etc. in an online lab.
• Self-blend – Students choose to augment their traditional learning with online course
work.
• Online driver – students complete an entire course through an online platform with
possible teacher check-in. It is a facility to form ideas and conclusions with the help of
online facility.

28. ADVANTAGES
• Blended instruction is more effective than purely face-to-face or purely online classes.
• By using blended learning teachers can support individual students who may need
individualized attention.
• The uses of information and communication techniques have been found to improve
student
attitudes towards learning.
• Blended learning allows businesses and schools alike to make maximum use of the
technologies and other resources that they have available to them.

29. • It also allows students to avoid costs that are incurred through travel, accommodations
and other expenses that are tied to ‘time and place studies’.
• Blended learning allows learners the flexibility with their time to do their lessons anytime
and any place until a meeting with the lecturer becomes compulsory.
• Blended learning often includes software that automatically collects students data and
measures academic progress, providing instantaneous feedback.
• It allows for personalized education, replacing the model where a teacher stands in front
of the classroom and everyone is expected to stay at the same pace.
• Blended learning encourages integration of technology into a variety of subjects.
• Blended learning also has the potential to reduce educational expenses.

30. DISADVANTAGES
• Its literacy can serve as a significant barrier for students attempting to get access to
the course materials making the availability of high quality technical support.
• Lack of access to network infrastructure.
• There can be limited contact between lecturer and students and so some of the
dynamism that comes with face-to- face interaction can be lost.

31. • Students sometimes feel that they are given more work to do when distance
modalities are used.
• There can be limited contact between lecturer and students and so some of the
dynamism that comes with face-to- face interaction can be lost.
• Students sometimes feel that they are given more work to do when distance
modalities are used.
• Based on what students are used to, they often prefer the paper versions of the
materials than to see them online so the face-to- face sessions in the blended
programmes usually have a comparatively more successful “feel” for the students

32. THANKYOU