EDU- 03 Technology

1. COMPUTER SIMULATIONS

2. COMPUTER SIMULATIONS
A computer simulation or a computer module is a computerprogram 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.
The process of designing a model of a real system, implementing the model as a computer
program, and conducting experiments with the model for the purpose of understanding the
behaviour of the system, or evaluating strategies for the operation of the system.

3. 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.
 Computer simulations find usage in the study of dynamic behavior 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 realsystem.
 This is in the form of computer programs, which encamps the key characteristics or behaviours of the
selected system.
 Experimentation can take place. ie. Changing the Input to the model affects the output.
 Say, 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.
 Computer simulations build on, and are a usefully adjunct to purely mathematical models in science,
technology and entertainment.

4. Types of Computer Simulations
 Two types of computer simulations are often distinguished
 Equation – based simulations
 Agent based (or individual – based) simulations
 Computer simulations of both types are used for three different general sorts of purpose:
 Predictions understanding
 Exploratory or heuristic purpose
Computer simulations are increasingly being combined with other ingredientsTo 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)

5. CHARACTERISTICS OF COMPUTER SIMULATIONS
 MODEL BASED- Simulations are based on a model. This means that the calculations And rules 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.
 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.
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.

6.  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 easily recycled and hence its sustainability.
 It can be reworked, retrieved and used by the learners
ADVANTAGES There are practical reasons to use simulations but there are also reasons that have a direct
direct relation with the learning process. Compared with real system experimentation, simulations have
several advantages
 SAFETY: There are aspects of real experiments, which cannot be conducted safely in educational
settings except with simulations. When studying the properties of radioactive material or viruses.
Within medical simulations, doctors and medical students can train for surgery or diagnosis without
danger to real patients.
 COST: When factoring in the cost of expensive equipment and materials for real experiments,
simulations often provide a more efficient means of achieving the same objective

7.  INDEPENDENCE OF TIME, AND PLACE Students can use a simulation at the place and moment
of their own choice. Simulations make experimentation which would otherwise be impossible
 TIME: Dimensions of time can be altered in ways that are not possible with real lab experiments.
 PLACE Studying the dynamics of the solar system is an example that connect to the central
aspect of using simulations, namely that inquiry learning with respect to experimentation creates
opportunities and possibilities.
USES OF COMPUTER SIMULATIONS
1. RESEARCH Simulations are used as research tools to establish trends, demonstrate relationships
between system parameters or make predictions about the future.
2. DESIGN Designers use simulations to characterise or visualise a system that does not yet exist so
as to achieve an optimum solution. For example, using simulation to model a manufacturing
facility to experiment with layout of different capacity machines and storage bins, times for
preparation and transfer of materials, so as to improve efficiency.
3. 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. It may also be used to
test real life systems under extreme or even impossible conditions. Model behaviour is
by collection of data from the system. E.g. optimizing the management of a hospital, by
the scheduling of doctors, staff, equipment and patients.

8. 4. 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. Training can
allow learners to make potentially fatal mistakes without injury. A great range of training can be
out using simulations, from the highly complex which uses bespoke hardware (e.g. flight simulators,
mock-ups of nuclear power plants) to the simpler training available on a desktop PC (e.g. ITor soft
training).
5. 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. Potentially any simulation can be used in education at one level or another.
6. ENTERTAINMENT Computer entertainment such as arcade games, war games, and role
playing games require a consistent model of an imaginary world. Many make use of simulation
techniques used in training, design and analysis (for example for optimisation and control). Strategy
games often contain sophisticated computer models e.g. SimCity.
BLENDED LEARNING
The definition of blended learning is a formal education program in which a student learns:
• at least in part through online learning, with some element of student control over time, place,
and/or pace;
• at least in part in a supervised brick-and-mortar location away from home; and the modalities
along each student’s learning path within a course or subject are connected to provide an
learning experience