Cone of experiences by Elsa Ervas
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This document discusses different types of contrived experiences that can be used as substitutes for real experiences, including mock ups, models, specimens, simulations, and games. It provides examples for each type and explains their uses and importance, such as overcoming limitations of space and time, focusing learning, and motivating learners. Contrived experiences are designed to simulate reality and can help develop understanding and prepare people for new roles.
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Contrived experiences clarizze edtech
The document discusses contrived experiences, which are edited versions of direct experiences designed to simulate real-life situations. Examples of contrived experiences include models, mock-ups, objects, specimens, games and simulations. Games are played for competition, while simulations do not have winners and are used to illustrate issues. Both games and simulations are used in education to develop skills and understanding, motivate learning, and prepare students for future roles. Contrived experiences overcome limitations of direct experience by focusing learning, addressing difficulties, and helping students understand abstractions.
Contrived Experiences
The document defines and provides examples of different types of representations of real things including models, mock ups, specimens, simulations, and games. It explains that these representations are used to overcome limitations like space and time, allow users to focus on specific parts or processes, address issues of size, and help learners understand abstractions. It stresses the importance of indicating the scale if a representation differs from the real thing in size or color.
Slideshare
This document discusses contrived experiences, which are edited versions of reality used in teaching when real things cannot be brought into the classroom. Contrived experiences include models, mock-ups, specimens, simulations, games, objects, and artifacts. Models are large or small reproductions, while mock-ups allow manipulating parts. Simulations are also edited realities, while games have winners. Contrived experiences help overcome limitations of space, time, size, and inaccessibility to help students understand abstractions. Their purposes include developing skills and attitudes, illustrating roles, and motivating learners. Games specifically help practice and refine knowledge or identify gaps. Replicas are exact size models and realia are actual real objects.
Lesson 6 contrived experience
Contrived experiences are edited versions of direct experiences designed to simulate real-life situations, such as models, mock-ups, specimens, games and simulations. Models are reproductions of real things on a smaller or larger scale made of synthetic materials. Mock-ups are special models that highlight parts of a process. Specimens are portions of material used for examination, like a human brain sample. Simulations represent manageable real events where the learner actively participates. Games are forms of physical exercise or plays used to practice or refine skills and identify weaknesses. They can also serve as reviews.
Contrived experiences of cone of experience - Bernadette P. Mendoza 2BEED - 3A
The document discusses different types of contrived experiences according to Dale's Cone of Experience, including models, mockups, objects, specimens, games and simulations. Models are small or large scale reproductions of real things made of synthetic materials. Mockups create representations of reality through arrangements. Specimens are typical examples of groups. Simulations allow active participation in learning. Games practice or refine skills. Contrived experiences are used to overcome limitations and help understand abstractions.
Contrive experiences-prepared-by-anna-pamela.pptx new
Contrived experiences are the second level in Dale's Cone of Experiences and are edited copies of reality used as substitutes for real things when bringing the real thing to the classroom is impractical or impossible. Contrived experiences include models, mock-ups, specimens and objects, simulations, and games, and are designed to simulate real-life situations. They are used to overcome limitations of space and time, focus on parts of a system, overcome difficulties of size, understand inaccessible concepts, and help learners understand abstractions.
Contrived Experiences Presentation
This document discusses contrived experiences, which are edited representations of reality used as substitutes for real things in education. Contrived experiences include models, mockups, specimens, objects, simulations, and games. Models are small or large reproductions of real things made of synthetic materials. Mockups highlight and magnify parts of a process. Specimens are typical examples of a group. Simulations actively engage learners in real events. Games have winners while simulations study issues. Contrived experiences are used to overcome limitations, edit reality, understand abstractions, and prepare learners for new roles.
contrived experience
Contrived experiences are edited versions of reality used as substitutes for real things in the classroom when it is not practical or possible to bring the real thing. They are designed to stimulate real-life situations and include models, mock-ups, specimens, objects, and simulations. Models reproduce real things on a small or large scale using synthetic materials, while mock-ups arrange devices to create a representation of reality. Simulations represent manageable real events where learners actively participate. Contrived experiences are used to overcome limitations of space and time, edit reality to focus on parts of a system, overcome difficulties of size, and help learners understand abstractions.
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Contrived experiences clarizze edtech
The document discusses contrived experiences, which are edited versions of direct experiences designed to simulate real-life situations. Examples of contrived experiences include models, mock-ups, objects, specimens, games and simulations. Games are played for competition, while simulations do not have winners and are used to illustrate issues. Both games and simulations are used in education to develop skills and understanding, motivate learning, and prepare students for future roles. Contrived experiences overcome limitations of direct experience by focusing learning, addressing difficulties, and helping students understand abstractions.
Contrived Experiences
The document defines and provides examples of different types of representations of real things including models, mock ups, specimens, simulations, and games. It explains that these representations are used to overcome limitations like space and time, allow users to focus on specific parts or processes, address issues of size, and help learners understand abstractions. It stresses the importance of indicating the scale if a representation differs from the real thing in size or color.
Slideshare
This document discusses contrived experiences, which are edited versions of reality used in teaching when real things cannot be brought into the classroom. Contrived experiences include models, mock-ups, specimens, simulations, games, objects, and artifacts. Models are large or small reproductions, while mock-ups allow manipulating parts. Simulations are also edited realities, while games have winners. Contrived experiences help overcome limitations of space, time, size, and inaccessibility to help students understand abstractions. Their purposes include developing skills and attitudes, illustrating roles, and motivating learners. Games specifically help practice and refine knowledge or identify gaps. Replicas are exact size models and realia are actual real objects.
Lesson 6 contrived experience
Contrived experiences are edited versions of direct experiences designed to simulate real-life situations, such as models, mock-ups, specimens, games and simulations. Models are reproductions of real things on a smaller or larger scale made of synthetic materials. Mock-ups are special models that highlight parts of a process. Specimens are portions of material used for examination, like a human brain sample. Simulations represent manageable real events where the learner actively participates. Games are forms of physical exercise or plays used to practice or refine skills and identify weaknesses. They can also serve as reviews.
Contrived experiences of cone of experience - Bernadette P. Mendoza 2BEED - 3A
The document discusses different types of contrived experiences according to Dale's Cone of Experience, including models, mockups, objects, specimens, games and simulations. Models are small or large scale reproductions of real things made of synthetic materials. Mockups create representations of reality through arrangements. Specimens are typical examples of groups. Simulations allow active participation in learning. Games practice or refine skills. Contrived experiences are used to overcome limitations and help understand abstractions.
Contrive experiences-prepared-by-anna-pamela.pptx new
Contrived experiences are the second level in Dale's Cone of Experiences and are edited copies of reality used as substitutes for real things when bringing the real thing to the classroom is impractical or impossible. Contrived experiences include models, mock-ups, specimens and objects, simulations, and games, and are designed to simulate real-life situations. They are used to overcome limitations of space and time, focus on parts of a system, overcome difficulties of size, understand inaccessible concepts, and help learners understand abstractions.
Contrived Experiences Presentation
This document discusses contrived experiences, which are edited representations of reality used as substitutes for real things in education. Contrived experiences include models, mockups, specimens, objects, simulations, and games. Models are small or large reproductions of real things made of synthetic materials. Mockups highlight and magnify parts of a process. Specimens are typical examples of a group. Simulations actively engage learners in real events. Games have winners while simulations study issues. Contrived experiences are used to overcome limitations, edit reality, understand abstractions, and prepare learners for new roles.
contrived experience
Contrived experiences are edited versions of reality used as substitutes for real things in the classroom when it is not practical or possible to bring the real thing. They are designed to stimulate real-life situations and include models, mock-ups, specimens, objects, and simulations. Models reproduce real things on a small or large scale using synthetic materials, while mock-ups arrange devices to create a representation of reality. Simulations represent manageable real events where learners actively participate. Contrived experiences are used to overcome limitations of space and time, edit reality to focus on parts of a system, overcome difficulties of size, and help learners understand abstractions.
Teaching with contrived experiences
This document discusses different types of contrived experiences used for learning, including models, mock-ups, specimens, objects, simulations, and games. Models are reproductions of real things that may be operational substitutes, while mock-ups are arrangements of real or associated devices that can be manipulated. Specimens are typical examples of a group. Simulations represent manageable real events where the learner actively participates, and games are used to practice, identify gaps, or review knowledge and develop new relationships between concepts. Contrived experiences overcome limitations of space and time, edit reality, and help learners understand abstractions through multisensory engagement.
teaching with contrive experiences
Contrived experiences are representative models or mock-ups of reality that are used for practical teaching reasons. They make reality more accessible to students by allowing them to focus on specific parts or processes. There are several types of contrived experiences, including models, mock-ups, specimens, objects, simulations, and games. Models are small or large reproductions of real things made of synthetic materials. Mock-ups highlight and magnify parts of devices. Specimens are typical examples of a group. Simulations represent manageable real events where students actively participate. Contrived experiences are used to overcome limitations of space and time, edit reality, overcome difficulties of size, understand inaccessible concepts, and help students understand abstractions.
Direct, Purposeful & Contrived Experiences
Direct, purposeful experiences are concrete, firsthand experiences that form the foundation of our learning by using our senses to construct ideas and meaning. They involve actively engaging in experiences like preparing a meal, doing an experiment, or delivering a speech. Contrived experiences are designed to simulate real-life situations when direct experiences are not possible, through models, simulations, games, and other substitutes. They allow students to learn by overcoming limitations of space, time, and accessibility. Both direct and contrived experiences provide meaningful ways for students to learn through active participation and hands-on activities.
contrived experiences
Contrived experiences are edited copies of reality that are used to simulate or substitute for real things. They include models, mock ups, simulations, and games. Models reproduce real things on a smaller scale, while mock ups arrange real devices. Simulations represent manageable real events without winners, and games are played to win. Contrived experiences are used to overcome limitations of space and time, edit reality, overcome difficulties of size, understand the inaccessible, and help learners understand abstractions. General purposes include developing changes in attitude, behavior, motivation, and analytical processes as well as helping individuals understand roles and apply principles.
EdTech 1: Teaching with Contrived Experiences
This document discusses different types of contrived experiences used in education including models, mock-ups, specimens, simulations and games. Models are reproductions of real things on a smaller or larger scale made of synthetic materials. Mock-ups arrange devices to represent reality in a simplified way. Simulations and games represent manageable real events to actively engage learners. Contrived experiences are used to overcome limitations, simplify complexity, and motivate learning. They should accurately portray ideas and stimulate further instruction.
Contrived experience by hannah grace
The document discusses contrived experiences such as models, mock ups, specimens, and simulations. Contrived experiences are used to overcome limitations like space and time, allow a focus on specific systems or processes, overcome issues of size, understand inaccessible concepts, and help learners grasp abstractions. They are used to participate and refine skills, identify gaps in knowledge, serve as reviews, and develop new relationships between concepts. Games specifically are used for these purposes. The document poses questions about the differences between simulations and games, why contrived experiences are needed, and what a mock up is.
Teaching with contrived experiences by geline bote
"a final requirement in educational technology 1"
Teaching with contrived experiences by geline bote
Salamanca, Ma.Janella D.V.
This document defines and provides examples of contrived experiences, which are edited copies of reality used as substitutes for real things in classroom settings when bringing the real thing is impractical. Types of contrived experiences include models, mock ups, specimens, simulations, and games. Models are reproductions of real things on a smaller or larger scale. Mock ups highlight specific parts of a process. Specimens are typical examples of a group. Simulations represent manageable real events where students actively participate. Games are used to practice, identify weaknesses, review concepts, and develop new relationships among ideas. The main purpose of contrived experiences is to simulate real-life situations for educational purposes when using the real thing is not feasible.
LESSON 8 - TEACHING WITH CONTRIVED EXPERIENCES
Contrived experiences are edited versions of direct experiences that are used as substitutes for real things in classroom situations when bringing the real thing is not practical or possible. They simulate real-life situations and can take the form of models, mock-ups, specimens, objects, or simulation games. Models and mock-ups reproduce real things on a small or large scale using synthetic materials. Specimens are individual items that are typical examples of a group. Simulation games represent manageable real events where students actively participate. The key difference between games and simulations is that games are played to win, while simulations do not necessarily have a winner.
Varada Maresias
ABG Shipyard Limited has achieved success in building ships. The company has added another achievement to its accomplishments. While no other details are provided about this new success, the document implies ABG Shipyard Limited has expanded its capabilities and reputation in the shipbuilding industry.
Marlon B. Salas
Contrived experiences are edited copies of reality used as substitutes for real things. There are various types of contrived experiences including models, globes, mock ups, specimens, objects, and simulations. Models can be reproductions of real things in different scales, while mock ups arrange devices to represent reality. Specimens are small parts of real objects. Simulations represent manageable real events like fire drills. We use contrived experiences to overcome limitations of space and time, to focus on parts of systems, to overcome size difficulties, to understand the inaccessible, and to help learners understand abstractions. When using contrived experiences, we should consider if the original is necessary, if other media could be more effective
Lyn6
Contrived experiences are edited versions of reality that are used as substitutes for real things in the classroom when bringing the real thing is not practical or possible. There are various types of contrived experiences including models, mock ups, specimens, objects, and simulations. Contrived experiences are used to overcome limitations like space and time, edit reality to focus on specific parts or processes, overcome difficulties related to size, understand inaccessible concepts, and help students understand abstractions. Simulations differ from games in that games are played to win while simulations do not necessarily have winners.
The contrived experience
Contrived experiences are substitutes for real things that cannot be brought into the classroom. They include edited materials, models, mockups, specimens, and simulations, which are designed to represent real-life situations or processes. Contrived experiences are used to overcome limitations of space and time, allow learners to focus on specific parts or processes, and help understand concepts that are otherwise inaccessible or abstract. They are displayed in museums and used in exhibits and simulations to provide learners hands-on experience with manageable representations of real events or skills.
Mock ups
This document contains Tayla Matthews' mockups and evaluations of magazine covers, contents pages, and spreads for a music magazine targeting a hip hop audience. The mockups are evaluated based on pros and cons. Key pros included prominent images and mastheads, and article previews. Key cons were a lack of additional images, too much blank space, and missing typical magazine details like barcodes and dates. The evaluations concluded the styles were appropriate for the genre but needed more visual interest and typical magazine conventions to seem professional. Lessons from the mockups informed the design of Tayla's final music magazine.
John Mark Urquiola Contrived Experiences
Contrived experiences are substitutes for real things that are used in classrooms when bringing the real thing is impractical or impossible. They include models, mock-ups, specimens, objects, simulations, and games. Models are small or large reproductions of real things made of synthetic materials. Mock-ups arrange associated devices to create a presentation of reality. Specimens are typical examples of a group. Simulations represent manageable real events for active learner participation, while games have winners and losers.
Contrive experience
This document discusses how models, mock-ups, and specimens are used as substitutes for real objects in classrooms when bringing the real things is not practical or possible. These contrived experiences are meant to simulate real-life situations by overcoming limitations of space and time, editing reality to focus on parts, overcoming difficulties of size, and helping students understand abstractions.
Educational technology - Contrived experiences
The document defines and provides examples of contrived experiences, which are edited copies of reality used as substitutes for real things. It explains that models are reproductions of real things made of synthetic materials, mock ups create representations of reality through arrangements of real or associated devices, and specimens and objects include materials used for testing or artifacts displayed in exhibits. It also notes that simulations represent manageable real events where learners actively participate, and games refer to forms of physical exercises taught in school. The document concludes by quoting that technology should be embraced to make learning more engaging, as engagement and interest is where learning occurs.
Contrived Experiences
This document discusses different types of contrived experiences that can be used as substitutes for real things in the classroom. It describes models, mock ups, specimens, objects, simulations, and games. Models and mock ups recreate real things on a smaller scale to focus on specific parts or processes. Specimens are individual examples of groups. Simulations and games make classes interactive and help students develop decision-making and knowledge construction skills when real experiences are impractical. These contrived experiences overcome limitations of space, time, size, and accessibility to help students understand abstractions.
Lesson 8 teaching with contrived experiences
This document defines and provides examples of contrived experiences, which are edited copies of reality used as substitutes for real things in the classroom. It discusses different types of contrived experiences like mock-ups, models, specimens, objects, simulations, and games. These experiences are used to overcome limitations of space and time, edit reality, address difficulties of size or accessibility, and help students understand abstractions. The document provides details on each type, such as models being reproductions made of synthetic materials that can substitute for real things.
Lesson 8:Teaching with contrived experience
We teach through rearranging raw reality into more manageable samples like specimens, mock-ups, and models when direct experience cannot be used in its natural setting. There are varied types of contrived experiences for learning like simulations, objects, games, and specimens that represent real events where learners actively participate. Simulations are used to practice or fine tune knowledge and skills, identify gaps, and develop new relationships among concepts.
Contrive experience
Contrived experiences are substitutes for real experiences used in classrooms when bringing the real thing is impractical or impossible. They include models, mockups, specimens, objects, simulations, and games to simulate real-life experiences. Models are small or large reproductions of real things made of synthetic materials. Mockups arrange real or associated devices to represent reality. Specimens are typical examples of groups or classes. Simulations represent manageable real events where learners actively participate, and games are played to win while simulations need not have winners.
Lesson 8 tin
The document discusses contrived experiences in teaching and learning. It defines contrived experiences as representative models or mock-ups of reality used for practical reasons to make real life accessible to students. Some examples of contrived experiences mentioned are models, mock-ups, specimens, simulations, games, and objects. The purposes of using contrived experiences in teaching are to overcome limitations of space and time, edit reality to focus on specific parts or processes, overcome difficulties of size, understand inaccessible concepts, and help students understand abstractions.
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Teaching with contrived experiences
This document discusses different types of contrived experiences used for learning, including models, mock-ups, specimens, objects, simulations, and games. Models are reproductions of real things that may be operational substitutes, while mock-ups are arrangements of real or associated devices that can be manipulated. Specimens are typical examples of a group. Simulations represent manageable real events where the learner actively participates, and games are used to practice, identify gaps, or review knowledge and develop new relationships between concepts. Contrived experiences overcome limitations of space and time, edit reality, and help learners understand abstractions through multisensory engagement.
teaching with contrive experiences
Contrived experiences are representative models or mock-ups of reality that are used for practical teaching reasons. They make reality more accessible to students by allowing them to focus on specific parts or processes. There are several types of contrived experiences, including models, mock-ups, specimens, objects, simulations, and games. Models are small or large reproductions of real things made of synthetic materials. Mock-ups highlight and magnify parts of devices. Specimens are typical examples of a group. Simulations represent manageable real events where students actively participate. Contrived experiences are used to overcome limitations of space and time, edit reality, overcome difficulties of size, understand inaccessible concepts, and help students understand abstractions.
Direct, Purposeful & Contrived Experiences
Direct, purposeful experiences are concrete, firsthand experiences that form the foundation of our learning by using our senses to construct ideas and meaning. They involve actively engaging in experiences like preparing a meal, doing an experiment, or delivering a speech. Contrived experiences are designed to simulate real-life situations when direct experiences are not possible, through models, simulations, games, and other substitutes. They allow students to learn by overcoming limitations of space, time, and accessibility. Both direct and contrived experiences provide meaningful ways for students to learn through active participation and hands-on activities.
contrived experiences
Contrived experiences are edited copies of reality that are used to simulate or substitute for real things. They include models, mock ups, simulations, and games. Models reproduce real things on a smaller scale, while mock ups arrange real devices. Simulations represent manageable real events without winners, and games are played to win. Contrived experiences are used to overcome limitations of space and time, edit reality, overcome difficulties of size, understand the inaccessible, and help learners understand abstractions. General purposes include developing changes in attitude, behavior, motivation, and analytical processes as well as helping individuals understand roles and apply principles.
EdTech 1: Teaching with Contrived Experiences
This document discusses different types of contrived experiences used in education including models, mock-ups, specimens, simulations and games. Models are reproductions of real things on a smaller or larger scale made of synthetic materials. Mock-ups arrange devices to represent reality in a simplified way. Simulations and games represent manageable real events to actively engage learners. Contrived experiences are used to overcome limitations, simplify complexity, and motivate learning. They should accurately portray ideas and stimulate further instruction.
Contrived experience by hannah grace
The document discusses contrived experiences such as models, mock ups, specimens, and simulations. Contrived experiences are used to overcome limitations like space and time, allow a focus on specific systems or processes, overcome issues of size, understand inaccessible concepts, and help learners grasp abstractions. They are used to participate and refine skills, identify gaps in knowledge, serve as reviews, and develop new relationships between concepts. Games specifically are used for these purposes. The document poses questions about the differences between simulations and games, why contrived experiences are needed, and what a mock up is.
Teaching with contrived experiences by geline bote
"a final requirement in educational technology 1"
Teaching with contrived experiences by geline bote
Salamanca, Ma.Janella D.V.
This document defines and provides examples of contrived experiences, which are edited copies of reality used as substitutes for real things in classroom settings when bringing the real thing is impractical. Types of contrived experiences include models, mock ups, specimens, simulations, and games. Models are reproductions of real things on a smaller or larger scale. Mock ups highlight specific parts of a process. Specimens are typical examples of a group. Simulations represent manageable real events where students actively participate. Games are used to practice, identify weaknesses, review concepts, and develop new relationships among ideas. The main purpose of contrived experiences is to simulate real-life situations for educational purposes when using the real thing is not feasible.
LESSON 8 - TEACHING WITH CONTRIVED EXPERIENCES
Contrived experiences are edited versions of direct experiences that are used as substitutes for real things in classroom situations when bringing the real thing is not practical or possible. They simulate real-life situations and can take the form of models, mock-ups, specimens, objects, or simulation games. Models and mock-ups reproduce real things on a small or large scale using synthetic materials. Specimens are individual items that are typical examples of a group. Simulation games represent manageable real events where students actively participate. The key difference between games and simulations is that games are played to win, while simulations do not necessarily have a winner.
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ABG Shipyard Limited has achieved success in building ships. The company has added another achievement to its accomplishments. While no other details are provided about this new success, the document implies ABG Shipyard Limited has expanded its capabilities and reputation in the shipbuilding industry.
Marlon B. Salas
Contrived experiences are edited copies of reality used as substitutes for real things. There are various types of contrived experiences including models, globes, mock ups, specimens, objects, and simulations. Models can be reproductions of real things in different scales, while mock ups arrange devices to represent reality. Specimens are small parts of real objects. Simulations represent manageable real events like fire drills. We use contrived experiences to overcome limitations of space and time, to focus on parts of systems, to overcome size difficulties, to understand the inaccessible, and to help learners understand abstractions. When using contrived experiences, we should consider if the original is necessary, if other media could be more effective
Lyn6
Contrived experiences are edited versions of reality that are used as substitutes for real things in the classroom when bringing the real thing is not practical or possible. There are various types of contrived experiences including models, mock ups, specimens, objects, and simulations. Contrived experiences are used to overcome limitations like space and time, edit reality to focus on specific parts or processes, overcome difficulties related to size, understand inaccessible concepts, and help students understand abstractions. Simulations differ from games in that games are played to win while simulations do not necessarily have winners.
The contrived experience
Contrived experiences are substitutes for real things that cannot be brought into the classroom. They include edited materials, models, mockups, specimens, and simulations, which are designed to represent real-life situations or processes. Contrived experiences are used to overcome limitations of space and time, allow learners to focus on specific parts or processes, and help understand concepts that are otherwise inaccessible or abstract. They are displayed in museums and used in exhibits and simulations to provide learners hands-on experience with manageable representations of real events or skills.
Mock ups
This document contains Tayla Matthews' mockups and evaluations of magazine covers, contents pages, and spreads for a music magazine targeting a hip hop audience. The mockups are evaluated based on pros and cons. Key pros included prominent images and mastheads, and article previews. Key cons were a lack of additional images, too much blank space, and missing typical magazine details like barcodes and dates. The evaluations concluded the styles were appropriate for the genre but needed more visual interest and typical magazine conventions to seem professional. Lessons from the mockups informed the design of Tayla's final music magazine.
John Mark Urquiola Contrived Experiences
Contrived experiences are substitutes for real things that are used in classrooms when bringing the real thing is impractical or impossible. They include models, mock-ups, specimens, objects, simulations, and games. Models are small or large reproductions of real things made of synthetic materials. Mock-ups arrange associated devices to create a presentation of reality. Specimens are typical examples of a group. Simulations represent manageable real events for active learner participation, while games have winners and losers.
Contrive experience
This document discusses how models, mock-ups, and specimens are used as substitutes for real objects in classrooms when bringing the real things is not practical or possible. These contrived experiences are meant to simulate real-life situations by overcoming limitations of space and time, editing reality to focus on parts, overcoming difficulties of size, and helping students understand abstractions.
Educational technology - Contrived experiences
The document defines and provides examples of contrived experiences, which are edited copies of reality used as substitutes for real things. It explains that models are reproductions of real things made of synthetic materials, mock ups create representations of reality through arrangements of real or associated devices, and specimens and objects include materials used for testing or artifacts displayed in exhibits. It also notes that simulations represent manageable real events where learners actively participate, and games refer to forms of physical exercises taught in school. The document concludes by quoting that technology should be embraced to make learning more engaging, as engagement and interest is where learning occurs.
Contrived Experiences
This document discusses different types of contrived experiences that can be used as substitutes for real things in the classroom. It describes models, mock ups, specimens, objects, simulations, and games. Models and mock ups recreate real things on a smaller scale to focus on specific parts or processes. Specimens are individual examples of groups. Simulations and games make classes interactive and help students develop decision-making and knowledge construction skills when real experiences are impractical. These contrived experiences overcome limitations of space, time, size, and accessibility to help students understand abstractions.
Lesson 8 teaching with contrived experiences
This document defines and provides examples of contrived experiences, which are edited copies of reality used as substitutes for real things in the classroom. It discusses different types of contrived experiences like mock-ups, models, specimens, objects, simulations, and games. These experiences are used to overcome limitations of space and time, edit reality, address difficulties of size or accessibility, and help students understand abstractions. The document provides details on each type, such as models being reproductions made of synthetic materials that can substitute for real things.
Lesson 8:Teaching with contrived experience
We teach through rearranging raw reality into more manageable samples like specimens, mock-ups, and models when direct experience cannot be used in its natural setting. There are varied types of contrived experiences for learning like simulations, objects, games, and specimens that represent real events where learners actively participate. Simulations are used to practice or fine tune knowledge and skills, identify gaps, and develop new relationships among concepts.
Contrive experience
Contrived experiences are substitutes for real experiences used in classrooms when bringing the real thing is impractical or impossible. They include models, mockups, specimens, objects, simulations, and games to simulate real-life experiences. Models are small or large reproductions of real things made of synthetic materials. Mockups arrange real or associated devices to represent reality. Specimens are typical examples of groups or classes. Simulations represent manageable real events where learners actively participate, and games are played to win while simulations need not have winners.
Lesson 8 tin
The document discusses contrived experiences in teaching and learning. It defines contrived experiences as representative models or mock-ups of reality used for practical reasons to make real life accessible to students. Some examples of contrived experiences mentioned are models, mock-ups, specimens, simulations, games, and objects. The purposes of using contrived experiences in teaching are to overcome limitations of space and time, edit reality to focus on specific parts or processes, overcome difficulties of size, understand inaccessible concepts, and help students understand abstractions.
Ed Tech - 3D materials
This document discusses three-dimensional instructional materials that can be used as substitutes for direct experiences, including specimens, objects, models, and mock-ups. Specimens and objects expose students to things that cannot always be directly experienced, like rocks and artifacts. Models and mock-ups show processes or systems through scaled representations, like atom models. Globes are also discussed as a model that conveys information about the Earth. Other contrived experiences mentioned include aquariums, terrariums, aviaries, and planetariums. Key considerations for using these materials include having a clear purpose, engaging students, and maintaining interest.
3d materials
The document discusses 3D materials used in education. It defines 3D as any object that can be represented on a three-axis system. Studies show using 3D in the classroom improves comprehension and retention over traditional methods by bringing objects within students' reach, activating more neural pathways. 3D engages students' attention and helps them better understand difficult concepts. Research found students who used 3D training performed tasks faster and with fewer errors compared to those using only 2D materials. Common 3D materials discussed include 3D projectors, glasses, and printers.
Lesson 8 teaching with contrived experiences
This document defines and provides examples of contrived experiences, which are edited copies of reality used as substitutes for real things in classroom teaching. It discusses different types of contrived experiences like mock-ups, models, specimens, objects, simulations, and games. Mock-ups are arrangements of real devices that can be manipulated. Models reproduce real things on a smaller or larger scale using synthetic materials. Specimens are items that represent a whole group or class. Objects include museum artifacts or preserved specimens. Simulations represent real events where learners actively participate. Games are used to practice or review knowledge or identify gaps. Contrived experiences overcome limitations of space, time, size, and accessibility to help students understand abstract concepts.
Lesson 8 Teaching with Contrieved experiences
Teaching with Contrived Experiences by: Leonardo Z. Camboja Jr., Bukidnon State University, MOGCHS-External Studies Center, Cagayan de Oro City, September 7, 2014
Lesson 12 teaching with contrived experiences
This document defines and describes various types of contrived experiences used as substitutes for real things in the classroom. It discusses models, which are reproductions of real things made of synthetic materials. Models can be any size and are used to simulate real objects that are impractical or impossible to bring to the classroom. The document also covers object simulations, games, mock-ups and specimens, which simulate real-life situations and systems to help students learn. Contrived experiences are designed to overcome limitations and help students understand concepts in an active way.
Lesson 7; Direct purposeful experience
This document discusses direct purposeful experiences, which are first-hand learning experiences gained through the senses of seeing, hearing, touching, and smelling. These sensory-rich experiences allow people to construct meaningful ideas and concepts. Examples include conducting experiments, making objects, giving presentations, and surveys. Direct experiences are purposeful because they are undertaken intentionally for the sake of learning, and involve active participation through the senses, unlike indirect experiences which are learned by observing others. The document emphasizes that direct experiences should not be ends in themselves, but should immerse students in real-world learning through hands-on activities to develop their skills.
lesson 8: Teaching w/ contrived experiences
Contrived experiences are edited versions of reality used as substitutes for real things in the classroom. They include models, mock-ups, specimens, and objects which simulate real-life situations. Simulations and games are also contrived experiences that make classes interactive and help develop decision-making skills. Contrived experiences are used to overcome limitations of space and time, edit reality to focus on specific parts or processes, overcome difficulties of size, understand inaccessible concepts, and help students understand abstractions. Their purposes include developing changes in attitudes, behaviors, and analytical skills as well as motivating learners.
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teaching with contrived experiences
Contrived experiences are edited versions of reality used as substitutes for real things in the classroom. They are designed to simulate real-life situations when bringing the real thing is not practical or possible. Varied types of contrived experiences include models, mock-ups, specimens, objects, and simulations. Models are reproductions of real things on a smaller or larger scale. Mock-ups arrange parts to represent reality. Specimens and objects represent typical examples. Simulations allow active participation to learn or apply skills. Contrived experiences are used to overcome limitations of space and time, edit reality to focus on parts or processes, overcome size difficulties, understand inaccessible concepts, and help students understand abstractions.
Teaching with contrived experiences
This document discusses different types of contrived experiences used for learning, including models, mock-ups, specimens, objects, simulations, and games. Models are reproductions of real things that may be scaled up or down and made of synthetic materials. Mock-ups are arrangements of real or associated devices that allow their parts to be manipulated. Specimens are typical examples of a group. Simulations represent manageable real events where the learner actively participates, while games are used to practice, identify gaps, or review knowledge and develop new relationships between concepts. Contrived experiences overcome limitations of space and time, edit reality, and help learners understand abstractions.
Merlynnavarro
This document discusses different types of contrived experiences that can be used as substitutes for real things in the classroom when bringing the real thing is not practical or possible. It defines models, mock-ups, specimens, and simulations and provides examples of each. It then explains the purposes of using contrived experiences as substitutes, such as to overcome limitations of space and time, edit reality to focus on specific parts or processes, overcome difficulties of size, understand inaccessible concepts, and help learners understand abstractions. Finally, it lists ten general purposes of using simulations and games in education, such as to develop changes in attitudes, prepare participants for new roles, increase ability to apply principles, and motivate learners.
Contrived experiences.pptx-new
Contrived experiences are edited versions of reality that are used as substitutes for real things when bringing the real thing is not feasible. They include models, mockups, specimens, objects, simulations, and games. Contrived experiences are used to overcome limitations of space and time, to edit reality so learners can focus on specific parts or processes, and to help understand abstract concepts. Simulations and games in education are used to develop changes in attitudes and behaviors, prepare participants, help understand roles, motivate analytical thinking, and sensitize learners to other perspectives. They also allow learners to practice and refine skills, identify gaps, and develop new relationships between concepts.
Contrived experiences Presentation
Contrived experiences are substitutes for real things that are used in the classroom when it is not practical or possible to use the real thing. There are several types of contrived experiences including models, mock ups, specimens, simulations, and games. Models are reproductions of real things made of synthetic materials and shown in small or large scale. Mock ups are special models that highlight specific parts or processes. Specimens are portions of material used for testing. Simulations represent manageable real events where learners actively participate, and games practice or refine acquired skills or knowledge and identify weaknesses. Contrived experiences provide hands-on learning substitutes when real things cannot be used directly in the classroom.
Hershey
This document defines and provides examples of contrived experiences, which are edited copies of reality that are used as substitutes for real things when bringing the real thing is not possible. Contrived experiences include models, mock-ups, games, specimens, and simulations. Models reproduce real things on a small or large scale. Mock-ups arrange associated devices as substitutes for real things. Specimens are parts of real objects considered typical of a group. Simulations actively involve learners in representations of manageable real events. The purpose of contrived experiences is to overcome limitations of space and time, edit reality to focus on parts, overcome difficulties of size, understand the inaccessible, and help learners understand abstractions.
my power point presentation
This document defines and provides examples of contrived experiences, which are edited copies of reality that are used as substitutes for real things when bringing the real thing is not possible. Contrived experiences include models, mock-ups, games, specimens, and simulations. Models reproduce real things on a small or large scale. Mock-ups arrange associated devices as substitutes for real things. Specimens are parts of real objects considered typical of a group. Simulations actively involve learners in representations of manageable real events. The purpose of contrived experiences is to overcome limitations of space and time, edit reality, overcome difficulties of size, understand the inaccessible, help learn understanding of abstractions, practice or refine skills and knowledge
Wendie Manalastas Power point
Contrived experiences are edited copies of reality that are used as substitutes for real things when they cannot be directly experienced. They include models, mock-ups, specimens, games, and simulations. Models reproduce real objects on a smaller or larger scale, while mock-ups arrange associated devices as substitutes. Simulations actively involve learners in representations of real events. Games are played to have a winner, while simulations do not need a winner. Contrived experiences are used to overcome limitations of space and time, to focus on parts of reality, and to help learners understand abstractions. Their purposes include practicing or reviewing knowledge and skills, identifying gaps, developing new relationships between concepts, and changing attitudes or behaviors.
Educational technology 1
This document discusses the use of contrived experiences in teaching. It defines contrived experiences as edited representations of reality that are used as substitutes for real experiences when bringing the real thing into the classroom is impractical or impossible. Examples include models, simulations, games, and role-playing activities. Contrived experiences allow teachers to focus on specific parts of a system or process and help students understand abstract concepts. They are evaluated based on factors like accuracy, simplicity, cost-effectiveness, and their ability to stimulate further learning. The overall document provides an overview of contrived experiences, examples of different types, their purposes in teaching, and standards for evaluating their effectiveness.
Kclyn corpuz ed tech
This document discusses using contrived experiences like models, mock ups, specimens and objects as substitutes for real things in the classroom. It explains that these contrived experiences help overcome limitations of space and time, difficulties of size, and help learners understand abstractions. Games are also discussed as being used to practice or refine knowledge, identify gaps, review concepts, and develop new relationships among principles. The document provides examples of intelligence tasks and questions to evaluate whether a contrived experience is necessary and accurately represents important details.
Contrive Experiences prepared By Liselle Bautista
This document discusses contrived experiences, which are edited copies of reality that are used as substitutes for real things in the classroom when it is not practical or possible to bring the real thing. Contrived experiences include models, mock ups, specimens, objects, simulations, and games. They are used to overcome limitations of space and time, edit reality to focus on parts or processes, overcome difficulties of size, understand inaccessible concepts, and help learners understand abstractions. Common contrived experiences are models, which are small reproductions of real things made of synthetic materials, and mock ups, which create representations of reality.
Models
Objects, specimens, models, and replicas can all be used for educational purposes. Objects are real, tangible items like books or medical equipment. Specimens are parts of objects that represent a whole category. Models are three-dimensional replicas that can be the same size, larger, or smaller than the actual object. Replicas are full-sized copies of objects that look, feel, and function like the real thing. While objects, specimens, and replicas can provide hands-on learning, they have limitations like storage needs, cost, and potential for damage. Models are versatile for demonstrating size, processes, structures and simulations in ways that overcome limitations of distance, time, and inaccessibility.
merlindacosme
Contrived experiences are edited versions of reality that are used as substitutes for real things in the classroom when bringing the real thing is not practical or possible. There are various types of contrived experiences including models, mock ups, specimens, objects, and simulations. Contrived experiences are used to overcome limitations like space and time, edit reality to focus on specific parts or processes, overcome difficulties related to size, understand inaccessible concepts, and help students understand abstractions. Simulations differ from games in that games are played to win while simulations do not necessarily have winners.
contrived-experiences.pptx
This document discusses various types of contrived experiences, models, and dramatized experiences that can be used for teaching purposes. It describes contrived experiences as edited versions of reality used as substitutes for real things in the classroom. Models are described as reproductions of real things in various scales. Dramatized experiences include plays, pageants, pantomimes, tableaus, puppets, and role playing, which can attract and engage students. These techniques are used to overcome limitations, edit reality, understand abstractions, and motivate learners.
3D instructional materials
This document discusses various types of 3D instructional materials that can be used as substitutes for real objects when bringing the actual items into the classroom is not practical or possible. These include specimens, objects, models, mock-ups, dioramas, puppets, simulations, and games. The 3D materials provide students with hands-on learning experiences and help them form more concrete concepts about things in accordance with Dale's Cone of Experience. Their purpose is to simulate real-life situations through edited copies of reality.
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Cone of experiences by Elsa Ervas
- 1. CONE OF EXPERIENCES Contrived Experiences
- 2. TIPS TO BE COVERED Contrived Experiences Mock up Model Specimen & objects Simulation & Game Uses Importance Questions
- 3. CONTRIVED EXPERIENCES It is “edited” copies of reality Used as substitutes for real thing Designed to simulate to real-life simulation
- 4. MOCK UP An arrangement of a real device Simplified in order to emphasize certain features Special model the part of a model are singled out, heightened and magnified in order to focus on the part or process under study
- 5. MODEL Reproduction of a real thing in a small scale, or large scale or exact size Substitute for a real thing which may or may not be operational Example Atom and planetarium
- 6. SPECIMEN & OBJECTS Specimen Part of a real thing Any individual or item considered typical of a group, class or whole Example: blood cell Objects Include artifacts displayed in a museum Displayed in exhibits Preserved insect specimen in science
- 7. SIMULATION & GAME Simulation Substitute for real events Representation of a manageable real events Example: sari-sari store and fire drill Game Played to win Serve as a review and identify learning gaps Example : board games
- 8. USES 1. To overcome limitation of space and time 2. To “edit” reality for u to be able to focus on part that we intended to study 3. To understand the inaccessible and abstraction 4. To overcome the difficulties of size
- 9. IMPORTANCE To develop changes in attitudes To prepare participates for assuming new roles in the future To help individual understand their current roles To motivate learners
- 10. QUESTION Can you please one example of simulation ? Do you learn something today? Do you have any question about our discussion ? Thank you for listening Prepared by : Ervas, Elsa