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.

1. 
Contrived Experiences

2. 
 What are contrived experiences?
 Model and Mock up
 Specimens and Objects
 Simulation
 Is there a difference between game and simulation?
 Why do we make use of contrived experiences?
 General purposes of simulations and games in
education
 Games
 Conclusions
 Questions
Table of contents

3. 
 These are “edited” copies of reality and are used as
substitutes for real things when it is not practical or
not possible to bring or do the real thing in the
classroom. These contrived experiences are
designed to simulate to real-life situations.
What are contrived Experiences?

4. 
 A model is a reproduction of a real thing in a small
scale, or large scale, or exact size-but made of
synthetic materials.
 A mock up is an arrangement of a real device or
associated devices, displayed in such a way that
representation of reality is created.
 A mock up is a special model where the parts of a
model are singled out, heightened and magnified in
order to focus on that part of process under study.
Model and Mock up

5. 
 A specimen is any individual or item considered
typical of a group, class or whole.
 Objects may also include artifacts displayed in a
museum or objects displayed in exhibits or preserved
insect specimens in science.
Specimens and Objects

6. 
 Simulation is a representative of a manageable real
event in which the learner is an active participant
engaged in learning a behavior or in applying
previously acquired skills or knowledge.
Simulations

7. 
 Games are played to win while simulations need not
have a winner. Simulations seem to be more easily
applied to the study of issues rather than to
processes.
Is there difference between a game and
simulation?

8. 
1) overcome limitations of space and time,
2) to edit reality for us to be able to focus on parts or a
process of a system that we intend to study,
3) to overcome difficulties of size,
4) to understand the inaccessible, and
5) help the learners understand abstractions
Why do we make use of Contrived
Experiences?

9. 
 to develop changes attitudes
 to change specific behaviors
 to prepare participants for assuming new roles in the
future
 to help individuals understand their current roles
 to increase the students’ ability to apply principles
General purposes of simulations and
games in education

10. 
1) to practice and/or to refine knowledge/skills already
acquired,
2) to identify gaps or weaknesses in knowledge or
skills,
3) to serve as a summation or review, and
4) to develop new relationships among concepts and
principles.
Games

11. 
 Contrived experiences are substitutes of real things
when it is not feasible to bring the real thing to the
class. These include models, mock ups, specimens,
objects, simulation, and games. The most things to
remember when we make use of models and mock
ups are to make as close as we can to the real things
they represent. If for one reason or another they
could not replicate the real things in size and color
we should at least caution the user or the reader by
giving the scale.
Conclusions

12. 
 What is the second band of experiences in the cone
of Edgar Dale?
 Why do we use of contrived experiences?
 What are the types of contrived experiences?
Questions