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

2.  Definitions of contrived experiences
 Examples of contrived experiences
 The use of contrived experiences
 Difference of games and simulation
 Purpose of contrived experiences
OUTLINE

3.  These are “ edited” copies of reality and are
substitutes for real things when it is not
possible to bring.
 Contrived experiences is the second band of
experiences in Daniel’s Cone of experience.
 The model of the atom, globe, planetarium,
simulated election process and preserved
specimen fall under contrived experiences.

4.  Models - it is a reproduction of a real thing on
a small or large scale or exact size.
 Mock up – it is an arrangement of a real device
or associated device and it is a prepared
substitute for real thing.
 The planetarium may also be consider a mock
up.
 Game- are played to have a winner and serves
a review or summation.

5.  Specimen- is any individual or item considered typical
of a group, class or whole. It is also a parts of a real
objects.
 Simulation is a representation of manageable real
event in which the learner is an active participant.
Ex: The school election process, fire and earthquake drill are an
examples of simulation.

6.  Games are played to win while simulation need not
have a winner. Simulations seem to be more easily
applied to the study of issues rather than a process.

7. 1) Overcome limitation of space and time.
2) To edit reality for us to be able to focus on
parts.
3) To overcome difficulties of size.
4) To understand the inaccessible.
5) Help the learners understands abstraction.

8. 1. To practice or refine knowledge or skills that
already acquired.
2. To identify gaps or weaknesses in knowledge
or sills.
3. To serve as a summation or review.
4. To develop new relationships among
concepts and principles.

9.  To develop changes in attitude
 To change specific behaviors.
 To help individuals to understand their current
roles in the future.
 To motivate learners.
 To develop analytical processes.