This document discusses various technologies for learning, including cooperative learning, games, and simulations. It describes cooperative learning models involving small groups working together, such as Johnson and Johnson's model and Team-Assisted Individualization. Games are discussed as being fun but needing to focus on learning objectives. Simulations and role plays allow realistic practice in a safe environment. Simulation games combine the attributes of simulations and games for holistic learning.

2. Technologies for learning
Specific teaching-learning patterns that
serve reliably as templates for achieving
demonstratively effective learning.

3. 3.1 Cooperative Learning
 Involves small heterogeneous groups
of students
 Working together to achieve a common academic
goal or task
 Working together to learn collaboration and social
skills.

4. 2 converging forces:
First: Life outside the classroom requires
more and more collaborative activity.
Second: awareness of the value and social
interaction in making learning meaningful

5. Advantages:
 Active learning : actively interact with others
 Social skills : interpersonal, communication,
leadership, compromise, and
collaboration
 Interdependence: positive interdependence and
accountability
 Individual accountability : individuals learn to
be accountable for their actions.

6. Limitations
 Student Compatibility
 Student Dependency
 Time consuming
 Individualist
 Logistical Obstacles

7. Integration
Cooperative learning
Use of small groups
Students work together
Maximize their own and each other’s learning

8. 3.1.1 Johnson and Johnson’s Learning Model
(Roger and David Johnson’s interdependent learning group)
4 basic elements:
 Positive interdependence
 Face-to-face helping interaction
 Individual Accountability
 Teaching interpersonal and
small-group skills

9. 3.1.2 Team-Assisted Individualization (TAI)
(Bob Slavin and Nancy Madden)
 Incorporates features that allow students to
proceed more efficiently and effectively on their
own with fewer demands on the teacher for
individual checking and motivating.

10. TAI follows these pattern:
1. Teaching groups.
Teacher lesson small heterogeneous groups
(learners who are at the same point in the curriculum)
2. Team Formation
Every 8 weeks four-member teams
(heterogeneous as possible: achievement levels, gender, ethnic background)
3. Self – instructional materials
work independently using self instructional materials
solving problems, as et of problems, self tests and a
summative test

11. 4. Team study.
Pairs working on problems and having their
partner checked their solutions.
5. Team scores and team recognition
scores are computed at the end of the week
certificates are given
( exceed the criterion level)

12. Computer-Based Cooperative Learning
Can alleviate some of the logistics
obstacles using cooperative learning
methods.
• Managing information
•Allocating different individual
responsibilities
•Presenting and monitoring instructional
material
•Analyzing learner response
•Administering tests
•Scoring and providing remediation

13. Game
An activity in which participants
follow prescribed rules that differ
from those of real life as they strive to
attain a challenging goal.

14. Advantages:
 Attractive : They are FUN!!!
 Novel : departure from classroom routine
 Atmosphere: Helpful for those who avoid structured
learning approach.
 Time on task : can keep learners in repetitious tasks

15. Limitations
 Competition : counter productive for some students
 Distraction : fail to focus on real objectives
 Poor design : players spend portion of their time
waiting for their turn, throwing dice,
moving markers around a board,
and performing similar trivial
questions.

16. Integration
 Attainment of cognitive objectives :
Discrimination and memorization
 Adding motivation to topics:
grammar rules, spelling and math drills
 Small group instruction :
provide structured activities

17.  Basic skills :
sequence, sense of direction, visual perception,
number rules and following rules.
 Vocabulary Building:
Boggle, Fluster, Scrabble and Probe

18.  Adapting the content of Instructional Games:
Teachers adapt existing games by changing the
subject matter while retaining the game’s
structure.
FRAME GAME
Original game structure
framework lends itself to multiple adaptations

19. Sample adaptations
Safety tic-tac-toe
Spelling rummy

20. Reading concentration
Word bingo

21. Simulation
 An abstraction or simplification of some real-life
situation process.
 Participants play a role that involves them in
interactions with other people or elements of the
simulated environment.
 Provide realistic practice with feedback in realistic
context and include social interactions.

22. Simulation and Problem-Based Learning
 SIMULATORS
The device employed to represent a
physical system in a scaled down form.
are in a widespread use in applications
training workers in a range of manual skills
from CPR to welding.

23. Advantages:
 Realistic
 Safe
 Simplified

24. Limitations:
 Time consuming
 Oversimplification

25. Integration
 Training in Motor skills : athletic, mechanical and
complex skills.
 Instruction in social interaction and human
relations
 Development of decision-making skills

26. 3.3.1 Role plays
 A type of simulation in which the dominant feature is
relatively open-ended interaction among people.
 Motivating and effective method of developing skills

27.  Examples of tasks for role playing:
counseling, interviewing, sales and customer
service, supervision and management.
 Examples of simulated settings:
committee meetings, negotiation sessions, public
meetings, work teams and
one-on-one interviews.

28. 3.4 Simulation Games
 Combines the attributes of simulation with the
attributes of games.
 Provides condition for holistic learning.
 Through the modeling of reality and the player’s
interaction as they strive to succeed, learners
encounter a whole and dynamic view of the process
they are studying.

29. Integration:
 Instructional simulation games are found in
curriculum applications that require both
the repetitive skill practice associated
with games and reality context associated
simulations.
 Societal processes, cultural conflicts, historical eras
and ecological systems

30. Excitement of play interest in the subject
matter
holistic treatment of the game a feel for the total
process.

31. Cooperative Simulation Games
 Cooperation
Develop
Fun-oriented
 Acceptance strong
environment/
positive self
atmosphere
concepts
 Success