Summary of Computer simulation and Parallelism and Parallel Instructional Theory

1. Summary of computer simulation

Many articles written by Dr. Rik Min have elaborated the computer simulation theory. I make a brief summary here.
Computer simulation is a simulation environment on a computer screen, Most of the times based on a mathematical model. Sometimes also combined with a knowledge or rule-based system. It includes following characteristics:

Learning with computers in which the user may experiment with a simulated situation.
Presenting multimedia forms in making students decision.
Offering the possibility to provide experimentation with the subject matter in an ordered way.
Basing on a known model of physical phenomena.
Representing real event or things simply.

Learning Modeling
Learning Modeling is that student develops a model on his own which represents a situation in reality. It aims to develop the ability to systemize complex relations within a system, and also involves executing certain purpose tasks in order to record the inter-relationships within a certain system. This happens in respective two steps: one is definition of a system from reality; the other is representation of this system in a model.

Model-driven simulation
Model-driven simulation is simulation based on a mathematical model. Mathematical model is by definition a mathematical model makes use of mathematical symbols in order to describe a system.
These models have been used for this description because mathematical models have a number of specific characteristics:

Mathematical models are very precise with regard to describing relations:
By mathematical formalization, logical contradictions are avoided;
it is possible to describe complex ideas and behavior with relatively few symbols.

All kinds of mathematical models can be translated into a computer language without any particular difficulty by individuals experienced in designing computer simulation programs. Macthesis system built by Rik Min group at UT provides such a mathematical model for teachers or students create their simulation program.

Micro-world and Java Application
In the computer simulation theory, web and open digital learning environment provide mainly prevailing simulating technology for the Micro-world nowadays. The web has been increasingly used for course material, texts, books and other multimedia materials. Most computer simulation programs change to base on the web space. Java as network programming language has small, flexible, and transplantable characteristics, which most suitable to built mathematic model simulation program. Ma thesis just adopts web and java as the technology environment.

Methods of learning
Constructivism is most popular learning method on web environment, of course also on simulation environment. Coaching and case learning is major instructional and learning forms in the micro-world.

Advantages and disadvantage of computer simulation
Many advantages can be cited with respect to the use of computer simulation programs in education.

Computer simulation offers the opportunity to experiment with phenomena or events.
Computer simulation Programs can be used in education to give the student more feeling for reality in some abstract fields of learning.
Computer simulation can clearly explain difficult interrelationships, which teachers difficultly do
Student is playing an active rather than a passive role while working with a computer simulation program the student is experimenting.
Computer simulation can save expensive cost and precious learning time in reality
The system can simulate the reality by different pace or speed.
The system to be examined can be on too large or small a scale
The system to be examined can be dangerous to manipulate
A Student can get directly visual feedback on the screen.
A student can control the parameter value they want or be of interest
A student can choose forms of approaching a simulation experiment.

Computer simulation also has some limitations in some cases. Possible limitations of a general and educational kind are:

Some information of reality will be lost in the simulation program.
Not develop the students' emotional and intuitive awareness.
Not react to unexpected 'sub-goals’, which the student may develop during a learning-process.
Difficult to fit into a curriculum.
Not be adapted to take into different student levels into account within a group or class.
To implement this computer simulation programs need teachers to have certain programming technology and experiences. So it is not easy for every subject teachers. Fox ample, Macthesis system.

2. Summary of Parallelism and Parallel Instructional Theory

Parallelism
Parallelism involves the information appearance on the screen in the computer simulation. From previous descriptions, it is obvious that a lot of multimedia visual feedbacks or information will appear on the screen for the students. These appearances on the screen can directly affect the student’s leaning in the simulation system. Too small screen and linear appearance of information will bother student’s attention. Especially, these students with a poor short-term memory hate to remember useless things or to be bothered by unnecessary details. So parallelism think good learning environments require parallel instruction. Actually, parallelism is frequently occurring phenomenon in ordinary life. In the computer simulation environment, parallelism should be to consider well defined multiple window and well-structure parallel information appearance on the screen for students. High-resolution screen and new screen technology make parallelism feasible in the computer simulation system.

The parallel instruction theory
The Parallel Instruction theory is based on the concept that in a simulation environment everything should be in view, even the paper material. Apart from the graphic output of the computer simulation program, also the instruction program, possibly a help system or a video window ('model-driven desktop video') and the paper instruction materials are in sight. The parallel instruction theory also is design theory. In the simulation environment, presentation of instruction proved to be a loose, movable, parallel window. The instructional program should be asynchronous with a status of the mathematic model. A good interactive learning tool should be a two-way medium and not one-way medium. It can also provide such a screen that the students feel the need to see or put things side by side; if necessary, they can move things temporarily.

MacThesis Philosophy
The MacThesis philosophy, deliberated by Dr.Rik Min, think a complete simulation learning environment consists a large series of elements. The most important elements are:

Highly visualized, graphical output (included animations);
Highly visualized, conceptual, underlying mathematical models (with in click region’s);
Event-driven programs, sometimes with pull-down menu's and always without the use of keyboard;
An instruction or help program in the learning environment;
A multi-windowing environment (with sometimes a multi-monitoring environment);
Coaching materials are imbedded in the simulation program;
Model driven 'messages', speech, animations or video-fragments (as a special form of instructional feedback);
Imbedded in turn-key hardware or in turn-key instruction programs.

Parallelism thinks all these elements should be (parallel) available to the student. Min (1990) has developed and researched various instruction methods for use parallel to his simulation programs. Even the visualized conceptual mathematical model plays an important, special role in the instruction in the learning environment. The 6 important instruction methods for parallel use as you can see are:

A student manual (beside the program);
Loose papers and worksheets (beside the program);
A interactive, highly visualized conceptual scheme of the model (in a parallel window);
A help system (in a parallel window);
'Video messages' as intelligent feedback ('desktop video'; in a parallel window)
An instruction program, CBT materials (as a parallel proces).

MacTHESIS system built by Dr.Rik Min group partly solved the problem of single window of paper materials by creating an extra window, parallel with the program on which a survey appeared of the visualized, underlying mathematical model, allowing for intervention at the same time. This rather simplified form of instruction required other paper materials as well.

3. Parallelism Instruction Theory in relation to Computer Simulation

The Parallel Instruction theory is not independently developed, which must be based on computer simulation. It promotes the development of computer simulation and also solves problems in the transitional computer simulation. It has those advantages than traditional computer simulation:

Traditional computer simulation focus on modern input and output techniques and a wide range of different kinds of visualizations. Computer simulation with parallelism instruction theory emphasize on not that also on design of parallel information on the screen.
The strength of traditional computer simulation is to express the relations between input and output. Computer simulation with parallel instruction theory provide parallel to the core simulation instructional possibilities including:
Explanation of the process
Instruction on the involved entities
Explicit statements of the relations between entities.
Using the Parallel Instructional theory and the MacTHESIS system will yield optimal results. This integrated instructional equipment will be easier to use for most students, and a deeper level of understanding will be achieved.
The teacher has a wide range of tools to modify and change the instruction materials as well as certain aspects of the computer simulation program.

References:

Min, R. (1994). Parallelism in open learning and working environments. British Journal of Educational Technology, 25 (2), 108-112.

Min, F. B. M. (1992). Parallel instruction: a theory for educational computer simulation. Interactive Learning International, 8 (3), 177-183.

Min, F. B. M. Micro-worlds on the World Wide Web: Dynamical Learning Environments; Second Order Courseware & Applets. Available on http://projects.edte.utwente.nl/pi/papers/JavaWeb.html

Min, F. B. M. Simulation and Discover Learning in an Age of Zapping and Researching: Learning Models. Available on: http://projects.edte.utwente.nl/pi/Papers/DiscLearning.html

Enschede/China, March, 21, 2003