Educational Design, Management & Media - Toegepaste Onderwijskunde - Educational Science & Technology - Universiteit Twente


Technology and Simulation
(197204) 2003/2004

(based on the concept of parallelism and the PI theory for designing open web environments)

== learn to build your own learning enviroments with you own applets ==
(build in Java with the templates of the javaTHESIS system)

De sheets van de Master 2004:
sheets 3e college
sheets 4e college
sheets 5e college
sheets 6e college
sheets 7e college

New: the results of 2003/2004
the results of 2002/2003
the results of 2001/2002
the results of 2000/2001
the results of 1999/2000
the results of 1998/1999
and the results of 1997/1998.

Here you see a simulator about the Dutch economy with 'two parallel windows'. The user can learn how an small open economy runs. The instuctions, the exercises, the tasks and the manuals are somewhere else in the e-learning environment.



partly in English partly in Dutch

Summery: In many learning environments only traditional texts, pictures, videos, and animations are used. In e-learning environments case-based simulations and simulations of virtual phenomena are also possible. In many cases virtual phenomena are described by mathematical models. This course focuses on some of the theoretical background of simulation and models, and practical knowledge about how to utilise this background. Appropriate methods and techniques for designing and developing these simulation components is very important. Attention will be given to the development cycles, procedures, theories, simple-to- use tools, and expertise needed to appropriately realize educational websites involving simulations. Cases and models will be provided for use in simulations. The course also gives insights to some of the cognitive background relating to simulations, such as the split-attention effect, the cognitive-load theory, and the dual-code theory and relates them to the parallelism concept and the Parallel Instruction Theory for task-oriented environments. There are 7 theoretical lessons and some practical events in the computer rooms (see teleTOP).

Part 1: The texts: papers and/or chapters of books

1st series of texts (introduction):

  • paper about Simulation as Cognitive tool (one lesson)

    2nd serie texts (learning aspects):

  • paper about Simulation and Discovery Learning (one lesson)

    3rd serie texts (theory) (two lessons):

  • paper about Parallellism (in everyday life)
  • introduction in Parallellism (examples)
  • introduction in the PI theory (the project)
  • paper about the Concept of Parallellism (original)
  • paper about the Parallel Instruction theory (original)
  • the Parallel Instruction theory (short)
  • Empirical study (experiments with different designs)
  • other papers about theoretical backgrounds
    The research question is: why these theories are so important for Learning Enviroments, especially the learning environments who are based on Simulations and/or Micro worlds? (References) (Abstracts) (More papers about simulation and theories)

    4th serie texts (product aspects):

  • paper about Micro worlds on the World Wide Web: Dynamical Learning Environments

    5th serie texts (background aspects):

  • paper about designing aspects
  • paper about aspects of mathematical models (explanation) (one lesson)

    6th serie texts (a model of learning):

  • paper about a concept model for learning an attempt to define a proper relations scheme between instruction and learning and to establish the dynamics of learning in relation to motivation, intelligence and study-ability (one lesson)
  • Part 2: The organisation and paractical part of the course

    Theoretical design-knowledge:
  • about kinds of representation
  • about kinds of presentation
  • about kinds of visualisation
  • about kinds of models

    the first task - this year - is: rewrite one of the old basic articles of Min (1992 or 1994) with the new information you can find here on this site.
    the second task is: built your own simulation in an information-rich, web-based environment.

  • the product (the simulation) (partly in Dutch)
  • the cases (the models)

    Developing tools for web-based simulations:

  • the JavaTHESIS systeem (one lesson)
  • the JavaScript systeem
  • the JdK compiler (for downloading)
  • Part 3: Research stuff; experimental environments

  • examples of experimental working-environments:
  • examples of experimental web-based learning environments:
  • Part 4: Old texts, slides and tests

    partly in English partly in Dutch

  • 2004: introduction in e-learning, doing-environments, micro-worlds & simulations (1)
  • 2004: introduction in models and model-driven simulations (2)
  • 2004: introduction in the theories (3)
  • 2004: web-technology (4)
  • 2004: models of learning (5)
  • 2004: reflection, examples and best practices (6)
  • Text about what are learning environments and what is e-learning? (in Dutch) (lineair) (direct access)
  • Text about advantage and disadvantage of this kind of learning environments (in Dutch) (lineair) (direct access)
  • Text about learning models (text) (lineair) (direct access)
  • Text about mathematical models (text) (vervolgtekst)
  • Text about parallellisme en de PI theorie (lineair) (direct access)
  • Text about research about parallellisme en de PI theorie (examples) (lineair) (pictures) (direct access)
  • Text - in dutch - about integrals and diff. equations
  • Paper - in dutch - about a production tool for simulations: a WYSIWYG-editor;
  • Paper - in dutch - about research of Groenewoud & ter Burg: een empirisch onderzoek naar effecten van parallellisme;
  • Paper - in dutch - about research of R. Min, H. Vos, P. Kommers & van Dijkum: a model of learning;
  • Discussion about model-driven simulation and rule-based systems;
  • Text about the course (partly in Dutch);
  • 2001: old stuff of 2001/2002 (sheets, texts, toetsen, etc.);
  • 2000: old stuff of 2000 (sheets, texts, toetsen, etc.);
  • 1999: old stuff of 1999 (sheets, texts, toetsen, etc.);
  • 1998: old stuff of 1998 (sheets, texts, toetsen, etc.);
  • 1997: old stuff of 1997 (sheets, texts, toetsen, etc.);
  • 2000: old test of okt. 2000 (with some answers);
  • 1997: old test of nov. '97;
  • 1996: old test of mei '96;
  • 1995: old test of mei '95;
  • 1994: old test of mei '94;
  • Rik Min, Educational Science and Technology (EDTE), University of Twente

    Enschede, Sept. 2000; updated Dec. 9, 2003; updated 2012; updated 2014