Educational Design, Management & Media - Faculteit der Toegepaste Onderwijskunde - Educational Science & Technology
Vakgroep Educatieve Instrumentatietechnologie
Universiteit Twente


Technology and Simulation
(197204) 2003/2004

'Computersimulatie als Leermiddel' ('CSaL').
Dit keuzevak 'CSaL' is vanaf 1983 t/m 2004 gegeven. Waarvan de laatste 5 jaar in het Engels als 'T+S'.

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

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

Rik Min

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

Student results and student papers 2002 of 2003/2004
Student results and student papers 2003 of 2002/2003
Student results of 2001/2002
Student results of 2000/2001
Student results of 1999/2000
Student results of 1998/1999
and Student 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.


targets of the course
(partly in Dutch)


partly in English partly in Dutch

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) (Student papers 2002) (Student papers 2003)

    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

    A. Theoretical model aspects and design aspects:

  • about kinds of models (soorten wiskundige modellen) (I) (in Dutch)
  • about kinds of visualisation (soorten visualisaties) (of mathematical models) (II)
  • about kinds of representation (representatievormen van wiskundige modellen) (III) (in Dutch)
  • about kinds of presentation (soorten weergavevormen op het scherm) (in Dutch)

    B. Tasks:

    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)

    C. 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

  • 2003: introduction in e-learning, doing-environments, micro-worlds & simulations (1)
  • 2003: introduction in models and model-driven simulations (2)
  • 2003: introduction in the theories (3)
  • 2003: web-technology (4)
  • 2003: models of learning (5)

  • 2001: old site of the course 2001 (sheets, texts, toetsen, etc.);
  • 2000: old site of the course 2000 (sheets, texts, toetsen, etc.);
  • 1999: old site of the course 1999 (sheets, texts, toetsen, etc.);
  • 1998: old site of the course 1998 (sheets, texts, toetsen, etc.);
  • 1997: old site of the course 1997 (sheets, texts, toetsen, etc.);

  • 2000: the old test of 2000 (in Dutch) (with some answers);
  • 1999: the old test of 1999 (in Dutch) (kwijt);
  • 1998: the old test of 1998 (in Dutch) (kwijt);
  • 1997: the old test of 1997 (in Dutch);
  • 1996: the old test of 1996 (in Dutch);
  • 1995: the old test of 1995 (in Dutch);
  • 1994: the old test of 1994 (in Dutch);

  • Discussion about model-driven simulation and rule-based systems;

  • Sheets about what are learning environments and what is e-learning? (in Dutch) (linear) (direct access)
  • Sheets about advantage and disadvantage of this kind of learning environments (in Dutch) (linear) (direct access)
  • Sheets about simulation as educational courseware (in Dutch) (lineair) (direct access)
  • Sheets about parallellisme en de PI theory (in Dutch) (linear) (direct access)
  • Sheets with examples about parallel instruction(in Dutch) (linear) (direct access)

  • Sheets about parallellism in real live (photo's collected by Rik Min)

  • Paper - in dutch - about research of Groenewoud & ter Burg: een empirisch onderzoek naar effecten van parallellisme;
  • Paper - in dutch - about research of R. Min: Observaties, patroonherkenning en leermodellen
  • Paper - in dutch - about research of R. Min, H. Vos, P. Kommers & van Dijkum: a model of learning;
  • Technical paper about mathematical models (chapter of a book)
  • Technical paper - in dutch - about a production tool for simulations: a WYSIWYG-editor;
  • Technical paper - in dutch - about integraal en differentiaal vergelijkingen
  • Rik Min, vakgroep Educatieve Instrumentatietechnologie (ISM), Faculty of Educational Science and Technology (EDTE), University of Twente (UT).

    Enschede, copied and updated 2003; 2012; 2014 en gerestaureerd in 2020