Instructional Simulation - Effectiveness of Pedagogy

Effectiveness of Pedagogy

When designing VLEs more functions need to be considered than in designing traditional learning modalities. The process of virtual learning consists of organizational, quality control, correctional and predictable procedures. For example, the effectiveness of the organization of student self-learning - called the ‘pedagogical and didactical function’ in VLEs, will depend on the following:

1. Online content that satisfies the requirements of subject matter standards, while at the same time allows engages students ‘interest in the process of learning. For example, open ended inquiry-based approaches to learning allow students to have some room to pursue individual interests.
2. Level of interactivity of learning environment, to increase motivation and hands-on opportunities for learners. Simulation and animation provide excellent multisensory learning environments.
3. Time management tools for the efficient assimilation of new materials. For example, availability of timetables, schedule of synchronous consultations, embedded hyperlinks for the ready access of information, etc.
4. Maximization of activities that focus on student critical thinking, and information literacy skills, needed for the 21st century, such as acquisition, processing and synthesis of information.
5. Communication modalities between teacher and student, peer to peer and learner to experts. The role of the instructor is that of an organizer, while the student is an initiator of the learning process.

A widely used format for designing on line learning environments is WebQuest. However, there are today on the market newer models for instruction that are more interactive and integrated, such as Project Page, MiniQuest, CuriculumQuest, DecisionQuest. Reference: Jakes, D. (2003). "Creating Virtual Workspaces: New Models for Developing Online Curriculum". teachForum: Breakthrough Technologies for 21st century Schools, Chicago, Illinois. April 29, 2003. Retrieved on 6/28/09: http://www.biopoint.com/ibr/techforum.htm

Since the 1990s, trends such as the performance technology movement, constructivism, Electronic Performance Support Systems, rapid prototyping, increasing use of Internet for distance education/distance learning, and knowledge management endeavors have influenced instructional design practices These changes are producing challenges to existing design models. According to Reigeluth (1996), the education and training field is in the midst of a paradigm shift from the Industrial Revolution to the Information Age, requiring a corresponding shift from standardization to customization of instructional design. Moreover, Gros et al. (1997), posit the inflexibility of traditional linear design processes, calling for a more iterative process, while Winn (1997) and Jonassen et al. criticize the positivist assumptions that learning situations are closed systems, imparting knowledge is the instructor's responsibility, and that human behavior is predictable.

There are many alternative models that have been proposed as more conducive to the new Information Age paradigm, including new methods of instruction such as instructional gaming and simulations – Jonassen's promotion of hermeneutics, fuzzy logic and chaos theory as bases for ID, Hoffman's use of Reigeleuth's Elaboration Theory and hypermedia,Akilli & Cagiltay's FIDGE model, among others.