Year: 2007
Type: conference-paper
Abstract: . Simulations provide highly interactive experiences in which users can learn a vari-ety of skills and competencies in a situated and active learning environment. Pedagogic scaf-folding within simulations has typically been an after taught of the design process. To pro-mote “serious learning ” in simulations, this pedagogic scaffolding must be an implicit part of the design process. To support pedagogic diversity in simulations, a further requirement for adaptivity is introduced. This makes the existing simulation composition process even more cognitively complex. This paper illustrates and describes a composition tool for designing and implementing dialectic based simulations.
Institution: Trinity College Dublin
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W1934752213