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An analysis of simSchool, an instructional simulation for preservice teachers, using an instructional design framework grounded in the Model-Centered Instructional Theory
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, Burlington High School, United States

Society for Information Technology & Teacher Education International Conference, in New Orleans, Louisiana, United States ISBN 978-1-939797-02-5 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

How does an Instructional designer design a valid and effective instructional simulation? The following paper explores this question by examining the simulation evaluation literature, followed by an evaluation of an instructional simulation, simSchool. simSchool is a web-based simulation designed to emulate various students to provide practice for preservice teachers in instructional planning, assessment and communication activities. This paper uses a framework to analyze the simulation, according to the simulation’s instructional goals and design models. The framework for designing a simulation approach to instruction, based on the Model-Centered Instructional Theory, provides a detailed model for dissecting the seven functional layers of a simulation. When combined with user testing, results indicated that simSchool does provide a valid model of a simulated environment for preservice teachers to practice instructional activities.

Citation

Deale, D. (2013). An analysis of simSchool, an instructional simulation for preservice teachers, using an instructional design framework grounded in the Model-Centered Instructional Theory. In R. McBride & M. Searson (Eds.), Proceedings of SITE 2013--Society for Information Technology & Teacher Education International Conference (pp. 18-24). New Orleans, Louisiana, United States: Association for the Advancement of Computing in Education (AACE). Retrieved May 20, 2019 from .

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