Simulations (Active Learning)

"Sommaire:
1. Introduction : le choix des méthodes, le thème, les aspects à comparer. (p. 2- 3)
2. Présentation factuelle des deux manuels.Quelques nuances, remarques, critiques et observations subjectives. (p. 3-6)
3. L’approche actionnelle et la notion de tâche dans les deux manuels.Analyse de la mise en œuvre : tâtonnement ou réussite ? (p. 6-11)
3.1 L’apprenant comme acteur social et la classe comme microsociété : à la recherche des allures d’une dimension collective dans les deux méthodes. (p. 11-12)
4. Autoévaluation de l’apprenant versus autocorrection : de l’intention non factuelle à l’atteinte. (p. 12-13)
5. L’autonomie chez l’apprenant : autoévaluation et stratégies d’apprentissage. (p. 14-15)
6. Conclusion (p. 15-16)
7. Bibliographie (p. 17)"

Professeure de FLE depuis 2005 à l’Alliance française de La Havane et ayant utilisé Tout Va Bien ! 1 et 2 en classe, je considère m’être appropriée ce manuel par l’usage et être en mesure de l’examiner aussi du point de vue théorique. Cinq ans après de son arrivée en cours, la direction de l’Alliance a décidé de le remplacer par un autre manuel. Plusieurs en ont été testés et certains nous ont été présentés par des maisons d’édition dont Latitudes 1. Intéressée par la perspective actionnelle, j’ai voulu étudier son évolution à travers l’analyse comparative de sa mise en œuvre dans ces deux manuels de FLE. D’autre part, captivée par l’autonomisation de l’apprentissage, je n’ai pas pu m’empêcher d’observer le traitement de l’autonomie chez l’apprenant comme une zone d’intersection de l’approche actionnelle.

Beginning in earnest in the late 1990s, educational researchers devoted increasing attention to the study of “active learning,” leading to a robust literature on the topic in the scholarship of teaching and learning. Meanwhile, during largely the same period, political theorists discovered the radical philosophy of Giorgio Agamben, which soon after began to ripple through more radical forms of philosophy of education. While both the SoTL works on active learning and writings of “Agambenian” philosophers of education have offered new insights into their respective fields, active learning has not yet received a systematic philosophical reflection and the community of Agambenian philosophy of education has not yet been systematized. This article addresses both gaps, first through an outline of existing Agambenian approaches to the philosophy of education and second by theorizing active learning as a form of “destituent potential.” The systematic reflection on the three threads of Agambenian philosophy of education—whatever, potentiality, and study—offers an introduction to less familiar readers, and the second section offers a model for how philosophical concepts can become theoretical tools for SoTL analysis.

Simulation learning plays an important role in social work education, allowing students to explore how theory and practice parameters can be integrated into actual situations they are likely to experience in the field. The arrival of COVID-19 and the sudden cessation of in-field practicum opportunities raised challenges for students to gain needed practice experience. Simulation offers an opportunity to enhance learning in place of some direct experience when that is not available. This paper reports on a simulation development practicum, where students, not able to be in an agency, sought out ways to achieve learning through the development and implementation of simulation learning. This was combined with a literature review. Results showed that student-generated simulation could be used to support direct practice learning. This project also illustrated that social work simulation can be used to help students safely explore areas of practice that they may not be exposed to in pract...

Interested as I was in action-oriented approach, a very important tendency in today's language
teaching, I decided to study its evolution through a comparative analysis of its implementation in these two
FFL textbooks. Tout Va Bien 1 was one of the first methods to adhere to it, while the more recently created
Latitudes 1 also claims to follow this approach and to respect CEFR's recommendations. In addition, being captivated by learner's autonomy, I could not avoid observing the treatment of learner autonomy as an
intersection zone of the action-oriented approach.
My choice of research topic obeyed to a desire of both modestly contributing to the selection (or not)
of a new method for the Alliance Française of Havana while looking both textbooks in a theoretical light,
and of putting in practice the assets provided to me by this course. My main objective is to compare and
evaluate both method-textbooks as well as to identify the advocated methodological tendency.

Contents
1. Introduction: Choice of methods, topic and features to be compared. ................................................ 2
2. Factual presentation of both textbooks. Some nuances, remarks, criticisms and subjective
observations. ......................................................................... 3
3. Action-oriented approach and task concept in both textbooks. An analysis of its implementation:
Trial and error or success?. ..................................................... 6
3.1. Learners as social actors and the class as a micro-society: Searching for traits of a collective
dimension in both textbooks. ................................................ 11
4. Learner's self-assessment versus self-correction: ........... 13
5. Learner autonomy: Self-assessment and learning strategies. ............................................................ 15
6. Conclusion .................................................................. 165
7. Bibliography................................................................ 187

Teachers should look into the role of a coach/mentor and get learner/teacher in integration with students.

Education needs to be focused on teaching students how to learn a new language, as well as tutoring on how to learn the language online and in the community.
The teachers should be facilitators, often proposing students new tools and helping them to be in control of their language learning. This way students can become independent, mindful learners

This presentation was given at the ELTC in July 2022 (https://www.essex.ac.uk/departments/language-and-linguistics/events/essex-language-conference-for-teachers).
The presentation:
(1) addresses inaccurate narratives about the value of language degrees;
(2) reviews some of the literature available about the use of interpreting and audio-visual translation in language learning;
(3) looks at how findings from the literature could be applied to earlier language learning settings (A1) than are traditionally considered (B2).

Health care education is developing and simulations, in different guises, are gaining increasing attention as a means of overcoming tensions between instructional models and educational objectives. The role of simulations is, however, yet to be fully defined and will be dependent on the actual impact simulations on educational practice. Research need to better understand this impact and contribute to developing simulation practices. There is, therefore, a strong need for research that can balance scientific stringency and practical utility. This presents a challenge in a field that is biased in favor of laboratory experiments where theoretical accounts are also rare. This thesis explores a new theoretical and methodological approach, as a means of meeting this challenge. It draws upon Rose Luckin's Ecology of Resources framework for redesigning learning contexts (2010) and it attempts to explore relations between learning context, learner interactions, and learning outcomes, in order to identify opportunities for the development of educational simulation practice. In researching different types of health care simulations in their own right, arguments have been made that it is necessary to strive for smaller and more useful generalizations. In response to this challenge, this thesis delineates one type of simulation context: collaborative educational computer-assisted simulation (ECAS) in health care education. After reviewing previous research on related topics, a model of this type of context has been developed. Based on this general model, the particular subfield of collaborative radiology in ECAS has been analyzed and researched. Four articles on this topic present empirical contributions that address different relations between context, learner interactions, and learning outcomes in collaborative radiology in ECAS. The first one explores how moving from a static tool to an ECAS changes what learners talk about, how they talk about it, and how they develop during training. The second one explores in more detail relations between the features of ECAS, the content of learner interactions, and the impact on learning. The third one explores how context design impacts peer interaction, and the fourth compares more and less successful groups in order to identify needs and opportunities for development of the learning context. The empirical data are used to discuss relations between learning context, learner interactions, and learning outcomes, and how collaborative scripts may be potentially useful in the development of collaborative ECAS in health care education. Such scripts could support for instance explicit dialogue about relations between context-dependent doing and subject-specific principles, thorough engagement with simulation feedback and inclusion of all simulations participants. A new path for health care simulation research is suggested, including a move beyond laboratory experiments towards dealing with the messiness of actual educational practice, a move beyond universal generalizations towards smaller-scale context considerate and more practically useful generalizations.

Download at: https://papers.ssrn.com/sol3/papers.cfm?abstract_id=2200350

PASTA WARS is a four-party negotiation / conflict simulation-game, in which participants must decide recurrently whether to adopt a cooperative stance or a competitive strategy towards one another. Participants are formed into four groups, each of which manages a flour mill that is attempting to sell its produce to a single purchaser, the local pasta restaurant, over a series of rounds. Each mill’s profitability is dependent not only on its own manufacturing strategy but also on that of the three other mills. In this way, they are subtly placed in an iterated four-way Prisoner's Dilemma, and they must maneuver, in an environment of limited communication, to develop relationships with each other and to build trust as a means of enabling personal and joint gain.

This document contains all materials needed to conduct the simulation-game, as well as notes for teachers on game-management and debrief.

In addition, the document includes translations of the simulation's material into ten languages, for use with students and trainees around the world.

What is the impact of active learning techniques on student excitement, interest, and self-efficacy in a course? An American Foreign Policy and National Security course was designed around the utilization of a number of active learning techniques, including simulations, a debate, and counterfactual analysis. Students in the course were surveyed about their feelings of excitement toward the course, interest in course material, and feelings they could do well in the course as a result of each aspect of course design. Results of the surveys reveal that the active learning techniques did indeed increase students' excitement, interest, and self-efficacy, suggesting that courses utilizing course designs centered on student engagement and enjoyment could bolster students' overall learning in courses.

This paper outlines the Technology Enhanced Learning (TEL) strategy of the University of the West of England (UWE), UK, and demonstrates examples of simulations that use a mixture of web technologies, social networking and virtual worlds. In particular we discuss in detail a simulation that enables groups of law students to work as partners in simulated law practices in a virtual town that supports a range of casework. We also describe an accident investigation simulation built in the virtual world Second Life where groups of students can experience an accident scenario, investigate it, design safe systems of work to deal with the case and work collaboratively on accident analysis and prevention

Elaborado em 2015, este exercício apresenta modos de conciliar temas acadêmicos de duas regiões do mundo geralmente consideradas 'incomparáveis': Golfo Árabe e Escandinávia. Para nova aplicação, basta atualizar as notícias e temas consoante as necessidades.

This article describes a simulation scenario based on of-the-minute thinking about the Korean Peninsula crisis. The scenario highlights the tradeoffs and difficulties in addressing the nuclear and humanitarian crisis, tasking students to negotiate to reach consensus on track I and track II levels. Students are negotiators, gaining experience and exposure to key international relations and political science concepts through active learning. An optional media-teams and press-conference component also is discussed. The scenario, grading rubric, and supplemental materials are included to give instructors a resource that is easily modified across groups varying in size, ability, and composition.

Download at:  https://papers.ssrn.com/sol3/papers.cfm?abstract_id=1916785

In this article, the authors report the results of two experiments that explored hypotheses about the relative learning advantages of role-play and scenario design. The experiments were conducted with similar student populations in Australia and Israel. Using a matched-pairs design, participants were randomly assigned to design and role-play conditions. They worked on their tasks following an hour-long lecture on three negotiation concepts: alternatives, time pressure, and negotiating power. A lecture-only control group was implemented in the Australian experiment. In both experiments, designers, working “behind the scenes,” indicated better concept learning in the short run than their role-play counterparts performing “onstage,” as well as in comparison with the control group. They showed better understanding of the way the concepts are related and retained the learning gains over time. Moreover, the designers were at least as motivated as role-players and controls and, for the Israel participants, showed more motivation. The results, favoring designers, spread widely across the various questions, asked immediately after the experience and 1 week later: 86% of the answers given favored designers in terms of direction; 52% of these were statistically significant. Implications are discussed for explanatory mechanisms, programmatic research, and teaching/training approaches.

Download at: https://papers.ssrn.com/sol3/papers.cfm?abstract_id=1292594

This article introduces the "pseudo-reality" method of constructing and conducting conflict resolution training workshops. This method focuses on creating a backdrop against which participants engage in negotiation and mediation skill-building, using real-life events and facts - but only to the extent that these events and facts promote the learning process. By creating pseudo-reality, trainers can overcome learning-hampering effects resulting from participants' strong preconceptions or bias on a topic, while at the same time preserving the advantages of working within a familiar, realistic environment. This method is meant to be used when the main goal of a workshop is skill-building rather than imparting substantive knowledge of a conflict. The method is demonstrated by describing its use at a workshop conducted recently in Cyprus, in which the Israeli-Palestinian conflict served as a backdrop for conflict resolution skill-building. Finally, the article provides a model designed to help conflict resolution trainers create pseudo-reality in their own workshop frameworks.

In a competitive global economy, career placement and advancement are based on education, training, and the ability to apply knowledge, skills, and experience within dynamic work environments. While education and training provide the foundation for knowledge and skill development, it is through learning simulation and work-integrated learning that students acquire practical experience and engage in professional development while preparing for new careers, career advancement, or career transition. Therefore, this paper presents (a) a quinary career development model designed by faculty and administrators in the United States, South Africa, Australia, and Sweden; (b) an overview of learning simulation to support career development; and (c) learning simulation activities from the four countries that can be integrated into undergraduate and graduate/post-graduate face-to-face, blended/hybrid, and online programs.

The theoretical frameworks explicitly or implicitly employed by diplomatic historians and international relations scholars can lead to significantly different explanations for the same historical events. Therefore, a sound understanding of the basic international relations theories is required for a more comprehensive understanding of international politics. However, students tend to shun theoretical topics and debates, considering them irrelevant to practical issues and problems that they face in their daily lives. This paper argues for employing simulations as a way of enhancing student learning of international relations theories. It provides a justification and outline for the organisation and development of a hybrid simulation using the Council on Foreign Relation's Model Diplomacy interactive platform. Hybrid simulations integrate components of both face-toface and cyber simulations, with students physically interacting during the more formal simulation procedures (e.g., making formal policy statements and voting) and using the cyber environments for informal activities (e.g., as negotiations). Ultimately, hybrid simulations transform the learning environment by restructuring the interaction process between instructors and students and can contribute to enhancing student learning and their understanding of the main theories underscoring international relations theories. The use of hybrid simulations becomes more relevant as universities continue to promote more online educational opportunities for students and as unanticipated disruptions require them to have more options available to continue providing students with the best educational experiences possible.

The University of the West of England (UWE) has a large number of students who will pursue subsequent careers in a wide range of professional fields such as engineering, law, business, nursing, teaching, psychology, criminology and design. An important part of that education is the ability to relate theory to practice (Barrett 2011), and developments in technology over the past years have now created opportunities to enable students to experience simulations of events and situations that are difficult, unethical or impossible to organise in the real world, before they put their skills into practice in the real world (Newland 2008). Virtual worlds are proving to be popular and effective environments at UWE for simulations of a range of experiences, such as accident investigations, risk assessments, business ethics cases, psychotherapy practice and sociological experiments. However, as the numbers of students undertaking these simulations increases, so the call on tutor time will sign...

Simulation learning plays an important role in social work education, allowing students to explore how theory and practice parameters can be integrated into actual situations they are likely to experience in the field. The arrival of COVID-19 and the sudden cessation of in-field practicum opportunities raised challenges for students to gain needed practice experience. Simulation offers an opportunity to enhance learning in place of some direct experience when that is not available. This paper reports on a simulation development practicum, where students, not able to be in an agency, sought out ways to achieve learning through the development and implementation of simulation learning. This was combined with a literature review. Results showed that student-generated simulation could be used to support direct practice learning. This project also illustrated that social work simulation can be used to help students safely explore areas of practice that they may not be exposed to in pract...