The Simultaneous Production Model; A Model for the Construction, Testing, Implementation and Revision of Educational Computer Simulation Environments.

This paper introduces a hardware and software independent model for producing educational computer simulation environments. The model, which is based on the results of 32 studies of educational computer simulations program production, implies that educational computer simulation environments are specified, constructed, tested, implemented, and revised by teams of experts. The main domains of expertise, within which the simulation environments are formally defined are: curriculum, didactics, system analyses, modelling, software engineering, and graphic design. Each expert specifies, develops, tests, and revises the knowledge components of his/her own domain of expertise. The experts then meet together at discussion sessions to coordinate activities and evaluate the integrated prototype. Important phenomena of the model are: dynamic specifications, the use of fast prototyping techniques, object-oriented coding techniques, and adaptability. Four production stages are described: the initial specification phase, the prototyping cycle, the field test cycle; and the implementation cycle. A table displays the knowledge structures required for the production of educational simulations and four figures illustrate various phases of the production of a simulation environment. (Contains 30 references.) (Author/ALF) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** THE SIMULTANEOUS PRODUCTION MODEL; A Model for the Construction, Testing, Implementation and Revision of Educational Computer Simulation Environments Pieter G. van Schaick Zillesen '! Wageningen Agricultural University Food and Bioprocess Engineering Group; Dept. of Food Science P.O. Box 8129; NL 6700 EV Wageningen; The Netherlands WY. , r U.S. DEPARTMENT OF EDUCATION "PERMISSION TO REPRODUCE THIS Othce of Educational Research and Improvement MATERIAL HAS BEEN GRANTED BY _-_. ,. ; EDUCATIONAL RESOURCES INFORMATION CENTER IERICI Pieter van Schaick *Y-1. 1:7 This document has been reproduced as `. i. ,, received from the person or orgenrzation ory Zillesen inating it = -2 . or changes have been made to improve reproduction quality Points of ,new or opinions statedin this door TO THE EDUCATIONAL RESOURCES ment do not necessarily represent official OERI position or policy INFORMATION CENTER (ERIC). Abstract A model for producing educational computer simulation environments is introduced. The model implies that educational computer simulation environments are specified, constructed, tested, implemented and revised by teams of experts. The main domains of expertise required for the production of an educational computer simulation environment are: curriculum, didactics, system analyses, modelling, software engineering and graphic design. The production model implies that simulation environments are defined formally in respect to all these domains of expertise. For each domain of expertise the definitions are stored in a separate knowledge component. In principle, each expert specifies, develops, tests and revises the knowledge components of his own domain of expertise. The experts meet at discussion sessions, which are organized at regular intervals. During these sessions the activities of the experts are coordinated and the integrated prototype is evaluated. The model is called 'the simultaneous production model', since the knowledge components of the simulation environment are produced simultaneously. Important phenomena of the model are: dynamic specifications, the use of fast-prototyping techniques, object-oriented coding techniques and adaptability. Four production stages are described: the initial specification phase, the prototyping cycle, the field-test cycle and the implementation cycle. Empirical data about the production of 32 educational computer simulation program have been gathered during previous studies (Van Schaick Zillesen, 1990, 1991a, 1992, Van Schaick Zillesen et al., 1992). The simultaneous production model is based on the results of these studies. The model is described on a hardware and software independent level. Introduction The major purpose of an educational computer simulation environment is to provide students with a representation of a part of reality. The students are able to manipulate this representation, e.g. by changing the properties of the representation or by changing the conditions under which the representation operates. The behaviour of the representation as a result of these changes is similar to that of the represented part of reality. Students learn about the real system by transferring the knowledge gained through studying and manipulating the representation of the simulated system that behaves in a way analogous to the real system (Van Schaick Zillesen, 1990). Dynamic simulation enables students to acquire knowledge in an active, individualized way by means of exploration. The importance of this method of knowledge acquisition has been stressed by many authors (e.g., Kolb and Goldman, 1973, Bork, 1981, Romiszowski, 19;11 and Wedekind, 1985). Pieter G. van Schaick Zillesen; THE SIMULTANEOUS PRODUCTION MODEL; page 1