Constructive Alignment in Simulation Education

Recent and ongoing developments are significantly augmenting both the demand for and the expectations of university simulation education. These developments include increased use of simulation in industry, increased variety of economic segments in which simulation is used, broader variation in demographics of simulation students, and higher expectations of both those students and their eventual employers. To meet the challenges these developments impose, it is vital that simulation educators aggressively and innovatively improve the teaching of simulation. To this end, we explore the application of constructive alignment concepts in simulation education, and compare and contrast its application in the context of two university course offerings. These concepts suggest continuation of some practices and revision of others relative to the learning objectives, learning activities, and assessment tasks in these and other simulation courses

Inherent noise can facilitate coherence in collective swarm motion

Among the most striking aspects of the movement of many animal groups are their sudden coherent changes in direction. Recent observations of locusts and starlings have shown that this directional switching is an intrinsic property of their motion. Similar direction switches are seen in self-propelled particle and other models of group motion. Comprehending the factors that determine such switches is key to understanding the movement of these groups. Here, we adopt a coarse-grained approach to the study of directional switching in a self-propelled particle model assuming an underlying one-dimensional Fokker–Planck equation for the mean velocity of the particles. We continue with this assumption in analyzing experimental data on locusts and use a similar systematic Fokker–Planck equation coefficient estimation approach to extract the relevant information for the assumed Fokker–Planck equation underlying that experimental data. In the experiment itself the motion of groups of 5 to 100 locust nymphs was investigated in a homogeneous laboratory environment, helping us to establish the intrinsic dynamics of locust marching bands. We determine the mean time between direction switches as a function of group density for the experimental data and the self-propelled particle model. This systematic approach allows us to identify key differences between the experimental data and the model, revealing that individual locusts appear to increase the randomness of their movements in response to a loss of alignment by the group. We give a quantitative description of how locusts use noise to maintain swarm alignment. We discuss further how properties of individual animal behavior, inferred by using the Fokker–Planck equation coefficient estimation approach, can be implemented in the self-propelled particle model to replicate qualitatively the group level dynamics seen in the experimental data

Teaching, learning and technology: An e-route to deep learning?

This is the author's pdf version of an article published in Research into Education.This paper details a research project that considered the extent to which e-learning is congruent with the notion of inculcating and maintaining deep approaches to learning within HE. Also, to explore what actions may be taken to engender and or maintain a deep approach when using e-learning as the central androgogy as knowing what (is possible) and how (it may be achieved) provides a fuller picture. Whilst this paper is designed to help inform practice and professional judgement it is not purporting to provide absolute answers. Whilst I have attempted to provide an honest account of my findings, truth and reality are social constructions (Pring 2000). The research was based upon methodical triangulation and involved thirty-eight undergraduate students who are undertaking study through e-learning and five academic members of staff who utilise e-learning in their programmes. As such, the project was small scale and how much may be inferred as applicable to other groups and other contexts may be contested, as those sampled for this research have their own unique paradigms and perceptions. Finally, it is always worth remembering that effective teaching and learning is contextual (Pring 2000). The research revealed that deep approaches to learning are situational (Biggs 2003) and e-learning can authentically lead to a student adopting and maintaining a deep approach. There are several factors that increase the likelihood of a student adopting this desired approach. These include; where students perceive the programme to be of high quality (Parker 2004), they have feelings of competence and confidence in their ability to study and interact with the technology and others. In addition, students require appropriate, reliable access to technology, associated systems and individualised planned support (Salmon 2004). Further to this deep approaches are more likely to be adopted where programmes are built on a constructivist androgogy, constructive alignment is achieved, interaction at several levels and a steady or systematic style of learning are encouraged (Hwang and Wang 2004). Critically study programmes should have authentic assessment in which deep approaches are intrinsic to their completion. To effectively support students in achieving a deep approach to learning, when employing e-learning, staff require knowledge and skill in three areas: teaching and learning, technology, and subject content (Good 2001). They also require support from leaders at cultural, strategic and structural levels (Elloumi 2004)