An Exploratory Study of Lecturers' Views of Out-of-class Academic Collaboration Among Students

This article reports an exploratory study of lecturers' perceptions of out-of-class academic collaboration (OCAC) among students at a large Singapore university. Two types of OCAC were investigated: collaboration initiated by students, e.g., groups decide on their own to meet to prepare for exams, and collaboration required by teachers, e.g., teachers assign students to do projects in groups. Data were collected via one-on-one interviews with 18 faculty members from four faculties at the university. Findings suggest that OCAC, especially of a teacher-required kind, is fairly common at the university. Faculty members' views on factors affecting the success of OCAC are discussed for the light they might shed on practices to enhance the effectiveness of OCAC

AN EXPLORATORY STUDY OF LECTURERS' VIEWS OF OUT-OF-CLASS ACADEMIC COLLABORATION AMONG STUDENTS

This article reports an exploratory study of lecturers' perceptions of out-of-class academic collaboration (OCAC) among students at a large Singapore university. Two types of OCAC were investigated: collaboration initiated by students, e.g., groups decide on their own to meet to prepare for exams, and collaboration required by teachers, e.g., teachers assign students to do projects in groups. Data were collected via one-on-one interviews with 18 faculty members from four faculties at the university. Findings suggest that OCAC, especially of a teacher-required kind, is fairly common at the university. Faculty members' views on factors affecting the success of OCAC are discussed for the light they might shed on practices to enhance the effectiveness of OCAC

Debriefing: A practical guide

Debriefing is the most important part of a simulation. That is why this is a key chapter in this book. The chapter contains several sections, each one offering insights, guidance and stories for debriefers. The central sections of this chapter look at various aspects of debriefing, such as what it is and when, why and how we should conduct it. Each section looks at debriefing, not from a theoretical stance, but from a practical, down-to-Earth perspective. The appendix contains a number of ready-to-use examples of materials to use for debriefing and also suggestions of courses or curriculums that use larger-scale simulation and thus that must employ and deploy debriefing in a judiciously managed fashion. Having developed and conducted debriefs and trained trainers in debriefing for many years, I have written this chapter from a personal angle, sometimes offering short vignettes or stories of my own experience

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Virtual reality simulation This symposium What are the main differences between virtual reality and simulation? Is virtual reality a special type of simulation (e.g., with computers, machines, and visual displays)? Or is simulation a particular of form of virtual reality? Does it matter what the differences are? Some people use the terms interchangeably, as if they were (almost) the same. Other terms are invariably associated with the above two terms, such as interaction, environment, computer, visualization, model. The term virtual reality simulation is fairly common too. An example using some of the above terms A virtual reality physics simulation (VRPS) is an educational tool using a virtual reality interface that brings together a 3D model of real apparatus and a virtual visualization of physical situations in an interactive manner. VRPS enhances students ’ understanding by providing a degree of reality unattainable in a traditional two-dimensional interface, creating a sensory-rich interactive learning environment. In this paper, we presen

Debriefing: A practical guide

Debriefing is the most important part of a simulation.  That is why this is a key chapter in this book.  The chapter contains several sections, each one offering insights, guidance and stories for debriefers.  The central sections of this chapter look at various aspects of debriefing, such as what it is and when, why and how we should conduct it.  Each section looks at debriefing, not from a theoretical stance, but from a practical, down-to-Earth perspective.  The appendix contains a number of ready-to-use examples of materials to use for debriefing and also suggestions of courses or curriculums that use larger-scale simulation and thus that must employ and deploy debriefing in a judiciously managed fashion.  Having developed and conducted debriefs and trained trainers in debriefing for many years, I have written this chapter from a personal angle, sometimes offering short vignettes or stories of my own experience. </p

Climate change and simulation/gaming: Learning for survival

<p>This editorial outlines a number of connections between climate change and simulation/gaming/debriefing.  First, the development of this symposium is mentioned, including appreciation for contributors, especially Klaus Eisenack, James Hansen, Dennis Meadows, and Diana Reckien.  Second, a wide range of climate change dimensions is outlined, with emphasis on the increasingly important role that simulation/gaming and debriefing should play in educating people to combat climate change.  Climate issues include anthropogenic warming, due largely to ever increasing greenhouse gas emissions, resulting in massive and irreversible upheaval of the biosphere and the socio-economic system.  Given the direct or indirect negative impact of climate change on health and mortality, due largely to the lethargy of politicians and big business, such people, in a saner world, could be facing accusation of crimes against humanity.  The topic of climate change needs to become the backbone of education round the world, with simulation/gaming and debriefing being one of the main methods for learning to survive in ‘pockets of resilience’.  Topics for simulation/games and debriefing could include resilience, urgency, climate change science, indicators and effects (feedback loops, rising sea levels, storm severity, food scarcity and security, water, war, denial, nuclear power, irresponsibility of politicians, etc.).  Third, the absurdities of the push for growth in a finite world and of the burning of more coal are highlighted.  Simulation/gaming and debriefing provide opportunities for learning to survive in a dangerously changing climate.</p

Vocabulary Learning: A Critical Analysis of Techniques

This article evaluates more than a dozen vocabulary learning techniques for students of a second or foreign language. These techniques are divided into four broad categories: decontextualizing, semi-contextualizing, fully contextualizing, and adaptable. Each technique is evaluated in terms of underlying theoretical assumptions and practical utility. Specific classroom implications are also offered

22nd International Conference of the International Simulation and Gaming Association (ISAGA)

This volume records the proceedings of the 22nd Annual International Con­ ference of the International Simulation and Gaming Association (ISAGA), 15-19 July, 1991, Kyoto, Japan, sponsored by the Science Council of Japan and the Japanese Association of Simulation and Gaming (JASAG). The con­ ference theme was Global Modeling for Solving Global Problems. The first 2 days of the conference were held in the magnificent Kyoto International Conference Hall; the 3rd day was spent admiring the floats of the famous Gion Festival in the exquisite city of Kyoto and the Daibutsu (or Great Buddha) of the Todaiji Temple in Nara and visiting one of the Sharp factories. During the last 2 days of the conference we were made most welcome in the Faculty of International Relations of Ritsumeikan University. The day after the conference, a number of delegates went to Hiroshima (the Peace Memorial Hall, Museum and Park) and also to one of Japan's "Scenic Trio," the island of Miyajima with its breathtaking views and the Itsukushima Shrine. The conference was attended by some 400 delegates from over 30 different countries. Over 100 sessions, both theoretical and practical, were given: keynote speeches, round-table discussions, workshops, papers. This volume reflects most of those sessions, in the form of either a full paper or a short abstract