Chapter 6: Designing and Learning from Modeling and Simulations

Instruction message design with simulations is the use of technology to create virtual environments for cost-effective, safe, and authentic learning. This chapter presents a condensed history of simulation learning, an introduction to several approaches to design instructional simulations, and research based best practices that can be used to guide instructional designers. These best practices include the attention to fidelity or realism of the simulation, the removal of extraneous distractions from the design, and the inclusion of sight, sound, and haptic details that the learner will encounter in the real world. Augmented reality, or the blending of virtual and physical environments, as well as virtual reality, or the immersion of learners in synthetic environments, are also two related areas that will allow for innovative message design opportunities. Advances in technology have allowed for the use of simulations in a wider variety of instructional applications including K-12, higher education, and military training. This chapter describes several of these intriguing avenues

Instructional Message Design: Theory, Research, and Practice

Message design is all around us, from the presentations we see in meetings and classes, to the instructions that come with our latest tech gadgets, to multi-million-dollar training simulations. In short, instructional message design is the real-world application of instructional and learning theories to design the tools and technologies used to communicate and effectively convey information. This field of study pulls from many applied sciences including cognitive psychology, industrial design, graphic design, instructional design, and human performance technology to name just a few. In this book we visit several foundational theories that guide our research, look at different real-world applications, and begin to discuss directions for future best practice. For instance, cognitive load and multimedia learning theories provide best practice, PowerPoint and simulations are only a few of the multitude of applications, and special needs learners and designing for cultural inclusiveness are only two of many areas where effective messages design can improve outcomes. Studying effective instructional message design tools and techniques has and will continue to be a critical aspect of the overall instructional design process. Hopefully, this book will serve as an introduction to these topics and inspire your curiosity to explore further

RELATIONSHIP BETWEEN KINEMATIC CHARACTERISTICS AND FREE-THROW SHOOTING PRECISION: MARKERLESS MOTION CAPTURE ANALYSIS

The search for aspects of basketball shooting that characterize successful performance is an area of focus for sports biomechanists. However, the systematic evaluation of these key elements during shooting practice is limited due to the time it takes to collect and/or process the data. Thus, the purpose of the present study was to evaluate the relationship between some of the key kinematic variables extracted from a markerless motion capture system on free-throw shot performance. Multivariable linear regression analysis indicated that shot plane alignment, trunk rotation, entry angle, and timing of elbow extension were some of the key contributors to free-throw shot precision. Overall, these kinematic variables serve as a preliminary set of outcomes that can be reported to coaches and players that decide to use markerless motion capture technology for free-throw shooting biomechanical analysis

Pines

Pinus is the most important genus within the Family Pinaceae and also within the gymnosperms by the number of species (109 species recognized by Farjon 2001) and by its contribution to forest ecosystems. All pine species are evergreen trees or shrubs. They are widely distributed in the northern hemisphere, from tropical areas to northern areas in America and Eurasia. Their natural range reaches the equator only in Southeast Asia. In Africa, natural occurrences are confined to the Mediterranean basin. Pines grow at various elevations from sea level (not usual in tropical areas) to highlands. Two main regions of diversity are recorded, the most important one in Central America (43 species found in Mexico) and a secondary one in China. Some species have a very wide natural range (e.g., P. ponderosa, P. sylvestris). Pines are adapted to a wide range of ecological conditions: from tropical (e.g., P. merkusii, P. kesiya, P. tropicalis), temperate (e.g., P. pungens, P. thunbergii), and subalpine (e.g., P. albicaulis, P. cembra) to boreal (e.g., P. pumila) climates (Richardson and Rundel 1998, Burdon 2002). They can grow in quite pure stands or in mixed forest with other conifers or broadleaved trees. Some species are especially adapted to forest fires, e.g., P. banksiana, in which fire is virtually essential for cone opening and seed dispersal. They can grow in arid conditions, on alluvial plain soils, on sandy soils, on rocky soils, or on marsh soils. Trees of some species can have a very long life as in P. longaeva (more than 3,000 years)