Dynamic Learning Through the use of Simulators...virtual/life simulations Virtuix Omni Video Title...
Transcript of Dynamic Learning Through the use of Simulators...virtual/life simulations Virtuix Omni Video Title...
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Dynamic Learning Through the use of
Simulators
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Modeling and Simulation (M&S)
• Designated as a “National Critical Technology” in 2007
• ~ $7.5 Billion spent each year by the DoD • Changing the face of healthcare • Improving manufacturing design efficiency • Poised to have a profound impact on
education & training • Serious Gaming • Virtual moving from just simulated
environments to social interactions
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A New Model of Learning
• Learning – Engagement that changes perception, belief or behavior
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Learning is Social
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Learning is Contextual
• Learning occurs only when students process new information or knowledge in such a way that it makes sense to them in their own frames of reference
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Dynamic Learning
• Learning is engaged and reflexive participation in a life-discovery process that builds new knowledge and enhances the development of skills and competence appropriate to the personal, social, and technical contexts of importance to the learner
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Dynamic Learning Model
• Dimensions • Historic Awareness • Open Environment and Belief System
• Process • Reading • Writing • Collaboration
• Active Engaged Learning
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What is a Simulator?
• Simulator • Hardware or apparatus
that generates the simulation
• Simulation • The representation of
conditions approximating actual or operational conditions
• Scenario • A specific simulation with
a specific objective.
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Why Use a Simulator?
• Skill Transfer • Dynamic • Engaging • Contextual • Relevance • Experimentation • Verification • Validation • Safety • Evaluation • Team Building and Team
Dynamics
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Types of Simulators • Live = Humans and/or equipment and activity in a
setting they would normally operate in for real • Virtual = Humans and/or equipment in a computer-
controlled setting • Constructive = Typically does not involve humans or
real equipment
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So what’s needed?
• Planning and Design Criteria
• Students • Task
• Complexity • Hazards
• Fidelity • Functional Design Criteria • Instructors • Scenarios • Integration
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Fidelity……the degree to which a model or simulation reproduces the state or behavior of a real world object
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Functional Design Criteria
• Inherently safe • Hazardous Energy
Control • Ergonomics
• Design Team • Multiple disciplined
• Flexible
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Instructors
• Senior Instructors with a wide breadth of knowledge/experience
• Operations/Maintenance Background (real-life experience with the systems, processes, or equipment being simulated)
• Deep understanding of the simulator capabilities • Passionate • Strong Communication and Facilitation Skills
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Scenarios
• Individual components, equipment, and systems • Normal startup, operation, and shutdown • Response to plant/system transient, abnormal, and
emergencies • Plant and industry operating experience • Re-enforcement of theory and fundamentals • Teamwork, communications, diagnostics
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Integration • Learning Modalities • Functional Areas • Simulations
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Typical Content for Simulator Evolution Procedure/Lesson Plan • Purpose & Scope • Type of training
• Demonstration • Training • Evaluation
• Instructor guidelines • Use of procedures
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Typical Content for Simulator Procedure (cont.) • Conducting and evaluating training
• Instructor requirements • Briefings • Conduct of simulation • Post-exercise critiques • Individual or team evaluation
• Crew composition • Required evolutions • Use of evaluation guides • Use of simulator features
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Conclusions
• Simulators offer a unique opportunity for learning • Allow practice in a safe environment • Reduce costs • Provides a platform that is engaging, dynamic,
contextual, and social
• Computer Hardware/Software will now support almost unlimited possibilities in human-in-the-loop virtual/life simulations
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