I like the "Active, Critical Learning Principle" because instead of passive learning, it encourages active learning. Students are probably more likely to get involved with this type. I also liked the "'Physcological Moratorium' Principle" because I feel like risk taking is a natural curiosity for most students and this allows them to take risks without suffering "real world consequences". The last one I picked was the "Committed Learning Principle" because it would require a lot of "effort and practice" for students and while it might be fun, it also helps them to learn to stick with things and see them through.
Good simulations are hard to create. If you were creating a simulation for your class, what activity would you support? What variables could students manipulate? How would they affect each other?
I'm not quite sure how I would use simulations in a Speech class. I think a lot of students dislike speaking because they lack confidence, so if I could figure out a way, I think I would use a simulation that would boost the students' confidence. I'm not quite sure how this would work though and I don't think the examples in the book quite fit this. I think a simulation that helped students with organization, planning, and critical thinking skills would be useful. I don't know nearly enough about simulations though to know how this would work.
Conclusion
I think that games and simulations can be great teaching tools. Students enjoy and can really get involved with these types of lessons. I think I still have a lot to learn though about the basic principles of using them. While I have played games, I do not have much experience with simulations at all. I also think I would have to do alot more researching and experimenting myself to find something I felt I could apply in the classroom.
Jonassen, D. Howland, J. Marra, R. & Crismond, D. (2008). Meaningful Learning with Technology. New Jersey: Pearson Prentice Hall.
