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So–you’ve watched the TED talk, you’ve browsed the website, you’ve read the blogs… the studious among you may even have engaged withthe literature，，，，and a lucky few will have seen a demo on campus or at conference (we’d love to get round everywhere, we’re trying our best!).
接下来问的不可避免的问题是：模拟将如何适合您的课程？华体会赞助ac米兰
Maybe you’re asking this because you would like to make a proposal for some of your teaching budget to be invested in technologies that will help your students learn; or maybe you’re being told from ‘on high’ that the money is already there to spend, but your input is now needed to match simulations to course modules.
Either way, the task of curriculum alignment can start to feel problematic, as there is a knowledge gap between what you know about your course content and what we know about the content of our library of over 70 simulations.
Aligning simulations and curricula
How do we bridge that gap to make it easier to align our simulations to your course?
There are really only 2 possibilities–either Labster needs to know the content and learning outcomes for every course which uses our lab simulations, or each teacher needs to be empowered with in-depth knowledge of the content of our entire catalog. Neither of those sound very feasible initially!
Our experience
Truth be told, many of the scientific specialists employed across the board at Labster–building the simulations, planning product expansion, facilitating sales, or providing customer support–have all become fairly experienced at curriculum mapping over the years.
我们共同看到了世界各地教授的许多模块，课程和学位的课程和课程。反思最近，几件事使我们感到震惊……
- There isn’t a huge difference between learning outcomes of related courses at different institutions.也许这是因为互联网带来了前所未有的透明度水平，或者也许是表明世界各地教育的不同质量保证标准如何彼此同意的。
- When mapping our simulations to any given course, the best that Labster can do is suggest topic-related simulations that have aligned learning outcomes.Ultimately the final decision has to be made by the teaching staff负责创建/交付课程。通常，老师会对自己的学习与学生的学习道路相关的想法。
- Teachers frequently ask how many simulations should be included in their module. There is no hard and fast answer to that as modules and courses run for different times, carry different credits, and may be fully online or on campus.Anything is ‘normal’ from 2 simulations over 10 weeks to 2 simulations every week。我们很高兴为新的模型促进many new VR simulations over the next few years in collaboration with Google!
- Our simulations are not pitched at any one particular academic level,随着世界各地的教育系统的参与，不同的年龄和不同的年龄。一些可能在华体会赞助ac米兰瑞典延长三年级本科生的模拟也可能是中国硕士水平研究生合并/修订的理想选择。我们不希望我们的模拟在任何特定的“级华体会赞助ac米兰别”上进行鸽子 - 但根据学生背景及其预计学习适当地使用。
What teachers can do
All these points have lead us to appreciate that the best curriculum alignment is done by the teacher themselves. And given our experience, we have found two ways to make that task easier for you.
- Option 1: Academic staff can access our Faculty Resource page. If you’re already a customer, please reach out to your Labster Representative. If you’re not a customer, but would like access, please reach out to us by filling out thecontact form.
- Option 2: We’ve bundled our simulations by topic, and scaffolded them as part of a ‘core’ or ‘extended’ group of subject-related labs (在这里查看模拟华体会赞助ac米兰). We hope this will provide a good starting point on your exploration of our catalog… but do look deeper to see what else is available within your subject area! You can also do that by searching by subject in oursimulation catalog。
Here’s a suggested workflow for you to align our simulations to your curriculum:
- Identify the intended learning outcomes of your course.
- 转到教师资源页面或simulation bundlesand identify subject related simulations. Look for simulations where our listed learning outcomes align with the ones you already have for your own course.
- 还在教师资源页面,查看问uiz Questions for each of the simulations you identified in Step 2. This will give you an indication of the scientific content and academic level of the simulation.
- 观看任何模拟的拍摄版本，看起来可以在步骤3之后符合您的学习成果。华体会赞助ac米兰在这一点上，您可能会发现内容略有不对准（很少有完美的匹配！），但重要的是要欣赏它是conceptsthat matter, and the语境matters slightly less. Our simulations all have their own storyline, which may not have a whole lot to do with your subject. In fact, this can be of value to the students as they then have to transfer their learning to their own context, and the ability to transfer understanding rather than rote learning is very much a higher-order learning task. Keep in mind that you may also have some flexibility in adapting your own learning outcomes.
- Ultimately, you should have a play through of some of the simulations yourself, to experience what your students will be asked to do.
学生feedback
If you have a departmental licence that gives you full access to our catalog, and there are a couple of simulations for which you can’t quite see which one will work best for your class, you could try out both simulations, and collect feedback from students to guide your final decision.
You may even specifically identify a ‘working party’ of students to help you with the alignment task. Using their feedback means that students are involved with an aspect of their own course design, which is always a positive and highly informative step to take. Keep in mind that you don’t have to ask students to play through an entire simulation if you feel some of the learning outcomes are a step farther than your class needs to go. You could, for example, clearly indicate they need only complete 50% of a simulation (they will see this on their own progress bar and know when to stop).
Stay up-to-date
Going through this process once each year as you do your annual course review, will ensure that the simulations stay relevant to your course, and that you have had an opportunity to review the full content of our catalog.
利用Labster目录为您带来的极大灵活性的礼物，并为您的课程带来一些更改的乐趣！
请记住，新的模拟始终添加到目华体会赞助ac米兰录中。您可以随时了解模拟新闻的最新信息注册我们的新闻通讯，或跟随我们Twitter，，，，FacebookandLinkedin。
