| 000 | 01396nam a22002297a 4500 | ||
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| 003 | ZW-GwMSU | ||
| 005 | 20241126091125.0 | ||
| 008 | 241126b |||||||| |||| 00| 0 eng d | ||
| 022 | _a1052-4800 | ||
| 040 |
_aMSU _bEnglish _cMSU _erda |
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| 050 | 0 | 0 | _aLB1778 JOU |
| 100 | 1 |
_aCohen, Alexander _eauthor |
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| 245 | 1 | 4 |
_aThe ongoing and open-ended simulation _ccreated by Alexander Cohen |
| 264 | 1 |
_aCanada: _bMiami University, _c2016. |
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| 336 |
_2rdacontent _atext _btxt |
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| 337 |
_2rdamedia _aunmediated _bn |
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| 338 |
_2rdacarrier _avolume _bnc |
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| 440 |
_aJournal on excellence in college teaching _vVolume 27, number 1 , |
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| 520 | 3 | _aThis case study explores a novel form of classroom simulation that differs from published examples in two important respects. First, it is ongoing. While most simulations represent a single learning episode embedded within a course, the ongoing simulation is a continuous set of interrelated events and decisions that accompany learning throughout the semester. Second, it is open-ended, so that students are free to experiment with an infinite quantity of strategies and actions. Student data demonstrates how this simulation positively contributes to learning, engagement, and retention. Finally, tools useful in building and managing such a simulation are discussed. | |
| 650 |
_aClassroom techniques _vCase studies _xSimulation |
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| 942 |
_2lcc _cJA |
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| 999 |
_c168392 _d168392 |
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