1. Developing Content - Simulations Ruth Thomas, Colin Milligan, SCROLLA, JeLSIM Partnership

2. End to End Specify Simulation Write Model Save to Web Deliver Learning Create Interfaces Repositories

3. Our exemplar X is a physics lecturer at University Y with an interest in astronomy. She has an interest in the public understanding of science. She has noticed that both the general public, and her first year undergraduates have alternative conceptions about the the way in which the sun behaves –Seasonally –Diurnally –At different latitudes and longitudes.

4. Does she need a simulation? Misconceptions? Build understanding Exploration /investigation/problem solving Complex system Need visualisation before the mathematics? To breed familiarity with system

5. One model many visualisations

6. Maximising usage Where can she use it? –Lecture –Laboratory exercise –Tutorial –Self study –Online learning –Assessment (diagnostic, formative, self test, summative) Can she use it at more than one level?

7. What is out there already? A solar geometry calculator

8. It’s not suitable as it stands It was designed for use in building engineering. Single shot calculator Uses technical terms Dry Not visual Could use sliders for exploration?

9. Reuse the algorithm Increase flexibility With a small amount of programming –Place the algorithm in a loop and repeatedly calculate –Store output of calculation to show it graphically. –Use it to look at the behaviour of a sundial. –Mimic reality

10. Simulations Exploration with a single graph Focussed investigation Mimic reality Assessment

11. Save to web Specify Simulation Write Model Save to Web Deliver Learning Create Interfaces Repositories

12. Delivery: Simulations online One-click ‘save to web’ Save as Content Package –All files bundled up for easy sharing –Place in repositories Metadata aids discovery Easily previewed

13. Delivery: Context Simulations don’t exist in isolation:, Provide clear objectives, Encourage reflection, Reuse throughout the learning process.