The end is (almost) in sight for the chalkboard with hand-drawn diagrams of the way the world around us works. Thanks to Flash, a fairly simple to use Adobe product, quality interactive simulations are becoming more readily available on the internet that are well suited to classroom teaching.

Pearson Education and ForgeFX have teamed up to create simulation based learning applications that allow learners to become active participants in the classroom. I checked out some of their free web-based simulations to get an idea of what it’s all about.

Most of the simulations are quite interactive and give the learner an option of various different scenarios that provide different end results which is great for comparison and testing.

Here is an overview of the top 6 simulations:

Design and Test Simulator

This interactive 3D simulation allows students to work on the development of a piece of virtual machinery, capable of launching giant paintballs into the air. Using the Design and Test Methodology, students must create their hurling machine so that it is capable of hitting the multiple targets within the virtual world.

In order to hit all of the targets in the virtual environment, students must design their device so it is capable of launching for distance, height, and strength. Students are able to customize the arm length, spring strength, ball weight, angle of release, and tension in order to hit each target.

Students are given a budget that they must complete the project within, each shot at the target will cost the student part of their budget, so the fewer shots required the better the student does. Launchers must be designed for the assigned task, tested, modified, tested again, and repeated until the student has hit each target.

Topographical Map Simulator

This real-time 3D simulation illustrates how topographic maps are created and used to depict changes in elevation. A topographic map is characterized by large-scale detail and quantitative representation of relief using contour lines. Rendered in real-time 3D, it is easy to understand how topographic maps are created since the simulation shows the same virtual environment in both a 3D mesh and 2D map format.

Students are able to sculpt mountains and valleys in real-time and see the changes to the corresponding topographic map as well as the 3D environment. To represent elevation, relief, and slope on the topographic map the simulation uses contour lines and elevation level indicators, while it simultaneously renders the scene in 3D.

On a topographic map, a contour line connects points of equal elevation. Select the Raise or Lower tool, and then start digging into the 3D terrain. See how the changes you make to the mountain affect the topographic map and 3D terrain.

Seismic Waves Simulator

What happens to the ground during an earthquake? Find out by creating your own earthquake using this interactive 3D simulation. An actual earthquake will always create Primary, Secondary, and Surface waves, using this 3D simulation students can isolate waves to understand the different types of seismic activity.

Select the type of wave, the strength of the waves, the angle, and the zoom levels for the simulation to run. Waves can be played forward and backwards through time, in textured or wire-frame 3D models, all controlled by the user of the simulation.

During an earthquake the exact speed of P and S waves varies depending on the material they are traveling through. The ratio between the speeds of the two waves will remain relatively. P waves generally travel 1.7 times faster than S waves. Using this ratio, scientists can calculate the distance between any point on the earth’s surface and the earthquake’s focus.

3D Plant and Animal Cells Simulator

Cells are the basic unit of structure and function in living things. If you look inside cells, there are even smaller structures called organelles. Each organelle has a different function within a cell. Learn about plant and animal cell organelles in this interactive 3D simulation. View the cells from any angle by clicking and dragging, select a plant structure to learn more about its function.

Students are able to examine cells by dragging and dropping the cell to view it from any angle. Individual structures can be selected to view them in more detail.

4-Stroke Engine Simulator

Most automobiles use four-stroke heat engines. These four-strokes occur repeatedly in each cylinder in the engine. This is a real-time 3D simulation which allows the student to explore how a four stroke engine works and to gain an understanding of the different strokes involved.

The simulation gives students access to a running 4 cylinder engine, in a safe and risk-free environment. Students can use the simulation to learn how a piston works independently, and within a four-stroke engine. The simulation allows students to watch 3D animations of the four-stroke engine from any angle or distance, speed-up and slow-down the engine, as well as pause and show engine labels – all in real-time 3D. A complex mechanical process, like a four-stroke engine, is an easily understood lesson when delivered as an interactive 3D training simulation.

Biomes of the Earth Simulation

This online e-learning application helps students visualize how biomes are climatically and geographically defined as similar climatic conditions on the Earth, such as communities of plants, animals, and soil organisms, and are often referred to as ecosystems.

The simulation lets you take part in an around-the-world scientific expedition researching Earth’s biomes. A biome is a group of land ecosystems with similar climates and organisms. It is mostly the climate—temperature and precipitation—in an area that determines its biome. Interact with the 3D globe to see the worldwide distribution of the biomes on our planet.

Click and drag anywhere on the 3D globe to spin and view it from any direction. Select one of the nine biomes to see where they occur on Earth, or show all locations at once to see where biomes occur in relation to each other. Click on the stars to get photographs and detailed climate information, including average temperature and precipitation levels, for cities located within each biome.

Summary

If you’re charged with educating and training students, you’re aware of the challenges associated with keeping them engaged with educational material. Using highly-realistic 3D simulations, that are web-based, allows you to provide students with immersive content that keep them engaged for longer periods of time. You can see all the simulations here.

As younger generations become increasingly comfortable with technology, teachers are challenged to integrate these familiar mediums into their lesson plans to engage school learners and keep their attention and interest. Here are some creative approaches to using technology in the classroom and bridging this gap.

Xbox Kinect helps teach English
In an experimental program, a Zulu-language primary school in KwaZulu Natal was given an Xbox game console and the Kinect add-on, which allows games to be played using physical gestures rather than traditional controllers. Teachers had found learners very hesitant to speak English in class, but were surprised to see that the children who were engaged in the game lost their shyness and happily called instructions to their classmates in English. The game made the children relax and forget about the stresses they usually felt when asked to speak up in class.

Interactive whiteboards absorb learners
A world ahead of traditional chalkboards or classroom projectors, interactive whiteboards are interactive displays that let both teachers and learners interact with data on a screen and allow for a wide range of material (including videos and websites) to be displayed to the class. When Montagu Drive Primary School in the Western Cape introduced this technology, teachers found that learners were much more receptive to the lessons that included audio-visual content. Rather than focusing on computer labs, the school decided to bring technology directly into the classroom. Learners became more confident in participating in lessons and found their horizons were expanded, since they were introduced to material on the internet from all over the world.

Integrated tech teaches business savvy
Perhaps the most potent way to use technology is to integrate a wide variety of tools and media to make the best of each one. Warren Sparrow, a teacher at Rondebosch Boys Preparatory School, devised an innovative curriculum to get his learners to create a board game, learning about technology and entrepreneurship concurrently. The learners used cellphones, video editing programs and layout software to create the elements of the board game. They also needed to use online mind mapping tools, blogs and wikis to document their knowledge. Sparrow found that the learners were very engaged and interested in the project and had fun using the technology to solve problems and share learning.

To learn more about online learning, visit www.getsmarter.co.za to see what range of online courses are on offer.

In my four years of working at EvaluNet, and visiting literally hundreds of schools across the country, I often come across schools that have spent tens of thousands of rands on educational software and hardware that was promised to be of immense value but turned out to be a massively useless white elephant.

The problem lies not in the actual tool or resource being purchased. The problem lies in the phrase “aggressive marketing tactics” combined with the phrase “lack of aftersales support and training”.

The reality is that many companies have popped up over the years offering educational software and hardware tools that in many cases are actually very good at doing what they were designed to do.

Interactive whiteboards (IWB’s) as an example, are an excellent means to engage learners in a stimulating manner. A Science teacher for example, is able to use the software tools loaded on an IWB to create exciting, interactive presentations of molecules and atoms moving around. Instead of showing learners drawings of an atomic model, the teacher is able to literally show the learners exactly how the atoms move on the IWB, which is infinitely more interesting than looking at a black chalk board.

I don’t think there is anyone who could argue against the benefits that a tool such as an IWB has to offer. It’s obvious that in this day an age, anything that can capture a child’s attention is something that should be expanded upon.

However, the sad reality is that when I visit schools who have previously purchased IWB’s, I am given account after account of how the IWB is hardly used by any of the teachers. Many schools are sitting with IWB’s that cost anything from R10,000 – R25,000 per board. If not used, then certainly a BIG white elephant. The number one reason given: the teachers don’t know what to do with the board.

The example of the ‘redundant interactive white board’ can be applied to many other products that ruthless educational vendors irresponsibly market to schools. From curriculum-based software to skills development tools, anything that a school buys and then doesn’t use is a waste of precious school funds.

Blame the school! The teachers are lazy.

This is one of the first excuses an educational vendor will give you when asked why some schools buy their products and then hardly use them. Another one of my favourite excuses are: the teachers are not willing to learn anything new.

If you’re selling something, the probabilty is that you think it is the best thing since sliced bread. What you must remember, is that educational vendors have convinced themselves that their product is going to benefit anyone who purchases it. They love their product. They’re passionate about it. They see the value and they know EXACTLY how they would implement it if they were you (the customer).

At the end of the day, the bottom line for the vendor is their profit. This is understandble – they’re running a business, not a charity. And that’s OKAY. You shouldn’t point fingers at them.

However, it is grossly irresponsible to sell a product to a school when you know that the product requires ongoing training and support , and you cannot afford to offer that ongoing training and support. To sell a product to a school, and expect them to implement it on their own without assistance, is just not cricket.

There is probably nothing a principal hates more than being romanced into a sale through a well delivered sales pitch, only to discover that the product they purchased actually requires ongoing support that the vendor is just not willing to give.

Beware of: The Box Droppers

Many good educational software and hardware products on the market require ongoing support from the supplier. Beware of vendors who sell you their products and then disappear, only to resurface some time later with another “amazing” product that is going to cost more money and “solve all your problems”.

If you are the one signing that quotation, make sure that the vendor is willing to put in writing that (a) the product is so easy to use that it requires absolutely no training or support, OR (2) the product does in fact require training and support and that the vendor is, firstly, capable and willing to train you to use the product and, secondly, will help you implement it at your school.

Beware of: The Trainers

Most good educational software and hardware vendors do offer training on the use of their products. “Great!” you may say. Yes sure, I agree with you, but put it this way:

You’re learning to drive for the first time. You hire a driving instructor to teach you how to drive. He shows you which pedals to push, how to use the indicators, where to put the fuel and how to start the engine. And then he leaves and sends you an invoice for a few hundred rands.

What he has failed to do is help you get into the car and make it move forward. And he could only have done this by giving you the keys and putting you in the drivers seat, guiding you and instructing you as you go.

Many vendors train teachers where to click. Few train then how to implement.

Do you think that a teacher knows exactly how to implement an interactive white board after a 60-minute point and click training session? I don’t think so.

Try and find: The Customer Service-orientated Gems

As a school making a decision about what educational software or hardware to purchase, you should ask yourself: “Does this vendor care about my school?”

Vendors who offer service and implementation plans – in writing – are the vendors you can normally count on to deliver on their promises and the expectations set during their sales pitch.

Service and implementation plans are relatively unheard of in South Africa. However it’s a simple concept where a company promises to deliver ‘product implementation’ as opposed to simple ‘product training’. And the implementation plan should obviously always be shown in writing.

Where does the buck end?

There is an ongoing debate as to who is ultimately responsible to ensure that a product is properly used by a school.

Some will say that it is entirely up to the teacher to use a product to it’s maximum benefit. So what they’ll do is train the teacher where to click, and then expect the teacher to come up with a plan of implementation, i.e. you’ve had your training, now it’s up to you.

Others say that it is the responsibility of the Department of Education to ensure that teachers are well versed in the use of products made available to them. The problem is that there are thousands of educational software and hardware products available to teachers, so how is the department expected to keep up with it all while trying to deal with other issues of their own?

I say that it is entirely the responsibility of the educational vendor to ensure that schools use their products effectively. As the vendor, you should know your product inside out, and more importantly, you should know exactly how to implement it and make ongoing use of it. Vendors should be legally required to share this knowledge and provide product implementation plans to school customers.

Vendors should use their initiative and setup workshops, user groups, online resources and in every way possible make sure that their school customers are shown the respect that they deserve.

Vendors should stop selling to schools, and rather start investing in them. Schools – hold vendors accountable. You are, after all, the customer.

What do you think? Add your comments below.