Information Technology Reference
In-Depth Information
Task 6.1
Deep learning
Consider the relative values of asking pupils to simulate the workings of a pelican
crossing by:
a) Flowchart software
b) Writing the underlying program, modelling the outcome virtually, then
making the connection to an interface 'live', to test its effectiveness.
Which example most readily allows deep learning to take place that might usefully
be applied to new problems and/or situations?
The relationships between these different elements are easily identified and
explored when Simulation is regarded as the connecting link. This definition also
resonates with the application of the term when it is used beyond the world of
bits and bytes. This is important. One of the key tenets adhered to by the authors
is that Computational Thinking skills, essential for undertaking any Simulation
activity successfully, can be applied universally. When pupils are invited to
'act out' different roles in a business or an environmental game, to gain a better
understanding of how vested interest groups operate, they are engaged in a form of
Simulation. Much of the knowledge and understanding related to Computational
Thinking is being used. They are required to break down any role into its basic
components, identify trends and prejudices, and formulate rules and eventually
model behaviours.
Pupils need to understand that Simulations allow:
1 Risks to be taken that, under normal circumstances, would never be
sanctioned. For example, investigating the behaviour of infectious bacteria,
or the delicate balance between species that hunt and those which are hunted,
is possible, without inviting a major calamity.
2
Trials to be conducted which may be too expensive to carry out for real.
Flight simulators enable trainee and experienced pilots to develop their basic
flying skills and their ability to deal with a variety of different situations.
Whilst this may avoid the horrendous consequences of getting things wrong,
it is also cheaper than using an aircraft.
3
Events that happen too slowly or too quickly to be understood. The only way
that climatologists can realistically explore the effect of different factors on
weather patterns over time is to simulate the climate.
The types of Simulations that can be employed in an educational context are only
limited by the imagination and creativity of the learner and the teacher. They can
be simple and static, or complex and dynamic. Even the plea that a lack of resources
inhibits what can be done is only partially true. Recently, a thirteen-year-old pupil
at a school in the north-west of England created an international stir by generating
helium through nuclear fusion in a miniature reactor he built as part of a school
science project ( see Resources: Nuclear Fusion). He used Simulation to model his
proposal, and plans to build a Hadron Collider next.
 
 
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