By Michail S. Andronov
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Extra resources for A comparative grammar of the Dravidian languages
Highly interactive virtual environments are a logical extension to distributed learning, rather than something completely different. However, there are downsides. In virtual environments, students can feel disconnected from each other and the instructor. In the corporate world in the 1970s and 1980s, employees used to joke that IBM stood for “I’ve been moved,” referring the computer giant’s tendency to require employees to relocate. ” Another downside is that online students do not have physical access to facilities, including classrooms, student centers, and labs.
In fact, given how many real tools are expensive, dangerous, finicky, inaccessible, or fragile, virtual tools can give students experience with more tools than in a traditional class. Virtual tools can be not only cheaper but also better, with the ability to do such things as provide views into their inner workings. Students can also build labs in some virtual environments, not just participate in them. As we will discuss in the assessment chapter (Chapter 10), this significantly changes the learning goal, for both better and worse.
In authentic learning, the frustration-resolution pairing is the sensation of new mental muscle forming. When experiencing these situations formally, if asked, we have difficulty summing up, to ourselves and to others, what we learned. Words just trivialize the learning. But what was learned sticks with us. Hence we remember riding a bike forever, while forgetting what year the Magna Carta was signed five seconds before we need to write it on the test. Sims, and educational simulations in particular, only minimally smooth out these peaks and valleys of real learning.
A comparative grammar of the Dravidian languages by Michail S. Andronov