Chapter+5

**Learning by Building Models** Traditionally technologies have been used to be learner proof and teacher proof tools to teach students information. The traditional use has computers doing what humans do best and humans doing what computers do best. Computers are asked to present information, judge answers, diagnose understanding, and adapt. Students are required to memorize and recall information. Students can teach the computer by building models in different programs and letting the computer do the recall and memorizing. Humans are natural model builders Programs (Mindtools) available to build models on are databases, concept mapping, spreadsheets, microworlds, systems modeling tools, expert systems, and visualization tools. Using Mindtools requires the learner to think in a different way about what they are studying. They must teach the computer. Primary purpose is the construction and revision of learner’s conceptual understanding Building models will help students better comprehend and remember what they are learning. Requires students to understand how concepts are tied together.
 * Modeling With Technologies **

Concept maps are spatial representations of concepts and their interrelationships AKA cognitive structures, conceptual knowledge, structural knowledge, and semantic networks. Most important software requirement is the ability to describe or label the links between concepts. Provide learners with a tool for representing the semantic structure of domain knowledge (Content students are supposed to learn in school) Process of identifying important concepts, arranging concepts spatially, identifying relationships, and labeling the nature of the relationships Most effective use is mapping an entire year of domain knowledge on one on going concept map. Studies show students learn more from constructing their own maps than studying teacher-produced maps. Semantica ([|www.semanticresearch.com]) Inspiration ([|www.inspiration.com])
 * Modeling Knowledge With Concept Maps**

Systems are dynamic when components of systems affect other components. The components of systems can be modeled using computer-based systems modeling tools. Students construct dynamic models that qualitatively and quantitatively represent relationships among components. Accumulation and flows are primary modeling tools. After a model is built students can run the model and observe the outputs in graphs, tables, or animations. If results are inconsistent with expectations, students can examine their models to find parts that are out of balance. Stella ( [|www.iseesystems.com]) VenSim ([|www.vensim.com]) PowerSim ( [|www.**powersim**.com/main/]) Model-It ([|www.goknow.com])
 * Modeling Systems With Systems Dynamics Tools **

Computerized record-keeping systems Cells may consist of text, numbers, formulas, or logical functions and can manipulate the contents of any other cell. Three main functions Storing Calculating Presenting information Spreadsheets require students to use existing rules, generate new rules describing relationships, and organize information. Emphasis is on identifying relationships and describing those relationships in terms of higher-order rules. Students can also construct simulations. By changing one number in the simulation (input) the outputs will change accordingly. Understanding these relationships is important to understanding the problem.
 * Modeling Problems With Spreadsheets**

Programs designed to simulate expert reasoning to facilitate decision making for all sorts of problems. Good candidates are problems whose solutions include decisions or predictions based on a variety of factors. Attempts to simulate the way human experts solve problems. Consists primarily of a knowledge base of facts about objects and rules about the relationships among the objects. When students use expert systems they attempt to represent the expertise needed to solve the problem. When learning something well enough to be an expert, students engage in deeper-level thinking. Students should use and expert system shell to construct a knowledge base. A shell is an editor in which students construct a rule and an inference engine ( a computer program that tries to derive answers from a knowledge base) that evaluates and executes the rule. Shells allow users who are not programmers to create expert systems. Expert systems can be used to reflect on and model thinking processes. These models are called cognitive simulations (programs that represent models of human cognitive activities). By making a cognitive simulation, students must think about thinking. Students are building a model of how to think about solving the problem. Win EXP ** Database management systems are computerized record-keeping systems. They store, retrieve, and manipulate information in databases. When students use databases they are required to integrate and interrelate content ideas. Students must break each record into multiple fields (subunits of each record) that define common patterns of information. Students can engage in conceptual change by modeling people’s experiences. This is accomplished by collecting stories, indexing them, and storing them. Fields such as themes, goals, plans, results, and lessons from stories can be indexed. By indexing stories based on many fields students can better understand similarities and underlying complexities. ** Model building is natural. Modeling is constructing personal representations of experiences. Modeling supports cognitive skills. Modeling encourages ownership of knowledge. Modeling supports making sense of the world.
 * Modeling Thinking With Expert Systems**
 * Modeling Experiences With Databases
 * Why Build Models With Mindtools?

1. The affordances of modeling with Mindtools are clear. What are the constraints? Are dealing with these contraints worth the hassel to achieve the desired outcome? 2. Using Mindtools requires the learner to think in a different way about what they are studying. What are the steps that we need to take to implement using Mindtools in our classrooms? How do we get our students to think in this different way? 3. Of the five Mindtools discussed, is any one better than the others? Why? Is one more applicable in your classroom? Do each of the five tools accomplish the same goal for our learners?
 * Probing Questions **