What are important considerations when defining goals for simulation based learning?

Discovery learning is part of a constructivistic teaching/learning approach. In this approach learning is seen as an individual, constructivistic, activity, in which learning results also have an individual character. Therefore, taking constructivism in its extreme form, learning goals play a less central role and in the design of a simulation environment we should rather think in sensible actions, than in explicit learning goals. However, in SimQuest we also take learning goals as a starting point, but these goals are not stated in terms of being able to reproduce information, but in having a qualitative intuitive understanding of the domain.

From the fact that we use these more intuitively stated, more qualitative learning goals a number of design considerations for the environment can be given:

1. An active learner with own initiatives (own responsibility) is necessary to construct an own knowledge process. The ultimate goal is that the learner are able to take primary responsibility for their own learning process. The author should facilitate it by guiding the learner. In the topic "control structure" more information about this topic is presented.
2. An important aspect for a good understanding of the domain are multiple perspectives on the domain. Model progression levels can be used to show the learner multiple perspectives. Different types of assignments and explanations also support the learner in looking to models in multiple perspectives . Students should be encouraged in activities that enable them to evaluate alternative solutions to problems as a means of testing and enriching their understanding.
3. Embed learning in realistic and relevant contexts. Use multi-media to introduce realistic and relevant contexts.
4. Encourage ownership and voice in the learning process. Rather than the teacher or system determining what students will learn, learners play a strong role in controlling their issues ad directions, as well as their goals and objectives. in this framework, the teacher acts as a consultant who helps students frame their learning objectives.
5. Embed learning in social experience. Intellectual development is significantly influenced through social interactions. Context characteristics should reflect collaboration between both teachers and students, and students and students.
6. Encourage self-awareness of the knowledge construction process. A key outcome of constructivist learning is knowing how we know. It is the student's ability to explain why or how they solved a problem in a certain way; to analyze their construction of knowledge and processes. The regulative learning processes of discovery learning encourage self-awareness.