Andrea Adams
Professional
Coordinator for Faculty Training in the Center for Instructional Technology at James Madision University
Personal
My husband, Kirk, and I have lived in Harrisonburg, Virginia for two years. We are the proud parents of our new baby boy, Clayton, who was born on June 1st.
How I Learn Best
I learn most effectively through hands on experiences and trial and error.
Learning Situation
As the Coordinator of Faculty Training at JMU I am constantly learning. JMU faculty members are always searching for ways to enhance their instruction. Sometimes their instruction can be enhanced through technology. Instructional technology requests and ideas from faculty always present new learning situations and challenges for me.
For example, a current technology at JMU is the Personal Response System, which is also referred to as clickers. Many faculty members are interested in incorporating the clicker technology into their course, thus presenting me with a learning situation. The "clicker learning situation" has required me to learn how to use the clicker hardware and software. Most importantly I am learning how instructors can effectively and efficiently incorporate this technology into their instruction.
In the Seven Intelligence Areas survey I scored highest in Bodily-Kinesthetic. The categories that I scored next highest in were Interpersonal and Logical-Mathematical.
Research Topic
Use of Role Playing Simulations in Education
Role playing simulations in education is of interest because it is a hot topic in the field of instructional technology. Since my position at JMU requires me to work closely with faculty on instructional design as they integrate the use of technology into their teaching it is important for me to stay abreast with current technologies. I would like to research how role playing simulations promote learning and then pass that knowledge on to interested instructors at JMU. This topic is also of interest because the JMU Libraries and Educational Technologies received an IMLS grant to study and develop gaming and simulations in the fields of health literacy and information literacy skills.
References:
- Lauber, E. (2005, November-December). The design of 3-D, fast-action digital games for the classroom. "Educational Technology", 45(6), 52-55.
- Van Eck, R. (2006, April/March). Digital game-based learning: It's not just the digital natives who are restless. "EDUCAUSE review", 17-30.
- Blaisdell, M. (2006, September). All the right muves. "THE Journal", 33(14), 28-38.
- Gredler, M.E. (2004). Games and simulations and their realtionships to learning. In D.H. Jonassess (Ed.), "Handbook of research on educational communications and technology (2nd ed.), (pp. 571-581). New Jersey: Lawrence Erlbaum Associates, Publishers.
- Hertel, J.P., Mills, B.J. (2002). "Using simulations to promote learning in higher education: An introduction. Sterling, Virginia: Stylus.
- Aldrich, C. (2004). "Simulations and the future of learning." San Francisco: Pfeiffer.
