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the S-I-M-S training
method
aSynchronous
- Interactive
- Monitored
- problemSolving
For Asynchronous Users
1. MediaPlayer Format
2. Streaming Media Format
3. PcVoice Format
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INTRODUCTION
TO SIMS
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USERS
WHO PREFER TO SELF-STUDY FACE MANY OBSTACLES |
| Users who prefer to
self-study run into many obstacles: |
| 1. They dont know
what to study |
| 2. They dont know
when to study |
| 3. They dont know
how to study |
| 4. They have
difficulties pacing themselves |
| 5. They dont know
how to design a structured study-program |
| 6. They overstudy
certain topics, understudy other topics |
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SIMS
offers
SELF-STUDY
USERS A STRUCTURED ALTERNATIVE |
| 1. SSIMS offers a
structured study-program |
| 2. SSIMS gives
self-study users more security, more confidence and more motivation |
| 3. SSIMS acts as
your study-coach, guiding, supporting, and organizing your work |
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SIMS
offers users an internet-based, SUPERVISED, structured
home-study program |
| 1.
SIMS is a
time-management program, it organizes your studying, outlining all tasks
to be performed |
| 2.
SIMS organizes your
studying |
| 3.
SIMS outlines all tasks
to be performed |
| 4.
SIMS tells you which problems to
work |
| 5.
SIMS tells you how much time to devote to
each topic |
| 6.
SIMS monitors your progress |
| 7.
SIMS provides for
feedback and support via live-24/7 phone support, live multipoint support,
chat support, email support |
| 8.
SIMS gives
users a detailed program-syllabus outlining study-objectives tasks to be performed on a time-line, with problems sequenced in
difficulty-levels. |
| 9.
SIMS lets users prepare a weekly study-log, budgeting their
study-time |
| 10.
SIMS gives
users a weekly assignment every monday, the start of the weekly
study-cycle |
| 11. Users work on
the assignment during the week using electronic whiteboard, text-files and
the eBook reader |
| 12. Users turn in
their SIMS progress report every week, on sundays, at the end of the
weekly study-cycle |
| 13. The
SIMS progress report is reviewed
every week, difficulties and issues are addressed and the next assignment is
given |
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| Users first receive
a
SIMS SYSTEM-TRAINING session to |
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1.Introduce the program syllabus and course kit
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2. Explain in detail how the SIMS is organized, the meaning of the
different color sheets, ink-color, symbols |
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3. Assist users in time-management
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4. Analyze users time-availability
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5. Develop a weekly study-plan, time budget
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6. Set weekly goals, learning objectives.
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| The
SIMS
sessions are then delivered as weekly home-work assignments
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| 1.
SIMS lets users prepare a weekly study-log, budgeting their
study-time |
| 2.
SIMS gives
users a weekly assignment every monday, the start of the weekly
study-cycle |
| 3. Users work on
the assignment during the week using electronic whiteboard, text-files and
the SIMS reader |
| 4. Users turn in
their SIMS progress report every week, on sundays, at the end of the
weekly study-cycle |
| 5. The
SIMS progress report is reviewed
every week, difficulties and issues are addressed and the next assignment is
given
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SIMS
is an alternative method to learn engineering science, pioneered and
developed by ENSYS |
SIMS
has been succesfully implemented by ENSYS for over 60,000 hours to train
thousands of engineering students and professionals.
SIMS
has shown dramatic improvements in the acquisition, comprehension and
retention of engineering knowledge. |
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| In
the
SIMS-method,
MORE IS LEARNED IN LESS TIME |
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| One
hour of
SIMS
session time equals 5 to 10 hours of self-study by the users |
SIMS
is implemented as a time-management tool in engineering coursework with
dramatically improved understanding, comprehension and retention.
The
objective of SIMS
is to facilitate faster learning with greater understanding, comprehension
and retention. |
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SIMS
integrates problem-solving, feedback and interactioN |
| Into a highly structured
time-management program. |
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All
topics are first presented as a step-by-step procedure |
| followed
by problems which are hand-solved by the user. The user receives his tasks
in the form of an array of problems, sequenced in increasing
difficulty-levels. Technical information is strategically presented and
constantly displayed on information screens. |
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Predetermined
time periods are then given to work on problems |
Users hand-solve all problems during
the session thus retaining control of their skill-development, which now
proceeds in a managed interactive format.
While users hand-solve the problems,
the solution is simultaneously presented live, in real-time on the computer
screen. |
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While
the user is working on the problem |
His
work is monitored and feedback on algebraic errors, conceptual errors,
solution-procedures and problem-solving methodology is presented.
Users
can get instant feedback while solving problems by discussing solution
strategies with the instructor or with other eBook members.
Now when the
user encounters difficulties, he has available to him a hierarchy of
help-levels.
The user can select the level and number of help-levels
depending on the severity of his difficulties: technical information
screens, the solution screen and communication channels with the
instructor and other users are available.
The user obtains instant
clarification of concepts, equations, procedures and mistakes. |
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Problem-solving
is followed by |
A detailed discussion of solution strategies.
After the preset
time-period has expired, the problem is carefully analyzed.
The cycle then repeats in the next problem. |
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| In
the
SIMS
format, users SUCCESFULLY hand solve THOUSANDS OF PROBLEMS |
| Users gain confidence, practice and
skill and are provided with feedback, reinforcement, repetition and discussion
in every phase of the Training program. |
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Users
are organized |
| With a comprehensive course kit, with
color-coded sheets for quick access to material.
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SIMS
is a revolutionary new method to learn engineering |
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| In
the
SIMS-method, MORE
is learned in LESS time |
| With dramatically improved
understanding, comprehension and retention. |
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SIMS
is implemented as a time-management tool in engineering coursework |
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SIMS
targets the problems, inefficiencies, duplication and delays of the old
method of learning engineering science |
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SIMS
has shown dramatic improvements in the performance of engineering WORKERS |
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| The
objective of
SIMS
is to facilitate faster learning |
| With greater understanding,
comprehension and retention by engineering knowledge workers: students,
technicians, engineering professionals. |
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| In
the
SIMS
format, users meet for regularly scheduled sessions |
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SIMS
integrates all traditional information-sources |
| With problem-solving,
feedback and interaction into a highly structured time-management program. |
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| In
each
SIMS
session the user receives his tasks in the form of an array of problems |
Sequenced in increasing
difficulty-levels. Technical information is strategically presented and
constantly displayed on information screens.
Predetermined time periods are
then given to work on problems in which the user retains control of his
skill-development, which now proceeds in a managed interactive format.
Concurrently, the problem solution is presented on solution screens. |
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WHILE
the user
solves the problem |
His work is monitored and
feedback on algebraic errors, conceptual errors, solution-procedures and
problem-solving methodology is presented.
Now when the user encounters
difficulties, he has available to him a hierarchy of help-levels.
The user can
select the level and number of help-levels depending on the severity of his
difficulties: technical information screens, the solution screen and
communication channels with the instructor and other users are available.
The
user obtains instant clarification of concepts, equations, procedures and
mistakes. |
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After
the preset time-period has expired |
| The problem is carefully
analyzed in a group discussion where additional clarification is given. The
cycle then repeats in the next problem. |
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THE
COMPONENTS OF SIMS
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COMPONENT
: THE ELECTRONIC WHITEBOARD |
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COMPONENT
: VIDEO FILES |
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COMPONENT
: AUDIO FILES |
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COMPONENT
: TEXT FILES |
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COMPONENT
: eBOOK READER: TEXT-TO-VOICE SOFTWARE |
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COMPONENT
: THE STUDY LOG |
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COMPONENT
: THE PROGRESS REPORT |
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COMPONENT
: THE PROGRAM SYLLABUS |
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COMPONENT
: SUPPORT |
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COMPONENT
: THE SSIMS SYSTEM-TRAINING SESSION |
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1. Introduce the program syllabus and course kit
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2. Explain in detail how the SIMS is organized, the meaning of the
different color sheets, ink-color, symbols |
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3. Assist users in time-management
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4. Analyze users time-availability
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5. Develop a weekly study-plan, time budget
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6. Set weekly goals, learning objectives.
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COMPONENT
: THE COURSE-KIT |
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STEPS IN THE
SIMS PROBLEM-SOLVING SESSION
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STEP 01
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THE
STUDY - CYCLE |
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STEP
02
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THE
STUDY LOG |
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STEP 03
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THE
ASSIGNMENT |
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STEP 04
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THE
BLUE SHEET |
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STEP 05
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THE PINK SHEET
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STEP 06
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THE YELLOW SHEET
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STEP 07
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THE GREEN SHEET
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STEP 08
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THE WHITE SHEET
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STEP 09
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DIFFICULTY
LEVELS |
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STEP 10 |
HELP
LEVELS |
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STEP 11 |
SUPPORT |
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STEP 12 |
THE
PROBLEM-CYCLE |
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STEP 13 |
THE COURSE MANUAL
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STEP 14 |
THE
PROGRESS REPORT |
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THE
STUDY
- CYCLE
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THE
STUDY LOG
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THE
ASSIGNMENT
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The assignment outlines the tasks to be performed in the
session.
It presents the structure of the chapter broken down into topics and
subtopics.
Next to each topic is shown an array of problems which is carefully
sequenced in level of difficulty.
This array of problems is compiled from the
class textbook, other textbooks and old exams, and includes assigned homework
problems
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THE
BLUE
SHEET
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THE
PINK SHEET = SUMMARY SHEET
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The first topic is discussed.
The user may have been exposed
to the material in his lectures.
The session does not duplicate the
lectures.
The emphasis is on methodology, not on theory.
All theory and
concepts from lectures and textbooks is presented in step-by-step outline
form with the important aspects heavily emphasized.
Problem-solving, “how-to”
procedures are presented.
Careful attention should be paid to the
information.
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THE
YELLOW SHEET = CHAPTER FLOWCHART
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| The Chapter Flowchart integrated and summarizes all the
pink-sheets of a chapter. It represents all equations, procedures and methods
of a chapter in diagram form. The chapter flowchart is presented when
sufficient material in a chapter has been covered.
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THE
GREEN SHEET = CALCULATOR ROUTINES
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Relevant calculator routines are explained and implemented in the
sessions.
Users are expected to be familiar with the calculator basics such as data
input, syntax, data editing
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THE
WHITE SHEET = PROBLEM
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The Pink-Sheet is followed up by problems worked by users.
Users reinforce and practice with the information presented in the Pink Sheet.
The problems are sequenced in increasing difficulty-levels.
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DIFFICULTY-LEVELS |
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DIFFICULTY-LEVEL:
ONE STAR |
Straightforward application
of equations.
Designed to familiarize the user with the equations and problem-solving
procedures.
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DIFFICULTY-LEVEL:
TWO STAR |
More challenging problems.
Requires more reasoning skills and interpretation.
Representative of exam problems. |
DIFFICULTY-LEVEL:
THREE STAR |
Challenging problems.
Requires a comprehensive understanding of the theory.
Designed to test competence in the material. |
DIFFICULTY-LEVEL:
FOUR STAR
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Very
challenging problems.
Requires a comprehensive and thorough understanding
of the theory.
Designed to test mastery of the material.
Users are given a pre-determined
amount of time to work on the problem depending on the difficulty level.
It is important to work fast and to be accurate.
Quiet work is essential.
It is recommended to work each problem on a separate sheet. |
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HELP-LEVELS |
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When mistakes are made or difficulties are encountered, a hierarchy of
help-levels is available.
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HELP-LEVEL
1 |
Problem
Solution on the whiteboard
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HELP-LEVEL
2 |
Problem solution
textual description |
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HELP-LEVEL
3 |
Problem solution
computer voice |
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HELP-LEVEL
4 |
Pink sheet |
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HELP-LEVEL
5 |
Yellow sheet |
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HELP-LEVEL
6 |
Live-24/7 phone
support |
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HELP-LEVEL
7 |
Live Multipoint
support |
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HELP-LEVEL
8 |
Live Chat support |
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HELP-LEVEL
9 |
Email support |
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THE
PROBLEM-CYCLE
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Information
is presented in Layered form |
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1.
Information is first introduced in the Pink-Sheet
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| 2.
Users handcopy the pink-sheet while reading the text and listening to the
computer, discussing the pink-sheet |
| 3.
Users are assigned a problem |
| 4. Users interpret and apply the information
from the pink sheet when working the problem |
| 5. When the user is
finished working the problem he |
| 6.
Reviews the solution on the whiteboard while |
| 7. reading the text |
| 8.
Listening to the
computer discuss the solution |
| 9. The information is reinforced
when users view the solution and hear the computer discuss the solution
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| 10.
After the cycle, users will have been exposed to the information
three times.
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| 11.
Additional layers of reinforcement, amplification and extension of the
topic information are given when users
continue with solving additional problems, which are sequenced
in increasing difficulty-levels. |
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Each
problem is carefully selected to reinforce and explain a specific aspect of
the theory |
Not paying attention in the
computer discussion will mean unnecessary questions later.
The problem-solving
procedure is reinforced, alternate solutions are discussed and additional
questions are answered. Principles are reinforced and repeated.
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THE
COURSE MANUAL
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Organization is the key element.
It is
recommended that users organize all session-material in a
three inch, 3-ring binder.
Users can print out all whiteboard files and textfiles along with their
handwritten solutions.
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THE
PROGRESS
REPORT
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