As in traditional lab demonstrations, Instructors/Facilitators demonstrate basic principles and learners then attempt to carry out the tasks. In Simulation, learners become even more engaged in learner-centred demonstration via peer demonstration using simulation technology.
For example, the Facilitator/Instructor first demonstrates how to simulate voltage and current measurements on a simple electrical circuit (using computer mediated software). Next, the instructor describes how a “real” version of this same circuit would be applied and used in the real world. Once learners have observed this demonstration, they are ready to apply the skills in a step-by-step procedure where they simulate voltage and current measurements.
Later, the Instructor/Facilitator demonstrates Real (Low Risk) Activity using the device that is plugged into the computer to make “real” measurements, with minimized risk as voltage and current are limited. The Instructor/Facilitator also demonstrates what happens when the task is done incorrectly, showing learners they can’t “blow up”. Learners then continue to apply these skills in their own real (low risk) activity.
Progressively Complex Procedures and Tasks – Increasing Opportunities for Self-Directed Learning
As learners gain confidence and as procedures become progressively more complex, pairs of learners may alternately take on the role of “demonstrator” in a peer demonstration of a task, while the partner observes the demonstration and provides feedback and critique. Peers may also make demonstrations to the class, as they gain mastery over practices.
The New Learning Paradigm 