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 Ratings
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| Reviewed: |
Feb 16, 2009 by Criminal Justice Editorial Board |
| Overview: |
This is an interactive tutorial consisting of an introductory animation, two crime-solving scenarios, and an open-ended drawing tool. The two scenarios demonstrate differences between right brain and left brain processing of visual images and vocabulary and their impact in providing descriptions. The student uses a simplified software program similar to that used by police investigators to solve simulated crime scenarios. |
| Learning Goals: |
Students will understand differences between the right brain and the left brain: right brain processes visual information (size, shape, shade, hue, etc.), left brain processes language and symbols.
Understand that visual images can be more effective than words to describe something.
Understand that visual vocabulary helps one draw things realistically, and a model helps one draw someone accurately.
Understand that to draw realistically, you must use the right brain. To draw accurately, you must study someone or something before you draw it.
Understand that although people look dramatically different from others, there are a few "rules" of portraiture drawing that apply to everyone.
Begin to apply rules of portraiture drawing (e.g., eyes are halfway between chin and top of head). |
| Target Student Population: |
Secondary school students
Freshman level college students enrolled in introductory criminal justice courses
Psychology students. |
| Prerequisite Knowledge or Skills: |
Basic computer skills |
| Type of Material: |
Simulation |
| Recommended Uses: |
In-class exercise
Homework simulation |
| Technical Requirements: |
Browser, Java, Flash player |
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| Strengths: |
The content of the simulation is easy to understand and easy to navigate.
An introductory teachers guide is available that is very easy to understand and provides an overview of the learning objectives (outcomes) and the scenarios the students will be viewing.
The material is simplistic but is current and relevant.
The scope of the material presented during the simulation will allow the students to learn how investigators utilize different types of thinking skills.
The scenarios are fun and will be especially useful during the instruction of secondary school students. |
| Concerns: |
This is a simulation that may be too basic in its concepts for college level students.
The scenarios are a bit simplistic, and incorrect responses do not receive any feedback. Users do not gain any positive feedback unless all options are correct. |
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Potential Effectiveness as a Teaching Tool |
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| Strengths: |
Concepts presented during the simulation are easy to learn and build on one another.
The simulation utilizes animation that is life-like and easy to relate to especially for secondary school students/
The scenarios are fun and easy to operate. Students will enjoy participating in the simulations.
The scenarios can easily be translated into writing assignments.
The scenarios can be used to reinforce concepts presented in a traditional classroom setting. |
| Concerns: |
There are few instructions, especially once you enter the scenarios.
There is little prerequisite knowledge needed to participate in the simulations but few warnings or guides are provided to the student/participant.
The sample scenarios are based on cartoon illustrations rather than actual human faces. |
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Ease of Use for Both Students and Faculty |
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| Strengths: |
The simulations are very easy to use and are fun.
There is a significant level of interactivity and it is based on realistic situations.
The animation used is realist as are the scenarios.
The scenarios can be used in conjunction with other activities developed by the designer of the simulations.
The scenarios require students to utilize their entire brain and demands that you not focus on either the right or left side only. It assists in teaching which part of the brain that should be used for artistic expression. |
| Concerns: |
There is a lack of instructions but this is easily overcome. It would be better if there were instructions that could be accessed if the student experienced difficulties.
If the student does not enjoy challenging activities and is not artistic (or shys away artistic activities) may find this activity senseless or one that does not have any challenge. |
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