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Using Simulations to Promote Learning in Higher Education

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Angelica Rossi

on 28 January 2014

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Transcript of Using Simulations to Promote Learning in Higher Education

What happens during a debriefing? Extended Simulations Managing your Simulation Debriefing after your Simulation Designing your Simulation With the guidance of the teacher, learners replace old cognitive maps with new ones. Time Management Debriefing The process in which people who have had an experience are let through the purposive discussion of that experience. Using Simulations to Promote Learning in Higher Education: An Introduction People playing the essential roles to act out the central scenario or conflict
People in supporting roles to further the action of the scenario
People in secondary roles that are usually affected by the outcome of the scenario yet do not directly affect it. Scenario Characters: 3 Roles Offer formative assessments so you can determine what and how well students are learning.
Aim for embedded assessment to amplify learning without assessment becoming an add-on. Responsible Assessment Students should learn to evaluate:
the subject knowledge
the problem solving skills used
the group process used
the chairperson skills used
the acquisition of self-directed, interdependent, lifetime learning. Perhaps use Student Self-Assessment? Most instructors have to learn how to let students run the class... All decisions in course planning should derive from clear learning objectives.
The objectives need to facilitate student learning.
Aim for learning that can be applied and used in situation outside of course examinations. Learning Objectives Team work is the best work.
If teams of students are assigned to each role, there is a greater likelihood that someone on each team will participate enough for those students simulating other roles to gain an academic benefit.
Interactive classroom approaches like peer tutoring work because they actively engage learners in an enriched contextualized environment. Class Size First consider the amount of time needed to design the simulation.
Next consider the class time involved.
You need 3 phases for a simulation:
(a) the orientation time,
(b) the time needed to conduce the simulation,
(c) the debriefing. Time Management 1. Identify clear learning objectives
2. Design a simple structure that enables participants to move quickly and progressively
3. Provide appropriate instructions about assigned roles. How to get your simulation to flow: Orientation and Instruction Extended simulations offer the element of extended time. Additional time allows students to:
develop their assigned roles
determine their own interests
test their understanding of material Just Add Time... By: John P. Hertel & Barbara J. Millis Angelica Rossi
University of Florida Why use simulations? What is a simulation? Motivation Deep Learning Achieve Learning Objectives Student Centered Learning Bridging the Gap The nature of a simulation is built around the concept of learners PARTICIPATING in a variety of roles within an environment designed around the learning objectives. The debriefing post-simulation and the interactions throughout the simulation provide the legitimization needed to bring students to a new state of knowledge and experience. Simulations are structured on the premises of the application of knowledge, interactions with ideas and people, experience, feedback, and reflection. Simulations leave the information gathering, the key decisions, and conclusions in the hands of students which can result in significant learning. Simulations bridge the gap between the academics of a profession and the practices of that profession. Educational simulations are sequential decision-making classroom events in which students fulfill assigned roles to manage discipline-specific tasks within as environment that models reality according to the guideline provided by the instructor. Participants cast in roles
Interactions between these roles
Goals within respect to which interactions occur
Criteria for determining the attainment of the goals and termination of the activity Educational simulations possess: Instructors act as a leader rather than expert Students are cast into roles as they engage in the simulation. They are to raise questions as well as formulate answers to questions regarding the connections between what they experience and what can be learned from the experience. Focus on the background, roles, tasks, and environment as well as specific instructions for participants. To provide a better representation of reality, create deadlines that align with the class schedule. Students relate their experiences to the substance of the course's content, discipline-specific processes, and skills. I am learning about myself and the soundness of my own thinking! Preparing Students for REAL Life A simulation course allows students to learn about and experience the makeup, procedures, and interests of organizations while they seek to achieve the goals you have set for them. THE END!!!
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