Advancing Capability: Designing Authentic Simulation-based Teaching, Learning and Assessment
(Room S320D)
27 Nov 18
4:00 PM
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4:30 PM
Evidence indicates the successful use of simulation in learning contexts is not sufficiently matched with relevant theories of learning or application of good education practices (Shepherd 2017). The problem we address concerns closing this gap between theory and practice in a way that enhances both. The gap arises, partly, from the different speeds at which theorists and practitioners engage with their respective contributions. Leigh (2003) notes that knowledge generated through application (e.g. design and use of simulation and simulation-related equipment) is utilitarian, pragmatic and driven by time constraints. Conversely knowledge acquired through analysis and research (theorising) is concerned with verifying truth and exploring implications thus requiring longer time frames to produce relevant theories.
Tension between these two knowledges extends the gap rather than encouraging collaboration thus the problem remains real and constant. As a ‘wicked’ problem (Manning and Reinecke 2016) it lies within the Cynefin Domain of ‘Complex’ knowledge (Snowden and Boone 2007) where actions to address such a problem produce uniquely contextualised responses, while developing generalisable knowledge for use by both practitioners and researchers. For example Davies’s (2017) model for evaluating simulation-based learning provides both a means for extending evaluation beyond the training environment to work contexts, and begins to address industry issues and demands (Jackson & Chapman, 2012).
Drawing on this research, and using a needs analysis approach, we identify emergent needs and scaffold related elements into a framework for designing and using simulation, uniting consideration of all elements of simulation from design to debriefing and evaluation. We are therefore modelling a way to combine ‘research’ and ‘practice’ using a rigorous, practical method and specifically applying its concepts to a way of assessing simulation-based learning.