Imulation Based Experiential Learning
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Simulation-Based Experiential Learning
Author: Douglas M. Towne
language: en
Publisher: Springer Science & Business Media
Release Date: 2012-12-06
In October of 1992 an assembly of researchers in simulation and computer models for instruction convened in Bonas, France, to learn from one another in a non-automated environment. The event was the Advanced Research Workshop entitled The Use of Computer Models for Explication, Analysis, and Experiential Learning. Sponsored by the Scientific Affairs Division of NATO, this workshop brought together 29 leading experts in the field loosely described as instruction and learning in simulation environments. The three-day workshop was organized in a manner to maximize exchange of knowledge, of beliefs, and of issues. The participants came from six countries with experiences to share, with opinions to voice, and with questions to explore. Starting some weeks prior to the workshop, the exchange included presentation of the scientific papers, discussions immediately following each presentation, and informal discussions outside the scheduled meeting times. Naturally, the character and content of the workshop was determined by the backgrounds and interests of the participants. One objective in drawing together these particular specialists was to achieve a congress with coherent diversity, i.e., we sought individuals who could view an emerging area from different perspectives yet had produced work of interest to many. Major topic areas included theories of instruction being developed or tested, use of multiple domain models to enhance understanding, experiential learning environments, modelling diagnostic environments, tools for authoring complex models, and case studies from industry.
Advancing Simulation-Based Social Work Education
This book highlights the expansive and evolving developments of simulation-based learning and research in social work education and practice. Simulation-based learning is a deliberate teaching approach that uses structured, interactive, realistic scenarios, with trained actors or staged environments or with virtual or technology-enhanced platforms, that replicate real-world practice situations. These immersive experiential opportunities allow learners to develop and practice skills, receive feedback, reflect critically, and strengthen professional competencies. This edited volume brings together leading scholars, practitioners, and educators, showcasing the innovations and emerging advancements in simulation pedagogy. The chapters in this collection explore the diverse simulation modalities used across social work education, including generalist and specialized practice contexts, interprofessional education, and cutting-edge virtual and technological applications. It offers insights into how in-person, hybrid, and fully online simulations expand teaching possibilities, enhances learning and application, and shapes the advancement of simulation-based pedagogy in social work. This book is a valuable resource for educators, trainers, and practitioners committed to advancing evidence-informed social work education and practice in today’s complex and rapidly evolving practice landscape. The chapters in this book were originally published as a special issue in Studies in Clinical Social Work: Transforming Practice, Education, and Research.
Simulation-Based Learning in Communication Sciences and Disorders
A new resource for academic and clinical educators, Simulation-Based Learning in Communication Sciences and Disorders: Moving From Theory to Practice presents best practices in simulations for undergraduate, graduate, and workplace training programs in audiology, speech-language pathology, and communication sciences and disorders. Utilizing the expertise of experienced clinical educators, Simulation-Based Learning in Communication Sciences and Disorders is an introductory to intermediate text for those interested in implementing clinical simulations within undergraduate and graduate training programs, as well as the workplace. To that end, it includes descriptions of various simulation technologies, ranging from low to high fidelity, as well as examples for implementation. The text is divided into three main sections: Foundations in Clinical Simulations provides an overview of foundational theories in simulation-based learning and principles of teaching and learning in higher education Clinical Simulation Learning Experiences expands upon the various forms of simulation technology, outlines the best practices for implementing simulations for learning, and identifies ways for educators to incorporate simulation technologies into their curriculum Professional Issues and Advocacy calls on readers to engage in professional development and research in the area of simulations; readers are encouraged to consider ways in which existing and emerging technologies can help us adapt to the upcoming changes in education and training Simulation-Based Learning in Communication Sciences and Disorders: Moving From Theory to Practice is one of the first books to integrate best practices in simulation research and practice specifically for academics and clinical educators in communication sciences and disorders. It is an invaluable guide to anyone who is interested in providing high-quality learning experiences through simulation to students and professionals in communication sciences and disorders.