1,358 research outputs found
Mixed-reality learning environments in teacher education: An analysis of TeachLivE⢠research
TeachLivEâ˘, a mixed-reality simulated classroom technology, has been used in initial teacher education programs to provide repeatable experiential learning opportunities for students now for more than a decade and in more than 80 universities worldwide. However, no broad scale investigation has been conducted into how the platform has been used or what research has been generated as a result. The aim of this study is to provide insight into the types of TeachLivE⢠research carried out since its inception and to identify trends and potential gaps in this research. Peer-reviewed academic primary research publicationsâjournal articles (23), conference proceedings (12), and thesis dissertations (20)âwere reviewed for participants, research methods, analysis, research design, data collection tools, and design approaches. Of the 102 articles identified as relevant, âinstructional skills developmentâ and âintegration of TeachLivE⢠in teacher educationâ were the most commonly researched topics. Findings indicate that preservice teachers were the most commonly studied group of participants, research methods were predominately qualitative, single-subject experimental research design was employed most often, and the most used data collection tools were surveys and observation. These findings highlight that the range of topics is increasing, with studies on in-service teachers in school-based contexts beginning to emerge as a new area of interest. This systematic review has implications for researchers and the developers of TeachLivEâ˘. It provides valuable insight and recommendations for future studies in this emerging teacher education field, where technology is not simply used âin the classroomâ but rather âas the classroom.
Digital communities: context for leading learning into the future?
In 2011, a robust, on-campus, three-element Community of Practice model consisting of growing community, sharing of practice and building domain knowledge was piloted in a digital learning environment. An interim evaluation of the pilot study revealed that the three-element framework, when used in a digital environment, required a fourth element. This element, which appears to happen incidentally in the face-to-face context, is that of reflecting, reporting and revising. This paper outlines the extension of the pilot study to the national tertiary education context in order to explore the implications for the design, leadership roles, and selection of appropriate technologies to support and sustain digital communities using the four-element model
Leading from the engine room
Š Springer International Publishing AG, part of Springer Nature 2018. This paper explores relationships and challenges facing teams creating simulation-based learning environments. Drawing on our experience of governance within Australian Indigenous cultures and specific work incidents as case studies, we explore tensions, triumphs and insights occurring during collaborative ventures intended to produce online learning activities. Our view is âfrom the engine roomâ - at that point where technology and design expertise reframe creative âstory boardsâ into âinteractive learning experiencesâ requiring productive harnessing of diversity. Creation of scenario-based learning environments requires an understanding of specific content, along with the array of available learning pathways. Appreciating pitfalls likely to hinder the design process is vital. Scenarios use specific, and specialized artefacts and technologies to create interactive learning environments; computer-based technologies make the process even more complex, requiring highly specialized skills to contribute particular elements. More and more people are involved, and a greater number of specializations contribute to the final product. We draw on Human Computer Interaction practices to explore designer - developer interfaces and explore what may be involved in developing aware, conscious leadership of this emergent complexity. Words penned by Harrison (1967) aptly encapsulate our theme - âWe were talking about the space between us allâ
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Introducing Preservice STEM Teachers to Computer Science: A Narrative of Theoretically Oriented Design
This paper narrates the process of designing a curricular unit that serves to introduce preservice science, technology, engineering, and mathematics (STEM) teachers to computer science (CS) education. Unlike most literature that focuses on results and findings, this paper explains how a justice-centered approach to CS education informed decisions about the theoretical underpinnings of curricular design choices. Situated in issues related to the gentrification of Austin, Texas, the described curricular unit explores how the increased use of CS and growth of the technology sector are having a direct impact on the historically marginalized residents of East Austin. Connected by a theme that maps are both a form of data visualization and political artifact, the described curricular unit uses CS as a tool to: critique the macro-ethics of politics and society; provide a CS learning environment that can be responsive to the multiple social identities of students; and connect CS to larger struggles for justice and liberation.Educatio
Games and simulations in distance learning: the AIDLET Model
This chapter discusses the selection and potential use of electronic games and simulations in distance learning supported by an operational model called AIDLET. After analyzing the different approaches to the use of games and simulations in education, and discussing their benefits and shortcomings, a framework was developed to facilitate the selection, repurposing, design and implementation of games and simulations, with focus on the practical aspects of the processes used in Open and Distance Learning (ODL). Whereas traditional learning is based on knowledge memorization and the comple- tion of carefully graded assignments, today, games, simulations and virtual environments turn out to be safe platforms for trial and error experimentation, i.e. learning by doing/playing. New instructional models may require that rich interactive processes of communication are supported, that assignments are structured as game-like projects, and that a culture of interaction, collaboration, and enablement drives learning and personal development. In this context, the AIDLET model was set out and verified against a taxonomy representing the main categories and genres of games to meet the requirements of distance education teachers, instructional designers and decision-makers
Perceptions of Integrating Immersive Virtual Reality Simulation as a Teaching Methodology in a Hospital Setting
Introduction As newly licensed nurses enter the workforce with limited experience and limited clinical reasoning skills, nursing educators must employ innovative strategies to teach graduate nurses how to identify and manage clinical deterioration â skills which are vital to saving lives and improving outcomes. Fully immersive Virtual Reality (VR), (also defined as Immersive VR) is one effective educational strategy available for hospital educators to use for preparing newly licensed nurses to recognize and manage clinical deterioration.
Objective The purpose of this study was to explore perceptions of hospital-based nurse educators, simulation specialists, and nursing leaders with respect to integrating immersive VR to teach management of clinical deterioration to newly licensed nurses. The primary goal of this study was to assess the facilitators and barriers associated with integrating immersive VR.
Methods A generic qualitative descriptive approach employing group and individual interviews was undertaken using purposive sampling of experienced hospital nursing educators, nurse simulation specialists and education department administrators. Data were analyzed using thematic analysis.
Results Fifteen individual and one group interview were conducted using semi structured interviews. Participants indicated that use of immersive VR for educating newly licensed nurses could prove successful in their organizations if they had the proper resources, time to learn and develop the training modalities, create scenarios that were relevant to the learnerâs needs, and financial/logistical support from the organizationâs stakeholders.
Conclusion Immersive VR may be an effective pedagogy for educating newly licensed nurses on managing clinical deterioration if sufficient resources are in place for itsâ support
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