G4.5 Final Report

Final report for the G4.5 project led by St George's, University of London

The different dimensions of widening access to virtual scenarios in the WAVES project

Background: Virtual scenarios are e-learning resources that present job-realistic situations, promote taking actions and provide learning via the consequences of decisions made. The WAVES project attempts to widen access to virtual scenarios for educators and learners. Aims: The aim of this paper is to present different facets of simplifying access to virtual scenarios that structure the developments in WAVES. Methods: The developments are driven by user needs and shaped by a technical reference group to follow current trends in information technologies. They also meet the constraints of the legacy code of two exemplary authoring systems (OpenLabyrinth and CASUS) and fit the limits of allocated time resources. Results: The paper characterizes eight tasks that address accessibility, usability and integration challenges related to virtual scenarios. These involve enhancements in such topics as internationalization, responsiveness, streamlining of workflows, just-in-time guidance, support in interaction and reflection, single sign-on security, learning analytics and microservices. Conclusions: The authors describe the features characteristic to scenario-based learning and outline development directions to improve access to virtual scenarios. The examples demonstrated using two authoring tools are intended to influence improvements in similar e-learning systems

Getting Started with Second Life

This guide offers a basic overview of how to get started in Second Life with some tips on how to facilitate learning in this space. One of the difficulties with Second Life is that there is too much to learn by going through every menu or button systematically. It is better to pick up a few basics as outlined in this guide and experiment, rather than to get lost in the pursuit of mastering the detail of the environment

Development, implementation and initial evaluation of narrative virtual patients for use in vocational mental health nurse training

Simulation techniques such as virtual patients (VPs) are valuable tools for teaching and learning a range of clinical proficiencies. Compared with other forms of simulation, however, the reported use of VPs within nursing is limited. Descriptions of simple, low cost methods for the development of VP devices could help facilitate their wider implementation and use in nursing education and training. In order to encourage broader use of VP technologies within nursing, this paper aims to expand current knowledge of VP creation by reference to the development of two virtual mental health patients produced for a multilingual e-learning course for European mental health nurses. Focusing on narrative VPs, the paper provides a brief overview of various types and potential uses of VP techniques, along with central elements of good practice in VP development. The five phase development framework used in the creation of the two VPs is presented. Processes detailed include the design and construction of case scenarios and multimedia components, in addition to initial usability and validity testing. VPs like those described here are a relatively inexpensive way of integrating virtual simulation technology into nursing education, particularly within online, blended and/or cross-cultural learning environments

Virtual patients in a virtual world: training paramedic students for practice

Collaborative learning through case-based or problem-based learning (PBL) scenarios is an excellent way for students to acquire knowledge and develop decision-making skills. However, the process is threatened by the movement towards more self-directed learning and the migration of students from campus-based to workplace-based learning. Paper-based PBL cases can only proceed in a single direction which can prevent learners from exploring the impact of their decisions. The PREVIEW project, outlined in this article, trialled a replacement to traditional paper PBL with virtual patients (VPs) delivered through a virtual world platform. The idea was that an immersive 3D environment could provide (a) greater realism (b) active decision-making and (c) a suitable environment for collaboration amongst work-based learners meeting remotely. Five VP scenarios were designed for learners on a Paramedic Foundation Degree within the virtual world second life (SL). A player using the MedBiquitous VP international standard allowed cases to be played both within SL and on the web. Three testing days were run to evaluate the scenarios with paramedic students and tutors. Students unfamiliar with the SL environment worked through five PBL scenarios in small groups, shadowed by ‘in-world’ facilitators. Feedback indicated that the SL environment engages students effectively in learning, despite some technology barriers. Students believed SL could provide a more authentic learner environment than classroom-based PBL