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Professional Education Using E-Simulations

Book Description

Professional Education Using E-Simulations: Benefits of Blended Learning Design contains a broad range of theoretical perspectives on, and practical illustrations of, the field of e-simulations for educating the professions in blended learning environments. Readers will see authors articulate various views on the nature of professions and professionalism, the nature and roles that various types of e-simulations play in contributing to developing an array of professional capabilities, and various viewpoints on how e-simulations as an integral component of blended learning environments can be conceived, enacted, evaluated, and researched.

Table of Contents

  1. Title Page
  2. Copyright Page
  3. Editorial Advisory Board
  4. List Of Reviewers
  5. Foreword
  6. Preface
  7. Acknowledgment
  8. Chapter 1: E-Simulations for Educating the Professions in Blended Learning Environments
    1. Abstract
    2. Introduction
    3. The Changing Contexts Of Higher Education And Training
    4. Theoretical Underpinnings In Teaching And Learning
    5. Defining E-Simulations
    6. A Typology For Designing E-Simulations
    7. Future Of E-Simulations
    8. Conclusion
  9. Section 1: Theorising the Nature of Design for Authentic Learning and E-Simulations
    1. Chapter 2: Reappraising Design Practice
      1. Abstract
      2. Introduction
      3. Design Traditions
      4. A Simulation Scenario
      5. Pd4l For Design Practice
      6. Conclusion
    2. Chapter 3: Real Experiences with Virtual Worlds
      1. Abstract
      2. Simulations And Virtual Worlds
      3. Case Examples
      4. Conclusion
    3. Chapter 4: Design of an Authentic E-Learning Environment
      1. Abstract
      2. Introduction
      3. Theoretical Perspectives From Adult And Lifelong Learning
      4. Designing Authentic Learning Environments
      5. The Four-Component Instructional Design Model
      6. The “Interactive Whiteboards – Authentic Learning” Project
      7. Research Questions
      8. Discussion
      9. Conclusion
    4. Chapter 6: Professional Midwifery Education
      1. Abstract
      2. Introduction
      3. Background
      4. The Virtual Maternity Clinic
      5. Methods Of Evaluative Data Collection And Analysis
      6. Future Research Directions
      7. Conclusion
  10. Section 2: E-Simulation Learning Designs in Action
    1. Chapter 5: E-Simulations for the Purpose of Training Forensic (Investigative) Interviewers
      1. Abstract
      2. Introduction
      3. Developing “Unreal Interviewing”
      4. Evaluating “Unreal Interviewing”: Preliminary Research
      5. Conclusion And Future Research Directions
    2. Chapter 7: Evaluating the Impact of a Virtual Emergency Room Simulation for Learning
      1. Abstract
      2. Introduction
      3. Background
      4. The Critical Life Simulation For Pre-Service Nursing Education
      5. Research Findings
      6. Future Research Directions
      7. Conclusion
      8. Appendix A
    3. Chapter 8: Designing Simulations for Professional Skill Development in Distance Education
      1. Abstract
      2. Introduction
      3. Planning Process
      4. E-Simulation Description
      5. Simulation And Learning Theories
      6. The Importance Of Design
      7. Constructive Responses To The Design Challenge
      8. Future Research Directions
      9. Conclusion
    4. Chapter 9: Simulating Difficult Nurse Patient Relationships
      1. Abstract
      2. Introduction
      3. Kate’S Story
      4. Constructing The Scenario
      5. Reviewing The E-Simulation Scenario
      6. Drawing Attention To Clinical Reasoning
      7. Future Directions
      8. Conclusion
    5. Chapter 10: Blended Learning Designs Facilitated by New Media Technologies Including E-Simulations for Pharmacy and Other Health Sciences
      1. Abstract
      2. Introduction
      3. Case Study 1: The Development Of The Virtual Practice Environment (Vpe)
      4. Case Study 2: Developing Pharmatopia
      5. Evaluation
      6. Case Study 3: Blended Learning In A Complex New Curriculum: Developing Aeslecpia, An Interprofessional Learning Environment For Medical And Pharmacy Students
      7. Conclusion: What To Take From These Cases?
    6. Chapter 11: Integrating E-Simulations in Teaching Business Information Systems
      1. Abstract
      2. Introduction
      3. Planning Business Analysis Teaching With E-Simulations
      4. E-Simulation Design And Blending Within Information Systems Curriculum
      5. Evaluation And Findings
      6. Conclusion
      7. Appendix
    7. Chapter 12: Developing Professional Competence in Project Management Using E-Simulation on Campus
      1. Abstract
      2. Introduction
      3. Professional Competence
      4. Case Study: It Project Management At Rmit University
      5. Evaluation Of The Simulation Learning Experience
      6. Future Research Directions
      7. Conclusion
    8. Chapter 13: Using E-Simulations in Retail Sales Training Benefits of Blended Learning Design
      1. Abstract
      2. Introduction
      3. E-Simulations And Situated Social Interaction
      4. Description Of The E-Simulation Training Programs
      5. Research Methods
      6. Perceived Benefits Of The E-Simulation Programs
      7. Structural Features Of The E-Simulation To Promote Learning
      8. Discussion
      9. Future Directions
      10. Conclusion
    9. Chapter 14: The SUPL Approach
      1. Abstract
      2. Introduction
      3. The Supl Approach And Supporting Literature Review
      4. Training Context Of The Case Study
      5. Design
      6. Results And Analysis
      7. Key Findings
      8. Conclusion
    10. Chapter 15: Media Effects
      1. Abstract
      2. Introduction
      3. Who Am I? Understanding Pr Contexts In Education
      4. Spinning Out: New Pedagogy In Studies Of Public Relations
      5. Pressure Point! Virtual Practice: An E-Simulation
      6. ‘What We Do Depends On What We Think’
      7. Future Directions
      8. Conclusion
    11. Chapter 16: Through the Looking Glass
      1. Abstract
      2. Introduction
      3. Definitions And Conceptual Frameworks
      4. Establishing An Art Education Blended E-Learning Community
      5. Conclusion
  11. Section 3: Developing Knowledge and Building Capacities for E-Simulations
    1. Chapter 17: A Framework for Designing Mainstream Educational E-Simulations
      1. Abstract
      2. Introduction
      3. Designing And Using Blended Experiential E-Simulations
      4. A Framework For Understanding E-Simulation Design
      5. Applying The Framework
      6. Conclusion
      7. Appendix
      8. Additional Reading
      9. Business
    2. Chapter 18: Supporting the Design of Interactive Scenarios in a University Environment
      1. Abstract
      2. Introduction
      3. Background
      4. Techniques For Planning An Interactive Scenario
      5. Working To A Time Budget: How Long Is A Piece Of String?
      6. Constraints, Issues And Barriers
      7. Conclusion
    3. Chapter 19: Scenario-Based Learning
      1. Abstract
      2. Introduction
      3. Background
      4. Critical Features Of A Generic Scenario
      5. What’S Involved In Developing A Scenario?
      6. How Sbli Scenarios Are Being Used
      7. What Lessons Have Been Learned?
      8. Future Research Directions
      9. Conclusion
    4. Chapter 20: Future Developments in E-Simulations for Learning Soft Skills in the Health Professions
      1. Abstract
      2. Introduction
      3. Evolution Of Learning Paradigms
      4. Developing Soft Skills Through E-Simulation
      5. Overall Objectives For E-Simulation Developments
      6. Health-Care Workers As Another Participant Group
      7. Advanced Learning Activity Architecture
      8. Scientific And Technological Elements
      9. Pedagogical Issues
      10. Multimedia Support In Collaborative Authoring Tools
      11. The Implementation Of Collaborative Activities
      12. Ontologies For Emotions And Behaviours
      13. Collaboration And Technology For Learning Soft Skills
      14. Ongoing Research Agenda
      15. Conclusion
    5. Chapter 21: The Challenge of Investigating the Value of E-Simulations in Blended Learning Environments
      1. Abstract
      2. Introduction
      3. Theoretical Considerations
      4. A Case Study: The Deakinsims Program – Nine Years Of Engagement
      5. Evaluation Issues And Challenges
      6. Conclusion
  12. About the Contributors
  13. Misc Front Section
    1. Introduction
    2. Design Praxis
    3. Building Organisational Capacity For E-Simulation Development
    4. Conditions And Ingredients For Success (Leading Into The Future)
    5. Conclusion
  14. Index