Scoping potential future synergies; exploring simulation as pedagogic tool for inter-disciplinary learning

Research output: Contribution to conferenceLecture

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Abstract

Within the social and physical context of practice, simulation is a technique that replicates ‘real-world’ activities, and provides students with the opportunity to explore their own learning in a controlled environment. Depending upon the specific situation, this student-centred approach may be utilised to support students (across numerous disciplines) to develop and apply theoretical knowledge, practical skills and hone personal aptitude within a safe environment. Through high quality simulation leaners may become immersed within a given situation or scenario, and are able to put emergent skills and knowledge into practice. For example, within paramedic or policing training, simulation may be utilised to imitate real-world working environments to develop a student’s professional attributes where they may be alerted to potential dangers of field work, and in raising awareness of potential dangers help support them to avoid taking unnecessary risks in practice. Pedagogically as a learning tool simulation has several significant benefits. Within a simulated learning environment because the scenario has been ‘designed’ to replicate reality scenarios may be open-ended. As such they provide the opportunity for students to anticipate and respond to the implications of an evolving scenario because of its nature leads to more engaging interactions by learners. Utilised in this way simulation promotes the use of critical and evaluative thinking. Simulation may also be utilised to expose students to situations that support learning but are not practical to explore in practice, for example geohazards. As such simulated learning has the potential to support inclusion, equality and diversity, for example enabling all students to experience an environment where the physical needs of an individual may otherwise limit or prevent them from engagement. Adopting a workshop format, this presentation will share for dissemination emergent cross-faculty, inter-disciplinary simulation activities, with the aim of encouraging collaborative discussion to scope potential future synergies. Dawne Irving-Bell, Centre for Learning and Teaching With Kevin Henshaw, Andrew Whittle, Lawrence Forrest, Barry Matthews, Rory McKelvin
Original languageEnglish
Publication statusPublished - 7 Jun 2018
EventScoping potential future synergies; exploring simulation as pedagogic tool for interdisciplinary learning - Edge Hill University, Ormskirk, United Kingdom
Duration: 7 Jun 20188 Jun 2018

Conference

ConferenceScoping potential future synergies; exploring simulation as pedagogic tool for interdisciplinary learning
CountryUnited Kingdom
CityOrmskirk
Period7/06/188/06/18

Fingerprint

pedagogics
synergy
simulation
learning
scenario
student
aptitude
equality
learning environment
inclusion
interaction
experience

Keywords

  • Simulation
  • Simulated learning
  • Inter-disciplinary learning

Cite this

Irving-Bell, D., Henshaw, K., Whittle, A., Forrest, L., Matthews, B., & McKelvin, R. (2018). Scoping potential future synergies; exploring simulation as pedagogic tool for inter-disciplinary learning. Scoping potential future synergies; exploring simulation as pedagogic tool for interdisciplinary learning, Ormskirk, United Kingdom.
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year = "2018",
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note = "Scoping potential future synergies; exploring simulation as pedagogic tool for interdisciplinary learning ; Conference date: 07-06-2018 Through 08-06-2018",

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Irving-Bell, D, Henshaw, K, Whittle, A, Forrest, L, Matthews, B & McKelvin, R 2018, 'Scoping potential future synergies; exploring simulation as pedagogic tool for inter-disciplinary learning' Scoping potential future synergies; exploring simulation as pedagogic tool for interdisciplinary learning, Ormskirk, United Kingdom, 7/06/18 - 8/06/18, .

Scoping potential future synergies; exploring simulation as pedagogic tool for inter-disciplinary learning. / Irving-Bell, Dawne; Henshaw, Kevin; Whittle, Andrew; Forrest, Lawrence; Matthews, Barry; McKelvin, Rory.

2018. Scoping potential future synergies; exploring simulation as pedagogic tool for interdisciplinary learning, Ormskirk, United Kingdom.

Research output: Contribution to conferenceLecture

TY - CONF

T1 - Scoping potential future synergies; exploring simulation as pedagogic tool for inter-disciplinary learning

AU - Irving-Bell, Dawne

AU - Henshaw, Kevin

AU - Whittle, Andrew

AU - Forrest, Lawrence

AU - Matthews, Barry

AU - McKelvin, Rory

PY - 2018/6/7

Y1 - 2018/6/7

N2 - Within the social and physical context of practice, simulation is a technique that replicates ‘real-world’ activities, and provides students with the opportunity to explore their own learning in a controlled environment. Depending upon the specific situation, this student-centred approach may be utilised to support students (across numerous disciplines) to develop and apply theoretical knowledge, practical skills and hone personal aptitude within a safe environment. Through high quality simulation leaners may become immersed within a given situation or scenario, and are able to put emergent skills and knowledge into practice. For example, within paramedic or policing training, simulation may be utilised to imitate real-world working environments to develop a student’s professional attributes where they may be alerted to potential dangers of field work, and in raising awareness of potential dangers help support them to avoid taking unnecessary risks in practice. Pedagogically as a learning tool simulation has several significant benefits. Within a simulated learning environment because the scenario has been ‘designed’ to replicate reality scenarios may be open-ended. As such they provide the opportunity for students to anticipate and respond to the implications of an evolving scenario because of its nature leads to more engaging interactions by learners. Utilised in this way simulation promotes the use of critical and evaluative thinking. Simulation may also be utilised to expose students to situations that support learning but are not practical to explore in practice, for example geohazards. As such simulated learning has the potential to support inclusion, equality and diversity, for example enabling all students to experience an environment where the physical needs of an individual may otherwise limit or prevent them from engagement. Adopting a workshop format, this presentation will share for dissemination emergent cross-faculty, inter-disciplinary simulation activities, with the aim of encouraging collaborative discussion to scope potential future synergies. Dawne Irving-Bell, Centre for Learning and Teaching With Kevin Henshaw, Andrew Whittle, Lawrence Forrest, Barry Matthews, Rory McKelvin

AB - Within the social and physical context of practice, simulation is a technique that replicates ‘real-world’ activities, and provides students with the opportunity to explore their own learning in a controlled environment. Depending upon the specific situation, this student-centred approach may be utilised to support students (across numerous disciplines) to develop and apply theoretical knowledge, practical skills and hone personal aptitude within a safe environment. Through high quality simulation leaners may become immersed within a given situation or scenario, and are able to put emergent skills and knowledge into practice. For example, within paramedic or policing training, simulation may be utilised to imitate real-world working environments to develop a student’s professional attributes where they may be alerted to potential dangers of field work, and in raising awareness of potential dangers help support them to avoid taking unnecessary risks in practice. Pedagogically as a learning tool simulation has several significant benefits. Within a simulated learning environment because the scenario has been ‘designed’ to replicate reality scenarios may be open-ended. As such they provide the opportunity for students to anticipate and respond to the implications of an evolving scenario because of its nature leads to more engaging interactions by learners. Utilised in this way simulation promotes the use of critical and evaluative thinking. Simulation may also be utilised to expose students to situations that support learning but are not practical to explore in practice, for example geohazards. As such simulated learning has the potential to support inclusion, equality and diversity, for example enabling all students to experience an environment where the physical needs of an individual may otherwise limit or prevent them from engagement. Adopting a workshop format, this presentation will share for dissemination emergent cross-faculty, inter-disciplinary simulation activities, with the aim of encouraging collaborative discussion to scope potential future synergies. Dawne Irving-Bell, Centre for Learning and Teaching With Kevin Henshaw, Andrew Whittle, Lawrence Forrest, Barry Matthews, Rory McKelvin

KW - Simulation

KW - Simulated learning

KW - Inter-disciplinary learning

M3 - Lecture

ER -

Irving-Bell D, Henshaw K, Whittle A, Forrest L, Matthews B, McKelvin R. Scoping potential future synergies; exploring simulation as pedagogic tool for inter-disciplinary learning. 2018. Scoping potential future synergies; exploring simulation as pedagogic tool for interdisciplinary learning, Ormskirk, United Kingdom.