Presentation is loading. Please wait.

Presentation is loading. Please wait.

Computer Simulation: Bridging the theory/practice divide What can we simulate? What should we simulate? Graham Lowe BIRMINGHAM CITY University Faculty.

Published bySibyl Dorsey Modified over 8 years ago

Similar presentations

Presentation on theme: "Computer Simulation: Bridging the theory/practice divide What can we simulate? What should we simulate? Graham Lowe BIRMINGHAM CITY University Faculty."— Presentation transcript:

1 Computer Simulation: Bridging the theory/practice divide What can we simulate? What should we simulate? Graham Lowe BIRMINGHAM CITY University Faculty of Education, Law & Social Sciences

2 Simulation From the Latin simulatus, past participle of simulare (“to make like, imitate, copy, represent, feign”) An activity designed to be similar enough to reality to elicit the same responses that would be elicited in reality. A model of a set of problems or events that can be used to teach someone something.

3

4

5 Learning from Health Education Tutors teaching nursing students at BCU have developed a piece of simulation software they have developed called Virtual Case Creator ‘Case’ refers to an individual patient We adapted this for use with ITE students – See poster presentation

6

7

8

9

10 Where Next..? SHAREVILLE Smaller, more problem based rather than content based scenarios 3D CGI backgrounds ‘Real’ characters filmed against ‘Green Screen’ Greater sense of reality More emotional engagement Ability to make mistakes and experience consequences

11 See Shareville at: http://shareville.bcu.ac.uk/ http://shareville.bcu.ac.uk/index.php?q=resource/parents-evening-report

12 Learning from Health Education Main Driver: The ethical imperative ‘Trial & Error’ is not considered acceptable as a way to learn nursing skills Doesn’t seem to be an issue in ITE.......... (a point that came up in the research interviews)

13 Round table discussion Explore the ethical and philosophical background to the design and implementation of computer based simulations In particular consider the following key questions: Do we have an ethical imperative when it comes to practice based work? What value can simulation have in ITE? What should and should not be simulated? What is the place of reflection within simulated activity? Could/should practice based elements of ITE move out of school and into the virtual world?

14 For more information regarding ITE simulations on Shareville (including any ideas for what you think we could/should simulate...) contact graham.lowe@bcu.ac.uk See Shareville at: http://shareville.bcu.ac.uk/http://shareville.bcu.ac.uk/

Download ppt "Computer Simulation: Bridging the theory/practice divide What can we simulate? What should we simulate? Graham Lowe BIRMINGHAM CITY University Faculty."

Similar presentations

Themed Living and Learning Communities A Great Way to Build Connections Presentation brought to you by Alyssa Moritz, Resident Assistant, Lister Centre.

Themed Living and Learning Communities A Great Way to Build Connections Presentation brought to you by Alyssa Moritz, Resident Assistant, Lister Centre.
Digital Game-Based Learning Why and How it Works.

Digital Game-Based Learning Why and How it Works.
Dr Linda Allin Division of Sport Sciences Developing Staff and Student Engagement with up to date Evaluation Research in Sports Development.

Dr Linda Allin Division of Sport Sciences Developing Staff and Student Engagement with up to date Evaluation Research in Sports Development.
Module 5 Educational and Research Applications 1.

Module 5 Educational and Research Applications 1.
Audio, Visual, and Digital Technologies in Teaching

Audio, Visual, and Digital Technologies in Teaching
Light Oaks Junior School Year 5 Computing Curriculum The computing curriculum across all year groups will be made up of six units; - Algorithms and Programs.

Light Oaks Junior School Year 5 Computing Curriculum The computing curriculum across all year groups will be made up of six units; - Algorithms and Programs.
Update on Goals 1 and 2 Curricular Domain Curricular Domain – accomplishments to date Developed baseline information about current level of faculty.

Update on Goals 1 and 2 Curricular Domain Curricular Domain – accomplishments to date Developed baseline information about current level of faculty.
Inquiry Based Learning In Action Thomas P. O’Neill IT Instructor Ross High School / Butler Tech Shiela L. O’Neill IT Pathway Manager Greater Cincinnati.

Inquiry Based Learning In Action Thomas P. O’Neill IT Instructor Ross High School / Butler Tech Shiela L. O’Neill IT Pathway Manager Greater Cincinnati.
Protocols for Working with the K-12 Writing Samples in In Common Student writing samples that can be used with these protocols can be found at www.achievethecore.org.

Protocols for Working with the K-12 Writing Samples in In Common Student writing samples that can be used with these protocols can be found at
ELearning Applying Information Technology to Enhance Learning in Schools and Communities Presentation by Matthew Mitchell WSU Center to Bridge the Digital.

ELearning Applying Information Technology to Enhance Learning in Schools and Communities Presentation by Matthew Mitchell WSU Center to Bridge the Digital.
Curriculum Topic Study and Study Groups. Learning Goals To develop understanding of how Curriculum Topic Study can support the work of and be useful for.

Curriculum Topic Study and Study Groups. Learning Goals To develop understanding of how Curriculum Topic Study can support the work of and be useful for.
HPS LEARNING DEVELOPMENT Collaboration and Engagement Recognition Empathy Reality Humor Emotion Vitality Energy Other? Engaging: Characters add human element.

HPS LEARNING DEVELOPMENT Collaboration and Engagement Recognition Empathy Reality Humor Emotion Vitality Energy Other? Engaging: Characters add human element.
The Science of the Artificial ch. 1 Charles Reid 1/5/2005.

The Science of the Artificial ch. 1 Charles Reid 1/5/2005.
A NOTEBOOK PROGRAMME IN SCHOOLS Differentiation and the teacher librarian.

A NOTEBOOK PROGRAMME IN SCHOOLS Differentiation and the teacher librarian.
Parents and Teens: Connections With Impact Let’s Talk About It! A resource for communities from the Wisconsin Department of Public Instruction and the.

Parents and Teens: Connections With Impact Let’s Talk About It! A resource for communities from the Wisconsin Department of Public Instruction and the.
Centre for Enhancement of Learning and Teaching LLAS: Meeting the Current Challenges The Creating Future-Proof Graduates project: resources to enhance.

Centre for Enhancement of Learning and Teaching LLAS: Meeting the Current Challenges The Creating Future-Proof Graduates project: resources to enhance.
Creating Significant Learning Experiences in Systems Analysis & Design: Towards a Service Learning Paradigm Bruce M Saulnier Computer Information Systems.

Creating Significant Learning Experiences in Systems Analysis & Design: Towards a Service Learning Paradigm Bruce M Saulnier Computer Information Systems.
Evaluation of Film Poster 1 Audience Feedback and Personal Response 2 Written Response to Evaluation Questions 3 Comparison with real film posters. All.

Evaluation of Film Poster 1 Audience Feedback and Personal Response 2 Written Response to Evaluation Questions 3 Comparison with real film posters. All.
P28.  Educator provides the learners with content.  It is a educator approach  Examples : lectures and demonstrations  Educators must keep the following.

P28.  Educator provides the learners with content.  It is a educator approach  Examples : lectures and demonstrations  Educators must keep the following.
Implementing the Rule of Four Module 0 This project is sponsored, in part, by a grant from the National Science Foundation: NSF DUE 06 32883. Any opinions,

Implementing the Rule of Four Module 0 This project is sponsored, in part, by a grant from the National Science Foundation: NSF DUE Any opinions,

Similar presentations

Ads by Google