Why students engage in simulation and how it prepares them for work
- 1. Why students engage in simulation and how it prepares them for work Dr David Biggins, Dr Ben Goldsmith, Prof Debbie Holley (Bournemouth University) Dr Jacq Priego (Portsmouth University)
- 2. Simulation and why it matters • Moving students into the 'Learning Flow' • the psychological concept of flow and deep absorption in learning • Simulations are 'more memorable' • Draws parallels – moves students into the Vygotsky Zone of Proximal Development • Scaffolding professional learning – moving to the Zone of Professional Development • Authentic learning • What employers want
- 3. 'Best Learning Moments' briefing paper "Well-designed simulations of situations that students may face in future professional life can facilitate deep learning and engagement and can constitute “optimal learning moments” or OLMs (Schneider et al 2016). Drawing from psychologist Mihalyi Csikszentmihalyi’s (2002) work on “flow” or deep, enjoyable absorption in a situation or task, and related to Stephen Heppell’s research on “best learning moments” (Heppell 2013), for Schneider et al (2016, 415), OLMs are times when students are “most receptive to learning and instruction”. They are triggered by “situational engagement” in which students experience heightened levels of interest, skill and challenge simultaneously. …. Scan QR Code for link to full paper
- 4. Business Simulation for students • This scenario offers a taster of a business simulation games (BSGs), and will cover suggestions as to why they are used and how they can be embedded, assessed and evaluated • Recommendations to consider when implementing business simulation software in a higher education context will be offered
- 5. Health matters - try out: a moment of relaxation Try out google cardboard on your phones from our QR code This is the link: https://www.youtube.com/watch? v=7AkbUfZjS5k&t=60s
- 6. Baby Robyn:an ABCDE assessment https://www.youtube.com/watch?v=_rwUBZ aaXOY
- 7. Godzilla attack • Filmed in 360 • Main session plus filmed handover scenarios for wider teams – mental health, children and young people, midwifery, nursing • This year we ran two days – day one for the paramedic students, the second day for a nurses field station • Collaborations across discipline: AuB make-up students; Journalism students; partners from health; film making students; FLIE (our education unit); our faculty Simulation team Press release about the day
- 8. Simulation for Community Psychology The challenge: • A semester-long module • A ‘minor’ component of a degree • Desire to foster IRL experience • Limited possibilities for IRL engagement • Need to provide project planning skills A way to address it: Simulation “a model of a set of problems or events that can be used to teach someone how to do something, or the process of making such a model” (Cambridge Dictionary, 2023).
- 9. Responding to a scenario ‘You are a Community Worker at Portsmouth City Council. Within your role, you are requested to make a proposal for a community project choosing one of the following social issues: homelessness OR domestic violence OR unemployment. You have no limits on the amount of time per week you could spend on this, but it would be a one-year contract in the first instance. You do not have to provide a budget breakdown, but your project’s resources will be £500 per year and an undergraduate intern to support you throughout. You have been given a template with the following components: • Context • Proposed diagnosis and planning methods • Proposed intervention methods • Proposed evaluation methods The Council expects you to justify your choices with references to empirical evidence and academic literature, and has given you access to the University of Portsmouth’s Library for this purpose.’
- 10. B3: can simulations level the playing field? a. Student continuation and completion. b. Degree outcomes, including differential outcomes for students with different characteristics. c. Graduate employment and, in particular, progression to professional jobs and postgraduate study. OfS requirements
- 11. Next steps: • Discussion about simulations and their use in LD • Invitation to contribute to a #Take 5
- 12. References • Asiri, A., Greasley, A. and Bocij, P. (2017). A review of the use of business simulation to enhance students' employability. • Bayne, S., (2004). The embodiment of the online learner. In Beyond the comfort zone: Proceedings of the 21st ASCILITE Conference (pp. 105- 115). • Bayne, S., Evans, P., Ewins, P., Farrell, K., Gallagher, M., Ghazali-Mohammed, Z., Knox, J., Lawson, T., Manches, A., Menzies, J. and Odai, L., (2019). Centre for Research in Digital Education Annual Report 2019. • Curnock Cook, M., (2022). A student futures manifesto; Final report of the Student Futures Commission, UPP Foundation. London. • Chernikova, O., Heitzmann, N., Stadler, M., Holzberger, D., Seidel, T. and Fischer, F., (2020). Simulation-based learning in higher education: a meta-analysis. Review of Educational Research, 90(4), pp.499-541. Available at: https://doi.org/10.3102/0034654320933544 • Health Education England (HEE) (2020). Enhancing education, clinical practice and staff wellbeing. A national vision for the role of simulation and immersive technologies in health and care. Available at” https://www.hee.nhs.uk/sites/default/files/documents/National%20Strategic%20Vision%20of%20Sim%20in%20Health%20and%20Care.pdf • Kukulska-Hulme, A., Bossu, C., Charitonos, K., Coughlan, T., Maina, M., Ferguson, R., FitzGerald, E., Gaved, M., Guitert, M., Herodotou, C., Prieto-Blázquez, J., Rienties, B., Sangrà, A., Sargent, J., Scanlon, E., Whitelock, D. (2021). Innovating Pedagogy 2022: Open University Innovation Report 10. Milton Keynes: The Open University. Available at: http://www.open.ac.uk/blogs/innovating/ • Lee, M. J. W., Georgieva, M., Alexander, B., Craig, E., & Richter, J. (2021). State of XR & Immersive Learning Outlook Report. Immersive Learning Research Network; Walnut, CA. • Jackson, D., and Tomlinson, M., 2020. Investigating the relationship between career planning, proactivity and employability perceptions among higher education students in uncertain labour market conditions. Higher Education, 80(3), 435-455. • Jisc Student Experience Report. (2022). Available at: https://www.jisc.ac.uk/reports/student-digital-experience-insights-survey-2021-22- higher-education-findings • OfS. (2022). Condition B3: baselines for student outcomes indicators. Available at: https://www.officeforstudents.org.uk/med ia/490d884f- 03aa-49cf-907d-011149309983/condition_b3_baselines.pdf • Priego-Hernández, J., & Holley, D. (2021). “More than just saving the government care costs”: Re-presenting student carers’ narratives. In N. Harrison & G. Atherton (Eds.), Marginalised communities in higher education: International perspectives. Routledge for the Society for Research into Higher Education. • Thomson, P., Hall, C., Jones, K. and Green, J.S. (2012). The signature pedagogies project. Culture, creativity and education.