E-Simulations for Educating the Professions in Blended Learning Environments

This chapter introduces digital, role-based simulations as an emerging and powerful educational approach for the professions and for broader workforce development purposes. It is acknowledged that simulations used for education, professional development, and training, have a long history of development and use. The focus is on digital simulations (e-simulations) situated in blended learning environments and the improved affordances of the newer digital media used via the web to enhance the value of their contribution to learning and teaching in professional and vocationally-oriented fields. This is an area which has received less attention in the whole “e-learning” literature compared with the voluminous body of knowledge and practice on computer-mediated communication, online community building, social networking, and various forms of online (usually automated) assessment. A framework of blended e-simulation design is outlined. The chapter concludes by examining what the future might hold for simulations in further and higher education, and ongoing work-based learning.

A Framework for Designing Mainstream Educational E-Simulations

This chapter describes the knowledge, skills, and technology needed for the effective design of educational e-simulations. It reviews the features and functionality of a typical experiential e-simulation and discusses approaches useful in its design, with impact on its subsequent construction and deployment in the field. The chapter reports a conceptual study examining development experiences gained in the construction of several educational e-simulations and folds these experiences into a framework for understanding e-simulation design. The chapter finally uses the framework to compare and contrast different approaches taken while designing and delivering two e-simulations, based on the same technology and business case, but delivered to distinct cohorts of university students.

Simulating Difficult Nurse Patient Relationships

Difficult nurse-patient relationships are an area where general nurses can improve their knowledge, confidence and skill. This chapter describes a user-centred approach used to create a low-cost e-simulation of a commonly occurring case of manipulative patient behaviour. This e-simulation required nurses to focus on specific problems, gain understanding about the possible causes, and use empathetic understanding of what was needed to improve patient care. Specific examples from our experience of including nurses from the very beginning of the design process illustrate how everyday technology can provide an authentic experience of difficult nurse-patient behaviours to prepare general nursing staff who are facing a higher incidence of mental illness in patients that are now in the general hospital setting.

Evaluating the Impact of a Virtual Emergency Room Simulation for Learning

This study explored the value of Second Life as a clinical simulation platform for healthcare students. Participants were exposed to the Critical Life simulation and worked in teams within the simulation. Pre- and post-surveys and interviews were used to gauge responses to participation, level of use of online tools and gaming, and input about the experience of using the simulation. The main findings from the study were that participants had positive and realistic experiences using Critical Life as a collaborative learning tool; participants agreed that Critical Life would assist them in developing technical and non-technical skills; participants were not deterred by the technology and perceived they would use it in their own time; and participants agreed that the simulation was able to incorporate effective learning strategies that may improve clinical judgment. Interviews revealed that the participants enjoyed working in virtual teams suggesting that in healthcare education, virtual simulations have potential for use across multiple campuses and universities.

Supporting the Design of Interactive Scenarios in a University Environment

Interactive scenarios are embedded in many e-simulations and can assist learning by providing authentic and engaging student experiences. While software exists for constructing and delivering interactive scenarios, planning and storyboarding for the latter can be difficult. This chapter illustrates a systematic approach to planning interactive scenario-based exercises and tying them into a lesson plan prior to constructing the electronic version. Constraints and barriers to using interactive scenarios in a university setting include lack of training or knowledge of pedagogy by academics and conflicting demands on their time. Strong institutional support is required to embed interactive scenarios within the learning culture.

E-Simulations for the Purpose of Training Forensic (Investigative) Interviewers

One of the most critical issues facing investigative organisations is how best to administer effective practice opportunities in investigative interviewing on a global scale. Interviewer evaluation research across the world has highlighted inadequacies in the adherence to and maintenance of best-practice interview approaches, and insufficient opportunities for practice and feedback are the major reasons attributed by experts for poor interviewer competency. “Unreal Interviewing: Virtual Forensic Interviewing of a Child” (an e-simulation created at Deakin University, Australia) was developed as a way to ‘expand the reach’ of trainers in the investigative interviewing area. The simulation enables trainers to provide ongoing professional development for forensic interviewers in dispersed work environments, without the financial burden on organisations of extracting large numbers of professionals from the workplace to the classroom. This chapter provides readers with: an overview of the key stages involved in the development of Unreal Interviewing and the education and technical decisions that needed to be made; and a review of the application of “Unreal Interviewing” in the training and continuing professional development of trainees in their workplace.

Professional Midwifery Education

Blended teaching and learning approaches are used in the postgraduate course of Graduate Diploma of Midwifery for students who are predominately women with family responsibilities residing in metropolitan, regional, or rural Victoria, a major state in Australia. The Virtual Maternity Clinic (VMC), a virtual learning experience (VLE) research project, was implemented during trimester 2, 2009. The purpose of the project was to expand the blend of teaching and learning activities to support students in their preparation for professional practice. The VMC includes four characters in early pregnancy and care provided by their midwife. All students enrolled in midwifery courses (postgraduate and undergraduate) at Deakin University were recruited to participate in a two-phase, pre- and post-use evaluation process related to the VMC. Findings from the pre-evaluation included that students’ had high expectations of the VMC in supporting their learning. The results from the post-evaluation of the VMC indicated that students’ were very satisfied that the VMC supported their learning. Future research directions include further development of the VMC.

The Challenge of Investigating the Value of E-Simulations in Blended Learning Environments

This chapter focuses on digital role-play simulations, which are increasingly being used in higher education via the Web to provide engaging, more authentic learning experiences for students. With careful attention to design, development, and implementation processes they can be particularly valuable for increasing the professional capabilities that graduates require in the workplace. Evaluation of an e-simulation can be difficult, particularly when it is just one component of a blended learning environment. Using Deakin University’s e-simulations program as a case study, this chapter outlines the phases and elements of the program, its evaluation approach, evaluation challenges experienced, and lessons learnt. The chapter argues that, in spite of the challenges of investigating e-simulations in blended learning environments, design-based research offers the most value to stakeholders. The chapter concludes by outlining future commitments in the DeakinSims program to maintain a focus on design-based research.

Blended Learning Designs Facilitated by New Media Technologies Including E-Simulations for Pharmacy and Other Health Sciences

This chapter explores the use of innovative technologies that facilitate blended learning approaches to meet contemporary educational challenges and the modern learning needs of a new generation of students. An underpinning framework for development and delivery of these contemporary programs is applied consistently across them. This framework is represented as Pedagogy > Space >Technology (Radcliffe, 2008), a guiding principle which reinforces the essential educational design with space and technology considered as supporting tools not as driving forces for course design. Three case studies describe the development, design, and delivery of innovative curricula framed round this model. Case 1 demonstrates the enhancement of an existing space to deliver an existing curriculum and to improve the experience of students, with inherent capacity for adaptation to other professional environments. Case 2 represents a functional response to an essentially logistical problem of lack of space, resources, and time to deliver a process-oriented activity. Case 3 is unique in that it describes a new curriculum to be delivered entirely in a new “space” with a broad set of objectives that go beyond mere functionality. In each case, while the technology enhances the overall experience for both educators and learners, the technology is not the focus for either, nor is it the point of the spaces and activities. Significant benefits are gained in terms of student experiences and outcomes, efficiencies in delivery and overcoming a range of barriers such as class sizes. There are also significant challenges to be faced in development and implementation as well, including a potentially large financial burden, need for expertise, ongoing support, and changing technologies. An important caveat is to not let the technologies distract from the educational goals and student needs.

Design of an Authentic E-Learning Environment

The increasing necessity of a lifelong learning attitude has its influence on the ageing population in Western societies. Employees nowadays cannot rely on their skills once learned in school. Most, also older, employees have to keep up by learning new insights, new skills, and new knowledge. A lot of money is invested in training and further education. New technology can play an important role here. This chapter will give an insight into the development of an authentic multimedia learning environment to support lifelong learners. More specifically, it has been developed in order to improve learning materials in terms of giving the right amount of scaffolding at the time when it is needed to increase the motivation and the performance of the (older) learner. A design that adapts cognitive load theory to minimise cognitive overload was embedded in an authentic context that, as a result, provided a fruitful basis for authentic and simulated learning environments addressing both younger and older adults.