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Graham Lowe BIRMINGHAM CITY University Faculty of Education, Law & Social Sciences

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. Simulation From the Latin simulatus, past participle of simulare

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Graham Lowe BIRMINGHAM CITY University Faculty of Education, Law & Social Sciences

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  1. Computer Simulation: Bridging the theory/practice divideWhat 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. 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

  4. 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

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

  6. 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)

  7. 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?

  8. See Shareville at: http://shareville.bcu.ac.uk/ 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

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