24. Dissecting the title What does this mean? Examples? “The sum of its parts is greater than the whole” Car Apartment building Human? Planning committee
25. Dissecting the title What does this mean in the context of Simulation-Based Education &Training? “The sum of its parts is greater than the whole”
37. Constructivism A theory which argues that humans generate knowledge and meaning from their experiences. Learners actively collaborate with the teacher to create ("construct") new meanings.
38. Emphasizes how meanings and understandings grow out of social encounters. Focus is often on social encounters between a learner and a ‘more capable other’. Social Constructivism
39. Vygotsky When children are tested independently, they rarely do as well as when collaborating with an adult. Engaging with the adult allows the child to refine his performance. Vygotsky concluded that allowing the child to articulate his ideas was central to learning and development.
40. Zone of Proximal Development The ZPD “…is the distance between the actual development level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance or in collaboration with a more capable peer.” (Vygotsky, 1978)
41. Zone of Proximal Development The ZPD is what the learner "can do with help“. Not a permanent state but a stage toward independence. Educators need to key in on what is in each individual learner's ZPD. Uniquely help them toward independence. Learner’s current ability ZPD
42. Stages of the ZPD 1. Socially assisted by others 2. Assisted by self 4. Ability de-automatizes** 3. Performance becomes automatized
44. Motor Learning Defined as “a set of processes associated with practice or experience leading to relatively permanent changes in the capability for movement.” Researchers have generated several learning principles using ‘basic’ tasks in the lab. (Schmidt & Lee, 2005)
45.
46. Task Difficulty Nominal difficulty: complexity of a task due to its inherent characteristics such as cognitive and motor demands. Functional difficulty: the added difficulty created by factors external to the task.
48. Challenge Point Framework As a learner’s skill level improves, performance expectations will increase. To generate a new challenge for learning requires an increase in potential information. Must increase the functional task difficulty.
66. Outcome – learner sets goals related to performance products [Kitsantas & Zimmerman, 1996, 1997, 1999].
67. Performance – emphasize social comparison, the bettering of normative standards or when goals are set to merely complete a task.
68.
69. Ende [1983] defined feedback in medical education as "Information describing students' […] performance in a given activity that is intended to guide their future performance in that same or in a related activity”
72. Augmented feedback: Information provided about the task execution or goal (product) that is supplemental to the inherent feedback [Schmidt and Lee, 2005].Inherent feedback Augmented
84. Constructivist Education and Training: Practice should not be too easy nor too hard. If suboptimal, this will prevent: Information from being transferred. Uncertainty from being reduced. Permanent learning. Take Home Message
85. Take Home Message Choose the environment that best suits your educators and learners. Ensure the educational resources you use are supported by research evidence (or generate the evidence yourself!)
86. Take Home Message Curriculum Design is an iterative process. Focus on changing one element at a time. Ensure your assessment tools align theoretically and practically with the learning objectives.