Simulation Design for Authentic Learning and Assessment at ACU

 
 
 
 
ACODE 67
Simulation design for authentic
learning and assessment
 
Stephen Guinea
Australian Catholic University
 
 
 
 
Introduction
 
 
Simulation at ACU
Simulation and authentic learning
Simulation, authentic learning and authentic
assessment
 
 
 
 
Simulation at ACU
 
 
Faculty of Health Sciences
6 Schools
13 health disciplines
 
 
 
 
Simulation and
Authentic Learning
 
 
Drivers for authentic simulation activities:
Requirement for non-traditional clinical
placements
Requirements set by credentialing bodies
Collaboration between education and industry
 
 
 
 
 
Simulation and
Authentic Learning
 
 
Drivers for authentic simulation activities:
Growing acceptance for innovative approaches to
clinical experience
Better understanding of simulation pedagogy
Design of authentic learning experiences
Herrington and Oliver (2000)
Lave and Wenger (1991)
 
 
 
 
Simulation and
Authentic Learning
 
 
Elements of Fidelity
 
Elements of
Authentic Learning
 
 
 
 
Simulation and
Authentic Learning
 
 
Characteristics of Authentic Learning Environments:
Authentic context
Authentic tasks (processes)
Expert performances
Multiple roles and perspectives (negotiated meaning)
Collaborative construction of knowledge
Opportunities for reflection (evaluation)
Opportunities for articulation of tacit knowledge
  
(shared repertoire)
Coaching and scaffolding
Authentic assessment
(Herrington & Oliver, 2000)
 
 
 
 
 
 
 
Simulation and
Authentic Learning
 
 
Case One: Paramedicine
 
 
 
 
Ballarat Courier, Monday 15
th
 October 2012
 
 
 
 
Authentic Learning
 
Outcomes
1.
New understandings of interpersonal relating
2.
New understandings in maturity, respect and
tolerance
3.
New understandings of self-awareness within a team
4.
Belonging and professional identity
Ford, R., Webb, H., and Allen-Craig, S. (2014).  A simulated wilderness exercise: the
development of relational competence in paramedic students.
Journal of Paramedic Practice, 6
(11), pp:574-581
 
 
 
 
Simulation,
authentic learning and
authentic assessment
 
 
Case Two: Occupational Therapy
 
 
 
M
o
n
d
a
y
Students oriented
to workplace,
clinical supervisor,
work process
 and
receive referral
T
u
e
s
d
a
y
Interview
simulated
clients and
health
professionals
W
e
d
n
e
s
d
a
y
:
c
o
n
d
u
c
t
 
w
o
r
k
p
l
a
c
e
v
i
s
i
t
 
w
i
t
h
 
c
l
i
n
i
c
a
l
s
u
p
e
r
v
i
s
o
r
s
 
/
a
c
a
d
e
m
i
c
 
s
t
a
f
f
T
h
u
r
s
d
a
y
Assessment reports
and intervention plans
F
r
i
d
a
y
C
a
s
e
 
p
r
e
s
e
n
t
a
t
i
o
n
 
t
o
c
l
i
n
i
c
a
l
 
s
u
p
e
r
v
i
s
o
r
s
a
n
d
 
p
e
e
r
s
 
 
 
 
Simulation,
authentic learning and
authentic assessment
 
SPF-R short version
Communication
Professional behaviour
Self-management
Client reports and documentation
Return to work plans
 
 
 
 
Where to next…
 
Case Three: Nursing
 
 
 
 
Where to next…
 
 
E-Health record for learning:
Context authenticity
Process authenticity
 
 
 
 
Where to next…
 
 
E-Health record for assessment:
Mechanisms for:
Peer evaluation
Academic evaluation
Linkages to portfolios
 
 
 
 
Conclusion
 
Health simulation needs to learn from others
Designing according to fidelity does not
facilitate authentic assessment
Adopting principles of authentic learning
environments aids alignment of assessment
 
 
 
 
References
 
Ford, R., Webb, H., and Allen-Craig, S. (2014).  A simulated wilderness
 
exercise: the  development of relational competence in paramedic
 
students. 
Journal of Paramedic Practice, 6
(11), pp:574-581
Herrington, J., & Oliver, R. (2000). An instructional design framework for
 
authentic learning environments. 
Educational Technology, Research and
 
Development, 48
(3), 23-48
Lave, J., & Wenger, E. (1991). 
Situated learning: Legitimate peripheral
 
participation
. New York, NY: Cambridge University Press
Rodger, S., Bennett, S., Fitzgerald, C., & Neads, P. (2010). Use of simulated
 
learning activities in occupational therapy curriculum.  Final report.:
 
Health Workforce Australia
 
 
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Simulation design for authentic learning and assessment is a crucial aspect of education, particularly in the healthcare field. At the Australian Catholic University (ACU), simulation plays a significant role in providing students with authentic experiences that bridge the gap between theory and practice. By incorporating elements of authentic learning and assessment, ACU ensures that students are well-prepared for real-world scenarios. Collaboration between education and industry, innovative approaches to clinical experience, and a focus on simulation pedagogy are key drivers in this process. The integration of authentic contexts, tasks, expert performances, and opportunities for reflection and knowledge construction contribute to creating a rich learning environment for students.


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  1. ACODE 67 Simulation design for authentic learning and assessment Stephen Guinea Australian Catholic University

  2. Introduction Simulation at ACU Simulation and authentic learning Simulation, authentic learning and authentic assessment

  3. Simulation at ACU Faculty of Health Sciences 6 Schools 13 health disciplines

  4. Simulation and Authentic Learning Drivers for authentic simulation activities: Requirement for non-traditional clinical placements Requirements set by credentialing bodies Collaboration between education and industry

  5. Simulation and Authentic Learning Drivers for authentic simulation activities: Growing acceptance for innovative approaches to clinical experience Better understanding of simulation pedagogy Design of authentic learning experiences Herrington and Oliver (2000) Lave and Wenger (1991)

  6. Simulation and Authentic Learning Elements of Authentic Learning Elements of Fidelity

  7. Simulation and Authentic Learning Characteristics of Authentic Learning Environments: Authentic context Authentic tasks (processes) Expert performances Multiple roles and perspectives (negotiated meaning) Collaborative construction of knowledge Opportunities for reflection (evaluation) Opportunities for articulation of tacit knowledge (shared repertoire) Coaching and scaffolding Authentic assessment (Herrington & Oliver, 2000)

  8. Simulation and Authentic Learning Case One: Paramedicine

  9. Ballarat Courier, Monday 15th October 2012

  10. Authentic Learning Outcomes 1.New understandings of interpersonal relating 2.New understandings in maturity, respect and tolerance 3.New understandings of self-awareness within a team 4.Belonging and professional identity Ford, R., Webb, H., and Allen-Craig, S. (2014). A simulated wilderness exercise: the development of relational competence in paramedic students. Journal of Paramedic Practice, 6(11), pp:574-581

  11. Simulation, authentic learning and authentic assessment Case Two: Occupational Therapy

  12. Monday Students oriented to workplace, clinical supervisor, work process and receive referral Wednesday: conduct workplace visit with clinical supervisors / academic staff Tuesday Interview simulated clients and health professionals Friday Casepresentation to clinical supervisors and peers Thursday Assessment reports and intervention plans

  13. Simulation, authentic learning and authentic assessment SPF-R short version Communication Professional behaviour Self-management Client reports and documentation Return to work plans

  14. Where to next Case Three: Nursing

  15. Where to next E-Health record for learning: Context authenticity Process authenticity

  16. Where to next E-Health record for assessment: Mechanisms for: Peer evaluation Academic evaluation Linkages to portfolios

  17. Conclusion Health simulation needs to learn from others Designing according to fidelity does not facilitate authentic assessment Adopting principles of authentic learning environments aids alignment of assessment

  18. References Ford, R., Webb, H., and Allen-Craig, S. (2014). A simulated wilderness exercise: the development of relational competence in paramedic students. Journal of Paramedic Practice, 6(11), pp:574-581 Herrington, J., & Oliver, R. (2000). An instructional design framework for authentic learning environments. Educational Technology, Research and Development, 48(3), 23-48 Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. New York, NY: Cambridge University Press Rodger, S., Bennett, S., Fitzgerald, C., & Neads, P. (2010). Use of simulated learning activities in occupational therapy curriculum. Final report.: Health Workforce Australia

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