Unit rationale, description and aim
Simulation is set to play a key role in the pedagocical shift from didactic-based to participation-based (active) learning in higher education. Tertiary educators using simulation as a learning and teaching method have a responsibility to design, deliver and evaluate simulation activities that address a need, are of high auqliaty and are sustainable. This unit helps you to learn about and apply educationally sound processes and practices required to design, develop and deliver effective simulation programs in the context of higher education.
To that end, you will first identify practice based learning needs and scholarly evidence which will inform the development of simulation-based learning activities and programs. You will then develop your knowledge and understanding of dsimulation modalities through a critique of contemporary simulation practice. Finally, you will develop your ability to apply this knowledge and understanding by employing selected models and theories of learning, exploring educator and learner characteristics, and considering ethical, moral and legal issues relating to simulation-based learning in higher education. Scholarly evidence will be combined with practical community wisdom as important sources of your learning.
The overall aim of the unit is therefore to prepare you to optimise the learner and learning experience of simulation as a theoretically and practice-informed learning and teaching method in higher education.