Learning with technology: theoretical foundations underpinning simulations in higher education
Judith Lyons, La Trobe University, Australia
ASCILITE - Australian Society for Computers in Learning in Tertiary Education Annual Conference, ISBN 978-0-473-22989-4 Publisher: Australasian Society for Computers in Learning in Tertiary Education
Embracing learning for the future through learning technologies requires a clearer understanding of the pedagogies that inform the simulated teaching and learning strategies used to facilitate student learning. Higher Education e-learning literature often groups educational games with simulation. However, educational simulation attributes are different from games or simulated games with very different aims and objectives within the learning context, which have implications for technology-based learning designs. In order to optimize the use of technology- based simulation this paper presents the theoretical foundations of educational simulation in a disciplinary context. Understanding the simulation pedagogy will assist academics to create technology-based simulated learning environments that highlight the inherent simulation attributes to enable and facilitate learning.
Lyons, J. (2012). Learning with technology: theoretical foundations underpinning simulations in higher education. In M. Brown, M. Hartnett & T. Stewart (Eds.), Proceedings of ASCILITE - Australian Society for Computers in Learning in Tertiary Education Annual Conference 2012. Australasian Society for Computers in Learning in Tertiary Education.
Cited ByView References & Citations Map
Nataly Martini, Ashwini Datt, Anuj Bhargava & Craig Webster, University of Auckland, New Zealand
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2015 (Oct 19, 2015) pp. 1527–1532
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