Achieving Learning Outcomes Through Online Role-Play Simulation
Denise Nelson, Saskatchewan Institute of Applied Science and Technology, Canada
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Las Vegas, Nevada, USA ISBN 978-1-880094-66-2 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA
This presentation focuses on online role-play simulation to achieve learning outcomes in nurse education. A case study approach describes four cohorts of practical nursing students who achieved the learning outcome, Describe the Management of Difficult Behavior. Students assumed the roles of residents and nursing staff in a long-term care home. The authors describe the evolution of the role-play from pilot in 2005 to its fourth iteration in 2008. They will highlight the improvements made to the evaluation criteria, and describe how two cohorts played their roles collaboratively. This Web-based role-play simulation uses the Fablusi™ platform which frames a unique space and a dynamic medium for the participants to interact anonymously and construct their own knowledge. Students experience in a visceral way the outcomes of their actions and engage in a complex contextualized exercise that supports deep learning.
Nelson, D. (2008). Achieving Learning Outcomes Through Online Role-Play Simulation. In C. Bonk, M. Lee & T. Reynolds (Eds.), Proceedings of E-Learn 2008--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 1131-1142). Las Vegas, Nevada, USA: Association for the Advancement of Computing in Education (AACE).
© 2008 Association for the Advancement of Computing in Education (AACE)
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Do Anonymity and Choice of Role help to Motivate and Engage Higher Education Students in Multiplayer Online Role Play Simulation Games?
Roni Linser, Open University of Israel, Israel; Gila Kurtz, Holon Institute of Technology, Israel
EdMedia + Innovate Learning 2018 (Jun 25, 2018) pp. 1506–1513
Roni Linser, Fablusi P/L, Australia
Society for Information Technology & Teacher Education International Conference 2011 (Mar 07, 2011) pp. 2153–2158
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