Supporting Innovative Technology with Contemporary Pedagogy: A Layered Learning Approach

2.50
Hdl Handle:
http://hdl.handle.net/10755/604216
Category:
Full-text
Type:
Presentation
Title:
Supporting Innovative Technology with Contemporary Pedagogy: A Layered Learning Approach
Author(s):
Leighton, Kim; Bauman, Eric B.; Samosorn, Angela B.
Author Details:
Kim Leighton RN, ANEF KLeighton@devry.edu Eric B. Bauman RN Ebauman@devry.edu Angela B. Samosorn RN, CMSRN angela.b.samosorn.mil@mail.mil
Abstract:
Session presented on Friday, April 8, 2016: Nursing educators, and others teaching in the clinical health sciences, are becoming increasingly interested in the use of educational games, particularly those leveraging multimedia technology such as mobile media platforms. Students enjoy games and often become the driving force for the inclusion of game-based learning within the curriculum (Snider, 2003; Thuma, 2012; Wecker, 2012). Games themselves, by their very nature, provide both an evaluative and summative experience for teachers and students. Games also provide immediate and just-in-time feedback through a series of rules and consequences (Bauman 2012). Games are used to evaluate the player as a learner; success is evaluated through performance (Squire, 2006). Competency, in the context of performance evaluation, is a familiar and contextually relevant premise found throughout nursing education (Bauman & Ralston-Berg, 2014; Bauman & Games, 2011; Games & Bauman, 2011). As such, this workshop will explore how contemporary learning theory and frameworks support learning as performance (Squire, 2006) and move beyond the discussion of digital literacy (Gee, 2003 towards the perspective of digital wisdom (Prensky, 2012, 2014). While multimedia game-based learning approaches are appealing to students and becoming a sought after tool for educators, understanding the theoretical constructs for their integration within the curriculum can be a daunting task. This workshop will provide participants with an overview of contemporary game-based learning theory to situate curriculum objectives from the perspective of nursing education using the layered learning model (Bauman & Ralston-Berg, 2014). The layered learning model allows for flexibility in the education design to best reach the differing learning styles and abilities of the participants. Increasing in cognitive difficulty, the layers will provide a foundation of basic information as it relates to game-based learning, then move on to problem solving and culminate with critical thinking and application to the real-world. The workshop faculty will facilitate an interactive game development exercise using a narrative storyboarding technique. The exercise will allow participants to explore facets of technology integration that address important variables such as solving challenges found within the curriculum, critical clinical thinking, and the paradigm of innovation and curricular fit (Bauman & Ralston-Berg, 2014, Ralston-Berg & Lara, 2012).
Keywords:
Simulation; Mobile Applications; Game-based Learning
Repository Posting Date:
1-Apr-2016
Date of Publication:
1-Apr-2016
Other Identifiers:
NERC16C06
Conference Date:
2016
Conference Name:
Nursing Education Research Conference 2016
Conference Host:
Sigma Theta Tau International, the Honor Society of Nursing, and National League for Nursing
Conference Location:
Washington, DC
Description:
Nursing Education Research Conference Theme: Research as a Catalyst for Transformative Practice

Full metadata record

DC FieldValue Language
dc.language.isoen_USen
dc.type.categoryFull-texten
dc.typePresentationen
dc.titleSupporting Innovative Technology with Contemporary Pedagogy: A Layered Learning Approachen
dc.contributor.authorLeighton, Kimen
dc.contributor.authorBauman, Eric B.en
dc.contributor.authorSamosorn, Angela B.en
dc.author.detailsKim Leighton RN, ANEF KLeighton@devry.edu Eric B. Bauman RN Ebauman@devry.edu Angela B. Samosorn RN, CMSRN angela.b.samosorn.mil@mail.milen
dc.identifier.urihttp://hdl.handle.net/10755/604216en
dc.description.abstractSession presented on Friday, April 8, 2016: Nursing educators, and others teaching in the clinical health sciences, are becoming increasingly interested in the use of educational games, particularly those leveraging multimedia technology such as mobile media platforms. Students enjoy games and often become the driving force for the inclusion of game-based learning within the curriculum (Snider, 2003; Thuma, 2012; Wecker, 2012). Games themselves, by their very nature, provide both an evaluative and summative experience for teachers and students. Games also provide immediate and just-in-time feedback through a series of rules and consequences (Bauman 2012). Games are used to evaluate the player as a learner; success is evaluated through performance (Squire, 2006). Competency, in the context of performance evaluation, is a familiar and contextually relevant premise found throughout nursing education (Bauman & Ralston-Berg, 2014; Bauman & Games, 2011; Games & Bauman, 2011). As such, this workshop will explore how contemporary learning theory and frameworks support learning as performance (Squire, 2006) and move beyond the discussion of digital literacy (Gee, 2003 towards the perspective of digital wisdom (Prensky, 2012, 2014). While multimedia game-based learning approaches are appealing to students and becoming a sought after tool for educators, understanding the theoretical constructs for their integration within the curriculum can be a daunting task. This workshop will provide participants with an overview of contemporary game-based learning theory to situate curriculum objectives from the perspective of nursing education using the layered learning model (Bauman & Ralston-Berg, 2014). The layered learning model allows for flexibility in the education design to best reach the differing learning styles and abilities of the participants. Increasing in cognitive difficulty, the layers will provide a foundation of basic information as it relates to game-based learning, then move on to problem solving and culminate with critical thinking and application to the real-world. The workshop faculty will facilitate an interactive game development exercise using a narrative storyboarding technique. The exercise will allow participants to explore facets of technology integration that address important variables such as solving challenges found within the curriculum, critical clinical thinking, and the paradigm of innovation and curricular fit (Bauman & Ralston-Berg, 2014, Ralston-Berg & Lara, 2012).en
dc.subjectSimulationen
dc.subjectMobile Applicationsen
dc.subjectGame-based Learningen
dc.date.available2016-04-01T11:27:40Zen
dc.date.issued2016-04-01en
dc.date.accessioned2016-04-01T11:27:40Zen
dc.conference.date2016en
dc.conference.nameNursing Education Research Conference 2016en
dc.conference.hostSigma Theta Tau International, the Honor Society of Nursing, and National League for Nursingen
dc.conference.locationWashington, DCen
dc.descriptionNursing Education Research Conference Theme: Research as a Catalyst for Transformative Practiceen
All Items in this repository are protected by copyright, with all rights reserved, unless otherwise indicated.