Contemporary Pedagogy: The Layered Learning Approach for Supporting Innovative Technology

2.50
Hdl Handle:
http://hdl.handle.net/10755/618304
Category:
Full-text
Format:
Text-based Document
Type:
Presentation
Title:
Contemporary Pedagogy: The Layered Learning Approach for Supporting Innovative Technology
Author(s):
Leighton, Kim; Bauman, Eric B.; Samosorn, Angela B.
Author Details:
Kim Leighton, PhD, RN, ANEF; Eric B. Bauman, PhD, RN; Angela B. Samosorn, MSN
Abstract:
Nursing and other health science educators 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 provide both an evaluative and summative experience for teachers and students through immediate and just-in-time feedback (Bauman 2012). Games evaluate the player as a learner; success is evaluated through performance (Squire, 2006). While multimedia game-based learning approaches are appealing to students and are 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 an overview of contemporary game-based learning theory using the layered learning model (Bauman & Ralston-Berg, 2014). This model allows for flexibility in education design to best reach the differing learning styles and abilities of the participants. Increasing in cognitive difficulty, the layers 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:
Clinical Simulation; gaming; layered learning model
Repository Posting Date:
11-Aug-2016
Date of Publication:
11-Aug-2016
Conference Date:
2016
Conference Name:
International Nursing Association for Clinical Simulation and Learning Annual Conference 2016
Conference Host:
International Nursing Association for Clinical Simulation and Learning
Conference Location:
Grapevine, TX, USA
Description:
Annual Simulation Conference. Held at the Gaylord Texan Resort & Convention Center

Full metadata record

DC FieldValue Language
dc.language.isoen_USen
dc.type.categoryFull-texten
dc.formatText-based Documenten
dc.typePresentationen
dc.titleContemporary Pedagogy: The Layered Learning Approach for Supporting Innovative Technologyen
dc.contributor.authorLeighton, Kimen
dc.contributor.authorBauman, Eric B.en
dc.contributor.authorSamosorn, Angela B.en
dc.author.detailsKim Leighton, PhD, RN, ANEF; Eric B. Bauman, PhD, RN; Angela B. Samosorn, MSNen
dc.identifier.urihttp://hdl.handle.net/10755/618304-
dc.description.abstractNursing and other health science educators 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 provide both an evaluative and summative experience for teachers and students through immediate and just-in-time feedback (Bauman 2012). Games evaluate the player as a learner; success is evaluated through performance (Squire, 2006). While multimedia game-based learning approaches are appealing to students and are 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 an overview of contemporary game-based learning theory using the layered learning model (Bauman & Ralston-Berg, 2014). This model allows for flexibility in education design to best reach the differing learning styles and abilities of the participants. Increasing in cognitive difficulty, the layers 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.subjectClinical Simulationen
dc.subjectgamingen
dc.subjectlayered learning modelen
dc.date.available2016-08-11T16:05:21Z-
dc.date.issued2016-08-11-
dc.date.accessioned2016-08-11T16:05:21Z-
dc.conference.date2016en
dc.conference.nameInternational Nursing Association for Clinical Simulation and Learning Annual Conference 2016en
dc.conference.hostInternational Nursing Association for Clinical Simulation and Learningen
dc.conference.locationGrapevine, TX, USAen
dc.descriptionAnnual Simulation Conference. Held at the Gaylord Texan Resort & Convention Centeren
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