William Cope
Wei Liu
Pinakini Shah
Greg Jack
Leah Goldberg
Nell C Rundle
Bahar AnahmiasNew Learning MOOC’s Updates
update 1ubiquitous learning
Ubiquitous learning tools allow improving context-aware as well as learning experiences by offering seamless availability regardless of location all the time. They also help in establishing effortless interaction between authentic and digital learning resources and at the same time offering personalised learning opportunities as well.
Massive Open Online Courses (MOOCs) have emerged as one of the most potential tools in proffering quality education and massive training to a huge domain of audience worldwide. On one hand it reaches a global domain of learners, and on the other hand promulgates knowledge in an efficient digital platform, besides intertwining a huge network of students, scientists, professors, scholars, teachers and different stakeholders related to education.
http://www.ideals.illinois.edu/handle/2142/17085
update#3
Simulation has been defined as a situation in which a particular set of conditions is created artificially in order to study or experience something that is possible in real life; or a generic term that refers to the artificial representation of a real-world process to achieve educational goals via experimental learning. Simulation has been used in different field of practice e.g. medical education, military training and aviation industry, it provides safe, supportive educational environment.
Overall, SBME is a complex educational intervention. SBME was defined by as: “In broad, simple terms a simulation is a person, device, or set of conditions which attempts to present education and evaluation problems authentically. The student or trainee is required to respond to the problems as he or she would under natural circumstances.
Virtual reality nursing simulation uses wireless VR headsets for fully-immersive simulations. It offers a bridge between the classroom and in-person clinical experience. Unlike other VR training platforms, SimX allows teams of learners to work together unscripted as they converse with patients and family, gather history, perform physical exams, administer medications, utilize electronic medical records, perfect procedural skills, and manage multiple simultaneous patients.
References:
1) Flangan B, Nestel D, Joseph M. Making patient safety the focus: Crisis resorce management in the undergraduate curriculum. Med Edu 2004; 38:56-66
2) (Gordon J, Wilkerson W, Shaffer D, Armstrong E. Practising medicine without risk: students’ and educators’ responses to high-fidelity patient simulation. Acad Med 2001;76:469–72.)
3) Issenberg SB, McGaghie WC, Petrusa ER, Lee GD, Scalese RJ. Features and uses of high-fidelity medical simulations that lead to effective learning: a BEME systematic review. Med Teach. 2005;27:10–28
4) McGaghie WC, Issenberg SB, Petrusa ER, Scalese RJ. A critical review of simulation-based medical education research: 2003-2009. Med Educ. 2010; 44:50–63.