bauman - oklahoma · 5/13/11 2 objecves • parjcipants%will%recognize%the%potenjal%for%student...

5/13/11

1

. . . . . . . . . . . Eric B. Bauman, PhD Registered Nurse, Paramedic

Leveraging the Poten.al of Game-‐Based Learning for Clinical Educa.on

h;p://nintendo.wikia.com ©Bauman 2011 Rights Reserved h;p://bubbes.blogg.se

General InformaJon

EducaJon: BA Sociology: UW Wisconsin – Madison

•  College of Le;ers and Sciences BS & MS Nursing: UW Wisconsin – Madison

•  School of Nursing PhD Curriculum and InstrucJon: UW Wisconsin – Madison

•  Games+Learning+Society •  School of EducaJon

. . . . . . . . . . . ©Bauman 2011 Rights Reserved

Disclosures/Conflict of Interest & Professional AffiliaJons

Games+Learning+Society

•  Affiliate

Society for SimulaJon in Healthcare (SSH) •  Chair – Website Commi;ee

•  Co-‐Chair – Serious Games and Virtual Environments Special Interest Group

InternaJonal Nursing Assoc. for Clinical Learning and SimulaJon (INACSL)

•  Member – Website Commi;ee

Managing Member – Clinical Playground, LLC

Managing Member – Forensic AnalyJcs, LLC

Associate – Obritec/Hypercosm


5/13/11

2

ObjecJves

•  ParJcipants will recognize the potenJal for student engagement by integraJng game-‐based learning in today’s digital and media rich educaJonal environments.

•  ParJcipants will understand the importance of objecJve idenJficaJon and “fit” when using digital and game-‐based learning pedagogy.

•  ParJcipants will be able to idenJfy and discuss contemporary theory for game-‐based and virtual learning environments, and understand the importance of theoreJcal fit to technology-‐enhanced learning.


Engagement ©Bauman 2011 Rights Reserved

Why is SimulaJon and Game-‐Based Learning Important

When were you born? ©Bauman 2011 Rights Reserved

Why is SimulaJon and Game-‐Based Learning Important?

•  Does this influence your preferred learning style? •  Does tradiJonal clinical preparaJon for health sciences educaJon represent “Best Prac*ce” for preparing future nursing clinicians and scholars?

•  Should we as scholars care?

©Bauman 2011 Rights Reserved

5/13/11

3

Digital Na.ves People who were born with (contemporary) digital technologies already in existence.

Digital Immigrants Those who were born prior to (contemporary) digital technologies and migrated into the digital realm adopJng the technology later in life.

Prensky 2001, 2006



Why is SimulaJon and Game-‐Based Learning Important

•  Today’s students/learners have a degree of technical and digital literacy that generally far exceed that of their instructors

•  Students have a host of expectaJons related to how informaJon disseminaJon, presentaJon, and transfer will take place

•  Those insJtuJons that fail to address these expectaJons will fail to a;ract and retain the best and brightest students


Research supporJng educaJonal design, integraJon, and evaluaJon focusing on technology such as SimulaJon and Game-‐Based

learning is by its very nature transformaJve and translaJonal

5/13/11

4

ObjecJves & Good Fit

•  Using technology for the sake of technology ojen leaves students confused and faculty frustrated!

•  Understand that all forms of technology have their limitaJons!

•  Play down the “coolness” and “be-‐all… end all” factor of new technology with students!


Lessons should be based on ObjecJves not Technology

–  IdenJfy appropriate objecJves based on learners needs, insJtuJon needs, and current or emerging curricula

– Choose to use or not use technology based on whether or not it will enhance student experience or reinforce curriculum objecJves

– Understand that in tradiJonal didacJc approaches may be the provide the best fit


ObjecJves, Fit and the role of OrientaJon

Students must be oriented to all learning environments whether they are in actual or real-‐

world paJent care semngs, the simulaJon Laboratory, or occupying virtual spaces in on-‐line

or game-‐based environments


5/13/11

5

More Good Fit…

•  Using virtual spaces found in online gaming environments are best leveraged for lessons that center on behavioral and decision aspects of pracJce. – AcculturaJon – Decision Making – Team Training – Workload/Time Management – Procedural DemonstraJon


3DiTeams-‐Healthcare Team Training in a Virtual

Environment

Jeff Taekman, et al

Duke University Medical Center

Examples ©Bauman 2011 Rights Reserved

Second Life/Virtual Environment NighJngale Isle

Jone Tiffany, DNP, RN

New World Clinic Gerald Stapleton MS


5/13/11

6

Handwash Havok

A;empt to manipulate water drops to clean your virtual hand Orbitec/Hypercosm


Virtual SimulaJon

Hypercosm Interac.ve Arm Muscle Anatomical Atlas


Contemporary PerspecJve on Games and SimulaJon

Ludology The study of games and other forms of play and which may include higher order simulaJon, parJcularly if the experience integrates variables ojen associated with play or gaming

Does higher order simulaJon consJtute Ludology?

NarraJve InteracJvity

System of Rewards

Engagement

Consequence High Scores

Leader Board


5/13/11

7

Higher Order Simula.on Higher order simulaJon includes and integrates behavioral components into designed experiences exisJng within created spaces, whether those spaces exist in a fixed or virtual environment…

Contemporary PerspecJve on Games and SimulaJon


Contemporary Theory Contemporary theory for Game-‐Based learning stems

from various ExperienJal learning Models

•  Schön (1983): ReflecJon-‐on-‐AcJon. ReflecJon through internal dialog or talk-‐back

•  Kolb (1984): ExperienJal Processes as Cyclical and ReflecJve


ApplicaJon of ExperienJal Learning to Clinical EducaJon

Benner (1984): Thinking-‐in-‐AcJon. ReflecJon of previous experience effects current pracJce

Past experience informs the quality of current and future clinical decision making

New graduates, novice clinicians must be able to enter their professions with valuable experiences to build on as they a;ain clinical experJse


5/13/11

8

Contemporary Theory ©Bauman 2011 Rights Reserved

•  Socially Situated CogniJon1 •  Designed Experience2 •  Created Environment3

•  Ecology of Culturally Competent Design4

(1Gee,1993; 2Squire, 2006; 3Bauman 2007; 4Bauman, 2010; 4Games & Bauman 2011)

Contemporary Theories ©Bauman 2011 Rights Reserved

Socially Situated CogniJon

Socially Situated Cogni*on refers to learning theory that is situated within a material, social, and cultural world. Learning that is situated takes place in contextually specific and authenJc environment with a host of social values expectaJons, and mores.


5/13/11

9

Designed Experience

A Designed Experience is engineered to include structured acJviJes targeted to facilitate interacJons that drive anJcipated experiences. These acJviJes are created to embody parJcipant experience as performance. Many theme parks are based in part on the theory of designed experience.


Created Environment

An environment that has been specifically engineered to accurately replicate an actual exisJng space, producing sufficient authenJcity and fidelity to allow for the suspension of disbelief. Simulated environments, whether fixed in the case of mannikin-‐based simulaJon laboratories resembling elaborate theatrical sets, or exisJng in virtual reality, are created environments.


Ecology of Culturally Competent Design Addresses the rigors and challenges of accurately situaJng culture within virtual environments using a four-‐element model that emphasizes the importance of ac*vi*es, contexts, narra*ves, and characters.


5/13/11

10

TheoreJcal Fit

Contemporary theories related to Game-‐Based learning leverage created environments so that learning takes place as situated performance though carefully designed experiences that use a narraJve to promote curriculum objecJves.


QuesJons?

R. Kyle


Bauman, E. (2007). High fidelity simulaJon in healthcare. Ph.D. dissertaJon, The University of Wisconsin-‐Madison, United States. DissertaJons & Thesis @ CIC InsJtuJons database. (PublicaJon no. AAT 3294196)

Bauman, E. (2010). Virtual reality and game-‐based clinical educaJon. In Gaberson, K.B., & Oermann, M.H. (Eds) Clinical teaching strategies in nursing educa*on (3rd ed).New York, Springer Publishing Company.

Bauman, E.B. and Games, I.A. (2011). Contemporary theory for immersive worlds: Addressing engagement, culture, and diversity. In Cheney, A. and Sanders, R. (Eds) Teaching and Learning in 3D Immersive Worlds: Pedagogical models and construc*vist approaches. IGI Global.

Benner, P. (1984). From novice to expert: Excellence and power in clinical nursing prac*ce. Menlo Park, CA: Addison-‐Wesley.

Benner, P., Tanner, C., & Chesla, C. (2009). Exper*se in nursing: Caring, clinical judgment, and ethics. New York: Springer Publishing Company Games, I. and Bauman, E. (2011) Virtual worlds: An environment for cultural sensiJvity educaJon in the health sciences. Interna*onal Journal of Web Based Communi*es 7

(2).

Gee, J.P. (2003) What Videogames Have to Teach Us About Learning and Literacy. New York, NY: Palgrave-‐McMillan.

Kolb, D. (1984). ExperienJal learning: Experience as the source of learning and development. Upper Saddle River, NJ: PrenJce Hall.

Larew, C., Lessans, S., Spunt, D., Foster, D., & Covington, B. (2006). InnovaJons in clinical simulaJon: ApplicaJon of benner's theory in an interacJve paJents care simulaJon. Nursing Educa*on Perspec*ves, 27(1), 16-‐21.

Prensky, M. (2001). Digital naJves, digital immegrants, part 1. On the Horizon 9(5).

Taekman J.M., Segall N., Hobbs G., and Wright, M.C. (2007). 3DiTeams: Healthcare team training in a virtual environment. Anesthesiology. 2007: 107: A2145.

Schön, D. A. (1983). The reflec*ve prac**oner: How professionals think in ac*on. New York: Basic Books.

Skiba, D. J. (2009). Nursing educaJon 2.0: A second look at Second Life. Nursing Educa*on Perspec*ves, 30, 129-‐131.

Squire, K. (2006). From content to context: Videogames as designed experience. EducaJonal Researcher. 35(8), 19-‐29.

Squire, K., Giovane;o, L., DeVane, B,. & Durga, S. (2005). From users to designers: Building a self-‐organizing game-‐based learning environment. Technology Trends, 49(5), 34-‐42.

Turkle, S. (1995) Life on the screen. Iden*ty in the age of the Internet. New York: Touchstone.

Selected References ©Bauman 2011 Rights Reserved

5/13/11

11

Eric B. Bauman, PhD, RN [email protected]

h;p://www.linkedin.com/in/ericbbauman

h;p://www.slideshare.net/ebauman

Contact InformaJon

. . . . . . . . . . .


bauman - oklahoma · 5/13/11 2 objecves • parjcipants%will%recognize%the%potenjal%for%student...

Documents