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ERIC Number: ED485146
Record Type: Non-Journal
Publication Date: 2004-Oct
Reference Count: 28
Simulations as Authentic Learning Strategies: Bridging the Gap Between Theory and Practice in Performance Technology
Ingram, Kathleen W.; Jackson, M. Katherine
Association for Educational Communications and Technology, 27th, Chicago, IL, October 19-23, 2004
This article describes the design, implementation, and evaluation of a diagnostic experiential simulation (Gredler, 2004) in a graduate Performance Technology (PT) course. Simulations are experiences that provide an authentic learning environment that scaffolds novices' problem solving while minimizing the risks of 'practicing' their newly learned skills in a 'real-world' setting. The purpose of the study was to examine the effectiveness of using simulations with novice instructional designers and performance technologists as an instructional strategy for transfer of theory into practice. This study is a case study, Type one developmental research design (Richey, Klein, Nelson, 2004), which describes the design, development, and analysis of a simulation as a culminating instructional strategy and assessment. The student learning outcomes from the simulation are mixed, but overall the students perceived the simulation experience to be authentic and relevant to their learning. An unintended outcome was the development of a model for designing experiential simulations.
Descriptors: Program Effectiveness, Theory Practice Relationship, Learning Strategies, Instructional Design, Performance Technology, Higher Education, Graduate Study, Teaching Methods, Simulation, Experiential Learning
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Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: Higher Education
Authoring Institution: Association for Educational Communications and Technology, Washington, DC.