Academic literature on the topic 'Lived experiences, simulations'
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Journal articles on the topic "Lived experiences, simulations"
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Phillips, Donna Paoletti. "Embodied civic education: The corporeality of a civil body politic." Journal of Pedagogy 5, no. 1 (2014): 90–114. http://dx.doi.org/10.2478/jped-2014-0005.
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Abstract This study explores the lived experience of democratic civic education for middle school students. Grounded in the tradition of hermeneutic phenomenology as guided by Heidegger (1962), Gadamer (1960/2003), Casey (1993), and Levinas (1961/2004), among others, the framework for conducting action-sensitive research, as described by van Manen (2003), guides this inquiry as I endeavor to uncover what it means for students to embody civic education. Twenty-nine students are taped engaging in discussions, debates, simulations, and other civic education. Twelve students self-select to engage in reflective writing and conversations about their experiences. The existential theme of lived body emerges from this inquiry. The importance of embodying one’s learning, as well as connecting physically and socially to one’s society are apparent. The students’ learning through their corporeal experience serves to create the civil body politic of the classroom and inform their behavior outside of the classroom. Insights from this study may inform curriculum theorists and developers, policy-makers, and classroom teachers. Recommendations are made to transform the social studies for students to capitalize on their bodily experiences within the classroom so that they may grow in their role as a citizen. Students may then embody the ideals essential in civic education and democratic societies
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Warren, Scott J., and Jonathan S. Gratch. "Employing a Critical Lens on Instructor Perceptions of Learning Games." International Journal of Virtual and Personal Learning Environments 4, no. 3 (2013): 1–17. http://dx.doi.org/10.4018/jvple.2013070101.
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Digital games like Where in the World is Carmen San Diego and Oregon Trail have been used to support learning since the 1980s. However, the last decade has seen games, simulations and virtual world use take firm hold of the academic imagination. There also has been a rapid expansion of sponsored, formal research, informal inquiry, and a growing body of theory supporting the use of learning games. As a result, several challenges to their use have been identified such as flaws in the games themselves, inadequate methods of assessment due to complex, confounding variables, and the perceptions of students and teachers. How then can academics develop valid research methods that recognize such challenges and allow for strong claims regarding the impacts of such tools through the lived digital and classroom game experiences of learners and teachers? This article presents a description of one research method that seeks to provide one possible solution called Critical CinéEthnography. It stems from a discursive, systems-oriented view of learning that explores the arguments and truth claims made by learners and teachers. Beyond examining in-game discourse alone, the method employs video capture of out-of-game discussion, artifacts, and body language that should allow researchers to build a complex picture of participant experiences that can be easily shared with academics and practitioners alike. For additional context, a sample study is presented that investigated teacher perceptions and use of learning games.
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Palmer, Elizabeth, Taylor Edwards, and James Racchini. "High-Fidelity Simulation Meets Athletic Training Education: An Innovative Collaborative Teaching Project." Athletic Training Education Journal 9, no. 2 (2014): 96–100. http://dx.doi.org/10.4085/090296.
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High-fidelity simulation is frequently used in nursing education to provide students with simulated experiences prior to and throughout clinical coursework that involves direct patient care. These high-tech exercises take advantage of the benefits of a standardized patient or mock patient encounter, while eliminating some of the drawbacks experienced when using healthy “live” mock patients. These same technologies have the potential to benefit athletic training students (ATSs). The purpose of our project was to expand a partnership of interdisciplinary education for ATSs and integrate simulated patient encounters for ATSs enrolled in a general medical conditions in athletic training class. The project is a collaborative teaching experience that combines an athletic training faculty member, a nursing faculty member, and a nursing simulation specialist for skill training and assessment of clinical integration proficiencies (CIPs). With the introduction of the updated (CIPs) in the Fifth Edition Athletic Training Competencies document, opportunities exist to utilize high-fidelity simulation for training and assessments that may not occur during a student's clinical experience. Our athletic training program utilized the nursing simulation laboratory equipped with a high-fidelity manikin to simulate a student-athlete who suffers an asthma attack. Athletic training students, under the supervision of their faculty member and a simulation specialist, engaged in hands-on simulations to demonstrate CIPs related to respiratory assessment and intervention. The opportunity to combine expertise in medical conditions with the availability of high-fidelity simulation manikins presents opportunities for ATSs to experience patient encounters with conditions not frequently presented or difficult to stage in real-time clinical training. In conclusion, our project showcases an interdisciplinary collaboration that provides ATSs with learning experiences using emerging technology. Athletic training students were satisfied with the opportunity to engage in simulated patient encounters in this medical conditions class.
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Cordeau,, Mary Ann. "The Lived Experience of Clinical Simulation of Novice Nursing Students." International Journal of Human Caring 14, no. 2 (2010): 8–14. http://dx.doi.org/10.20467/1091-5710.14.2.8.
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To effectively use clinical simulation for nursing education, the phenomenon must be understood from the perspective of the nursing student so learner centered teaching/learning strategies can be implemented to achieve desired outcomes. This study examined the lived experience of graded clinical simulation for novice nursing students. Using van Manen’s (1990) method for hermeneutic phenomenological investigation, the written descriptions of 19 novice nursing students were examined. Five thematic clusters; perceived anxiety, seeking and imagining, performing-in-the-moment, critiquing-the-performance, and preparing-for-nursing-practice emerged from the student descriptions of their lived experience of graded clinical simulation. Through understanding students’ perceptions and meanings of clinical simulation when designing, implementing, evaluating individual clinical simulations, this teaching/learning strategy will better meet student needs and learning outcomes.
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Brown, Joset E. "Graduate Nurses’ Perception of the Effect of Simulation on Reducing the Theory-Practice Gap." SAGE Open Nursing 5 (January 2019): 237796081989696. http://dx.doi.org/10.1177/2377960819896963.
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Graduate nurses employed in high-acuity areas can experience a deficit in integrating theoretical concepts in the clinical environment, which is known as the theory-practice gap; this may result in a risk to patient safety with the potential for negative outcomes. Most existing literature address the existence of the theory-practice gap and the benefit of simulation from a faculty perspective. The purpose of this study was to explore the theory-practice gap from the perspectives of graduate nurses based on their experiences and to determine their perceptions of simulation in prelicensure programs as a strategy to address and reduce the gap prior to entry to practice. Cognitive constructivism was the conceptual framework that guided this study. A qualitative phenomenological design was used to explore the lived experiences of 13 graduate nurses with 2 years of less clinical experience by engaging in semistructured interviews. Data analysis revealed that all the graduates experienced the theory-practice gap on their transition to independent clinical practice with variations in degree. In addition, the graduates voiced aspects of their programs which contributed to reducing the challenges experienced during the transition period. The crucial finding was graduate nurses perceived the theory-practice gap could be reduced through the use of high-fidelity simulation utilizing scenario-based learning exercises in prelicensure programs prior to entry to practice.
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Kim, Kimberly H., Andrew Lee, Sam Avila, Ann Ouyang, and Anna Walker. "Application of High Fidelity Simulation for Acquisitions of Nursing Skills." International Journal for Innovation Education and Research 3, no. 1 (2015): 78–95. http://dx.doi.org/10.31686/ijier.vol3.iss1.302.
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High fidelity simulation is known to improve problem solving and critical thinking skills as well as professional role acquisitions in nursing students. This descriptive study examined the perceptions of 186 culturally diverse baccalaureate nursing students enrolled in fundamentals of nursing and senior preceptorship courses about their experience in high fidelity simulation activities. Perceptions were examined in relation to the acquisition factors of nursing skills using the Simulation Evaluation Questionnaire and open-ended questions in two simulation labs at the end of each simulation session during academic years 2008-2011. The results indicated that the majority of students agreed or strongly agreed that the simulation experiences helped them prepare for clinical practice. Ninety five percent of the students reported that they were able to reflect on their own simulation experience; and 82% agreed or strongly agreed that they were able to problem solve and critically think while they participated in simulation activities. With the clearly defined scenario objectives, there were better ratings of problem solving and critical thinking of students during the simulation activity (r = 0.61, p < 0.002). Those who had the chance to problem solve and critically think were able to communicate more openly about simulation experiences during debriefing (r = 0.704, p = 000). The most important nursing techniques that they learned from simulation experiences included skills on how to assess patients’ baseline data,communicate with patients/families using interpersonal communications, mediate a person’s frustration efficiently while sticking to the goals, and deal with social aspects of care. Students reported that they least liked about simulations as they felt they were pressed and put on the spot and having to act in front of the class. Suggestions included sufficient scenario activity time and hands-on experiences for the future. Findings suggest that the students valued the high fidelity simulation as an effective medium for improving their clinical skill acquisitions.
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Maguire, Mary Beth R., and Anne White. "Immediate repeat of a septic shock simulation: Nursing students’ lived experience." Journal of Nursing Education and Practice 11, no. 9 (2021): 9. http://dx.doi.org/10.5430/jnep.v11n9p9.
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Background and objective: The COVID-19 pandemic has placed a significant increase for the need of high quality, high fidelity simulation practices to replace limited clinical experiences. Repetitive experiential practice is a training strategy used among professionals to bridge theoretical concepts to action. Furthermore, immediate repetitive experiential practice in a simulation environment is a novel approach that holds promise for learners to improve their response to critical conditions through increased faculty guided reflection. This study aimed to explore student attitudes regarding an immediate repeat of a simulation as a first step to explore training effectiveness.Methods: Students enrolled in a complex health baccalaureate nursing course participated in an immediate repeat of a septic shock simulation. An interpretive phenomenological approach was utilized to better understand undergraduate nursing students' lived experience of learning through a repeat septic shock simulation.Results: Three themes emerged: Appreciation of Knowledge, Awareness of Skill, and Awareness of Attitudes.Conclusions: Learners found an immediate repeat of the simulation a valuable teaching strategy. Participants described a growing sense of differentiating priorities when managing a patient in septic shock. The immediate repeat simulation was deemed impactful to the learners’ knowledge, skills, and attitudes. This is a viable option for educators to incorporate at a time when forced to utilize simulation experiences to replace limited clinical opportunities.
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Tivener, Kristin Ann, and Donna Sue Gloe. "The Effect of High-Fidelity Cardiopulmonary Resuscitation (CPR) Simulation on Athletic Training Student Knowledge, Confidence, Emotions, and Experiences." Athletic Training Education Journal 10, no. 2 (2015): 103–12. http://dx.doi.org/10.4085/1002103.
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Context High-fidelity simulation is widely used in healthcare for the training and professional education of students though literature of its application to athletic training education remains sparse. Objective This research attempts to address a wide-range of data. This includes athletic training student knowledge acquisition from high-fidelity simulation, effects on student confidence, emotional responses, and reports of lived experiences in different phases of simulation. Design and Setting A mixed methods study design was employed with pre- and postintervention evaluations of students' cardiopulmonary resuscitation (CPR) knowledge, confidence, emotions, and lived experiences via the Presimulation CPR Survey, the Postsimulation CPR Survey, and the Reactions to the Simulation Experience Postsimulation Reflection assignment. The study was conducted in the University's high-fidelity simulation center. Patients or Other Participants Twenty undergraduate athletic training students enrolled in a junior-level clinical practicum class. Results We identified a significant difference in athletic training student knowledge acquisition (pretest: x̄ = 3.75, SD = .546; posttest: x̄ = 4.60, SD = .394) and identified a significant increase through a paired sample t test (t19 = −5.640, P &lt; .001). We demonstrated a significant difference in athletic training student confidence (pretest: x̄ = 4.18, SD = .524; posttest: x̄ = 4.68, SD = .295). The findings of this paired sample t test (t19 = −4.485, P &lt; .001) identify a significant increase in confidence related to CPR skills. Students reported a mean score of 4.5 out of 5.0 (SD = .761) of experiencing emotional reactions to the simulation including anxiety, fear, and nervousness. Students reported on a scale of 5.0, (x̄ = 4.63, SD = .34) the simulation was overall a positive and valued learning experience. Conclusions High-fidelity simulation is highly effective in athletic training education and has similar outcomes in knowledge acquisition, confidence, and emotional responses to other healthcare professional education.
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Bengezen, Viviane C., Edie Venne, and Janet McVittie. "The Narratives of an Indigenous Cree, a Brazilian, and a Canadian about Vulnerability, Privilege, and Responsibility in Anti-Racist Teacher Education." Revista Brasileira de Linguística Aplicada 19, no. 4 (2019): 765–800. http://dx.doi.org/10.1590/1984-6398201914855.
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ABSTRACT In this article, the authors aim at presenting a lived experience and the meaning-making constructed by them as they participate in a simulation of the history of contact between Europeans and Indigenous peoples in the country now named Canada and inquire into their stories within the three-dimensional narrative inquiry space. Considering relational ethics, the teacher educators and researchers lived, told, retold, and relived the stories of their own experiences, co-composing stories of anti-racist teacher education, playfulness, inclusion, privilege, and responsibility, through the eyes of an Indigenous Cree, a Brazilian, and a Canadian woman, towards increasing understanding of decolonizing education.
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Small, Sandra P., Peggy A. Colbourne, and Cynthia L. Murray. "High-Fidelity Simulation of Pediatric Emergency Care: An Eye-Opening Experience for Baccalaureate Nursing Students." Canadian Journal of Nursing Research 50, no. 3 (2018): 145–54. http://dx.doi.org/10.1177/0844562118767786.
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Background Little attention has been given to in-depth examination of what high-fidelity simulation is like for nursing students within the context of a pediatric emergency, such as a cardiopulmonary arrest. It is possible that such high-fidelity simulation could provoke in nursing students intense psychological reactions. Purpose The purpose of this study was to learn about baccalaureate nursing students’ lived experience of high-fidelity simulation of pediatric cardiopulmonary arrest. Method Phenomenological methods were used. Twenty-four interviews were conducted with 12 students and were analyzed for themes. Results The essence of the experience is that it was eye-opening. The students found the simulation to be a surprisingly realistic nursing experience as reflected in their perceiving the manikin as a real patient, thinking that they were saving their patient’s life, feeling like a real nurse, and feeling relief after mounting stress. It was a surprisingly valuable learning experience in that the students had an increased awareness of the art and science of nursing and increased understanding of the importance of teamwork and were feeling more prepared for clinical practice and wanting more simulation experiences. Conclusion Educators should capitalize on the benefits of high-fidelity simulation as a pedagogy, while endeavoring to provide psychologically safe learning.
Dissertations / Theses on the topic "Lived experiences, simulations"
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Wakefield, Jenny S. "A Phenomenology of Fostering Learning: Alternate Reality Games and Transmedia Storytelling." Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc849769/.
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This dissertation presents the essence of the experience of instructional designers and instructors who have used alternate reality games (ARGs) and transmedia storytelling (TS) for teaching and learning. The use of game-like narratives, such as ARGs and TS, is slowly increasing. However, we know little about the lived experiences of those who have implemented such transmedia experiences in formal or informal learning. The data consists of written transcripts from interviews with 11 co-researchers in the United States and Europe. Phenomenology was the guiding methodology. The study begins by reviewing storytelling and the use of games in learning, leading up to exploring the tradition of using ARGs and TS in learning contexts. The analysis was one of reduction leading to codes, summary stories, themes, and the essence of the experience. Co-researchers used many techniques to enlighten their learners including problem-solving, critical thinking, collaboration, encouragement, disruption, and connection-making. When successful, connection-making facilitates learner agency development by providing learners with the power to act by their own initiative. Action came through the communicated narratives and games that closely tied to real-world problems. In the context of these efforts, this study's co-researchers emerged as educational life-world learning-coaches, "sensei", who were each using strategies and techniques to move students toward meaningful real-world learning and the ability to make a difference in the world. The dissertation closes by exploring implications of this study for instructional designers and instructors interested in using alternate reality games and transmedia storytelling for teaching and learning purposes.
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Beard, Rachael. "Exploring the Lived Experiences of Participants in Simulation-Based Learning Activities." Thesis, Lindenwood University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3605518.
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<p> There is currently a small body of research on the experiences of participants, both facilitators and learners, during simulated mock codes (cardiac arrest) in the healthcare setting. This study was based on a practitioner's concerns that mock codes are facilitated differently among educators, mock codes are not aligned with andragogy theory of adult learning, and there is no standardized method to evaluate participant reflection achieved during the debriefings immediately after mock codes. The study took place in a large federal government healthcare organization. The qualitative study method, interpretive inquiry, was used to explore the lived experiences of clinicians and facilitators who participate in mock codes. A validated reflection rubric was used as a method of assessing the achieved level of reflection in a group setting during the debriefing sessions that follow mock codes. Data were collected from interviews, observations, and transcribed mock code video recordings. Five themes emerged: (a) preparation, (b) consistency, (c) use of video recordings, (d) opportunity for follow-up, and (e) self-reflection. The two most significant findings were the lack of consistency in the design, facilitation, and evaluation of the mock code and debriefing processes that lead to confusion, anxiety, and stress among both learners and facilitators, and the gap between facilitator knowledge and understanding of the assumptions of adult learners and the andragogical practice model. Data analysis identified the need for additional participant support through follow-up opportunities for reflection, and the need for andragogy education for the facilitators of mock code exercises. Though the element of surprise makes the mock code realistic much like a fire drill, the study findings indicate learners perceive they would benefit from being prepared for the learning experience in the form of a pre-briefing. Recommendations for future research include a study of the application of andragogy to the competency framework currently within the VHA system, an evaluation of an evidence-based structure and standardized method for designing and delivering high-quality simulation activities that align with the andragogy, and development of standardized and easy to use methods of assessing the levels of achieved learner reflection during and after the debriefing process.</p>
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Robert, Martine. "Vivre le passé au présent : Dimensions et valeurs de la forme du jeu vidéo au regard de l'épistémologie de la connaissance historique et de la simulation informatique." Thesis, Aix-Marseille, 2014. http://www.theses.fr/2014AIXM3051.
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L'histoire est la connaissance de la vie des hommes du passé. Mais l'approche nécessairement rétrospective de l'historien est en contradiction avec la vie qui est, par définition, tournée vers l'avenir. Le savoir historique a donc comme condition de possibilité l'acte de pensée par lequel on imagine, ou l'on fait comme si on vivait à l'époque que l'on cherche à connaître. Or c'est dans le jeu que l'on fait « comme si » l'on vivait telle ou telle chose. Plus spécifiquement, le jeu vidéo fait entrer le joueur, par la représentation, dans un univers concret dont la consistance réside dans la résistance et les appuis qu'il offre à l'action du joueur. Le jeu vidéo est en cela susceptible de permettre au joueur de vivre, en actes, le passé au présent. Toutefois, comme cette forme spécifique de représentation n'a jamais été élaborée ni utilisée dans une perspective proprement savante, il ne va pas de soi pour l'historien d'en faire le médium de l'élaboration et de la transmission de son savoir. L'examen épistémologique de ses ressources propres nous conduit non seulement à remettre en cause la position de Ricoeur selon laquelle la forme exclusive de la connaissance historique est le récit, mais aussi à concevoir une nouvelle forme de jeu vidéo qui permette de faire véritablement l'expérience des formes de vie d'une société révolue. Le joueur doit pouvoir mener, dans cet espace social, un parcours individuel fait de ses interactions avec des personnages non joueurs dont le processus d'individuation procède, lui aussi, du jeu, c'est-à-dire de l'entrelacs, des initiatives des uns et des autres au sein de relations sociales dont les formes et le cadre sont historiquement définis<br>History is the knowledge of men's life in the past. But the historian necessarily has a retrospective approach, in contradiction to life which is, by definition, forward-looking. In aiming to resolve this tension, historical knowledge involves the act of thought by which we act as if we were living in the era we seek to know. Acting "as if" we were living such and such an experience is playing. More specifically, the video game brings the player through representation in a particular universe whose consistency lies in the resistance and, on the other hand, the support it offers to the player's enterprises. The video game form is likely to allow the player to experience past times in the present. However, this specific form of representation has never been developed or used in a proper scholarly perspective, and it is far from being naturel for the historian to use it as the medium of development and transmission of knowledge. The epistemological review of its own resources leads us not only to question Ricoeur's position that narrative is the exclusive form of historical knowledge, but also to design a new kind of video game that allows us to experience ways of life of bygone societies ; the player's personal journey in this social space proceeds from interactions with non-player characters whose individuation process also results from the intertwining between enterprises of all characters in social relations which have historically defined forms
Books on the topic "Lived experiences, simulations"
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Caracciolo, Marco. Degrees of Embodiment in Literary Reading. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190457747.003.0002.
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This chapter surveys some of the key issues in the study of embodiment in literary reading. Recent research in psycholinguistics has called attention to the role of motor resonance and experiential models in understanding language—two psychological mechanisms often brought together under the heading of “embodied simulation.” How does literary reading, and particularly reading literary narrative, leverage these embodied phenomena? Does embodiment always matter in reading or only in specific circumstances? Building on linguist David Ritchie’s scalar account of embodied simulation, and using Bret Easton Ellis’s American Psycho as a case study, this chapter distinguishes among various types of embodied involvement and shows how they shape the experience of reading Ellis’s novel. It also draws attention to the question of consciousness, calling for empirical research on the interplay between unconscious processes and lived experience (mental imagery, bodily feelings, etc.) in engaging with literary narrative.
Book chapters on the topic "Lived experiences, simulations"
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Krumnow, Mario, and Andreas Kretschmer. "Real-Time Simulations Based on Live Detector Data – Experiences of Using SUMO in a Traffic Management System." In Simulation of Urban Mobility. Springer Berlin Heidelberg, 2014. http://dx.doi.org/10.1007/978-3-662-45079-6_10.
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Silton, Nava R., Edrex Fontanilla, Marisa Femia, and Kathryn Rouse. "Employing Disability Simulations and Virtual Reality Technology to Foster Cognitive and Affective Empathy Towards Individuals With Disabilities." In Research Anthology on Physical and Intellectual Disabilities in an Inclusive Society. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-3542-7.ch041.
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The chapter will begin by defining empathy and theory of mind (ToM), key constructs for showcasing the importance of simulations and immersive experiences to help typical children better understand the lived experiences of individuals with disabilities. The authors will delineate strengths and limitations associated with Autism, ADHD, Visual, Hearing and Physical Impairment. Next, the chapter will introduce Affect/Effort Theory to demonstrate how formulating positive expectancies of individuals with disabilities will be critical to interest typical children in their peers with disabilities. Moreover, the chapter will highlight the strengths, limitations and best practices for optimizing VRT and disability simulations to enhance typical children's knowledge, intentions and attitudes towards peers with disabilities. Finally, the authors will share qualitative data from a pilot disability simulation of eight children in third through sixth grade from a Camp in Liberty, NY. The results will be discussed in light of future possibilities for effective VRT-based disability simulations.
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Feldman, Allan, Molly Nation, Glenn Gordon Smith, and Metin Besalti. "The Use of Complementary Virtual and Real Scientific Models to Engage Students in Inquiry." In Optimizing STEM Education With Advanced ICTs and Simulations. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-2528-8.ch002.
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This chapter reports on a four-year study to change how climate change science is taught and learned in schools. The goal of the Climate Change Narrative Game Education (CHANGE) project is to take what is known about reform-based practices, incorporating students' lived experiences into the curriculum, and the integration of Information and Communications Technology (ICT) into the classroom. CHANGE uses the following: scientifically realistic text narratives (text stories with local characters, 50-100 years in the future, a local, place-based approach, a focus on the built environment, the use of simulations and games based on scientific data, and a web-based “intermedia” eBook narrative where sections of narrative text alternate with simulations and computer games. The chapter reports on the ways that we have used the above principles to connect classrooms and communities and school science with academic science to facilitate student inquiry into climate science by combining virtual serious educational games with in class, hands-on inquiry using scientific models.
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Feldman, Allan, Molly Nation, Glenn Gordon Smith, and Metin Besalti. "The Use of Complementary Virtual and Real Scientific Models to Engage Students in Inquiry." In Environmental and Agricultural Informatics. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-5225-9621-9.ch044.
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This chapter reports on a four-year study to change how climate change science is taught and learned in schools. The goal of the Climate Change Narrative Game Education (CHANGE) project is to take what is known about reform-based practices, incorporating students' lived experiences into the curriculum, and the integration of Information and Communications Technology (ICT) into the classroom. CHANGE uses the following: scientifically realistic text narratives (text stories with local characters, 50-100 years in the future, a local, place-based approach, a focus on the built environment, the use of simulations and games based on scientific data, and a web-based “intermedia” eBook narrative where sections of narrative text alternate with simulations and computer games. The chapter reports on the ways that we have used the above principles to connect classrooms and communities and school science with academic science to facilitate student inquiry into climate science by combining virtual serious educational games with in class, hands-on inquiry using scientific models.
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Piecka, Debra C. Burkey, and Manetta Calinger. "Using a Live Simulation to Teach Human Anatomy and the Diagnostic Process to High School Students." In Healthcare Ethics and Training. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-2237-9.ch015.
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This chapter describes and defines role-play simulations. Reviews of two undergraduate role-play studies highlight the advantages and benefits of using simulations. Few secondary students participate in science or STEM role-plays during their high school careers. This chapter portrays the CyberSurgeons live simulation where teams of students use critical thinking skills and scientific knowledge to solve emergency medical problems. During their virtual mission students become part of an emergency medical team aboard a National Institutes of Health (NIH) mercy ship traveling up the Amazon River. Authors describe CyberSurgeons' learning goals, design features, mission day experiences, and the summative evaluation. Findings from the summative evaluation indicate that the CyberSurgeons program provides an authentic context for high school students to apply their knowledge of biology, physiology, and the diagnostic process to analyze data and make decisions as professionals in the biomedical field. Recommendations and future research considerations close this chapter.
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Piecka, Debra C. Burkey, and Manetta Calinger. "Using a Live Simulation to Teach Human Anatomy and the Diagnostic Process to High School Students." In Advances in Game-Based Learning. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-9629-7.ch015.
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This chapter describes and defines role-play simulations. Reviews of two undergraduate role-play studies highlight the advantages and benefits of using simulations. Few secondary students participate in science or STEM role-plays during their high school careers. This chapter portrays the CyberSurgeons live simulation where teams of students use critical thinking skills and scientific knowledge to solve emergency medical problems. During their virtual mission students become part of an emergency medical team aboard a National Institutes of Health (NIH) mercy ship traveling up the Amazon River. Authors describe CyberSurgeons' learning goals, design features, mission day experiences, and the summative evaluation. Findings from the summative evaluation indicate that the CyberSurgeons program provides an authentic context for high school students to apply their knowledge of biology, physiology, and the diagnostic process to analyze data and make decisions as professionals in the biomedical field. Recommendations and future research considerations close this chapter.
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Musha Doerr, Neriko. "Digital Disconnection as Othering." In Disentangling. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780197571873.003.0005.
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Digital disconnection is often considered a necessary condition for “authentic” experience of difference. However, this discourse others not only those whose lives are “authentically” experienced, but also those who thrive on digital connection. Three cases illustrate this effect. First, the discourse of immersion prevalent in study abroad encourages students to “live like the locals”—“authentically”—by forgoing cell phones and the Internet. Second, educational farms provided college students on alternative break trips with simulations of life in poverty through digital disconnection to cultivate empathy toward them. Although meant to eliminate distraction, the digital disconnection in both cases also linked the life of Cultural Others and people in poverty with digital disconnection, othering them. Third, frictions on another alternative break trip pitted mainstream “outdoorsy” students seeking digital disconnection for “authentic” nature experience against “non-outdoorsy” students who enjoyed nature while digitally connected. This chapter investigates the othering effects of the discourse of digital disconnection and suggests ways to learn about difference with digital connectivity.
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Nordkvelle, Yngve, Odd Rune Stalheim, Trine Fossland, Thomas de Lange, Line Wittek, and Monika Bærøe Nerland. "Praksisnær undervisning med simulering og rollespill." In Praksisnær undervisning – i praksis og teori. Cappelen Damm Akademisk/NOASP, 2020. http://dx.doi.org/10.23865/noasp.94.ch6.
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Simulation in education involves creating situations that are similar to events, rituals and routines performed in the workplace – or in therapy, consultation, conflicts or similar situations. One recreates as many conditions as are necessary for the students to ‘live’ within what one imitates. Teachers instruct students and run the procedures as if they were ‘reality’. Some simulations, such as in nursing education, require expensive equipment and sophisticated use of ICT. Others can be set up as role-playing games with what one has at their disposal in terms of facilities. The article compares three cases of simulation that were closely examined in connection with a research project. The purpose was to find out if the students experienced this as good quality. The students’ ability to immerse themselves in the situation is of great importance for the benefit of the simulation. Most students find that the situations closely resemble real life and keep them engaged and alert. Teaching that explicitly tries to resemble reality is perceived as very educational.
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Kay-Flowers, Susan. "The research study." In Childhood Experiences of Separation and Divorce. Policy Press, 2019. http://dx.doi.org/10.1332/policypress/9781447338659.003.0003.
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This chapter explains the nature of the study which focused on children’s everyday lived experience of parental separation. It describes how young people were involved in designing the research, constructing the research tools and analysis of some of the data. Adopting a participatory approach, I worked with young people to determine the research design and create specific research tools to investigate young adults’ experience. As the researcher I worked as a ‘bricoleur’ with young people to co-create a short video clip of a fictionalised case study of children’s experience of parental separation, known as a Prompt Simulation Video (PSV) and an online questionnaire. The stages and processes involved in creating this bricolage are explained in the chapter. The chapter goes on to explain the process of data analysis which involved categorising responses to the question which asked respondents how they felt about their parents’ separation now according to the level of satisfaction and level of acceptance shown. Where these coincided a respondent’s level of accommodation of parental separation could be established, this became the central category for further analysis. It concludes with reflections on the strengths, weaknesses and limitations of the methodology.
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Wales, Jordan Joseph. "Empathy and Instrumentalization: Late Ancient Cultural Critique and the Challenge of Apparently Personal Robots." In Frontiers in Artificial Intelligence and Applications. IOS Press, 2020. http://dx.doi.org/10.3233/faia200906.
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According to a tradition that we hold variously today, the relational person lives most personally in affective and cognitive empathy, whereby we enter subjective communion with another person. Near future social AIs, including social robots, will give us this experience without possessing any subjectivity of their own. They will also be consumer products, designed to be subservient instruments of their users’ satisfaction. This would seem inevitable. Yet we cannot live as personal when caught between instrumentalizing apparent persons (slaveholding) or numbly dismissing the apparent personalities of our instruments (mild sociopathy). This paper analyzes and proposes a step toward ameliorating this dilemma by way of the thought of a 5th century North African philosopher and theologian, Augustine of Hippo, who is among those essential in giving us our understanding of relational persons. Augustine’s semiotics, deeply intertwined with our affective life, suggest that, if we are to own persuasive social robots humanely, we must join our instinctive experience of empathy for them to an empathic acknowledgment of the real unknown relational persons whose emails, text messages, books, and bodily movements will have provided the training data for the behavior of near-future social AIs. So doing, we may see simulation as simulation (albeit persuasive), while expanding our empathy to include those whose refracted behavioral moments are the seedbed of this simulation. If we naïvely stop at the social robot as the ultimate object of our cognitive and affective empathy, we will suborn the sign to ourselves, undermining rather than sustaining a culture that prizes empathy and abhors the instrumentalization of persons.
Conference papers on the topic "Lived experiences, simulations"
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Goldberg, Benjamin, Nicholas Roberts, W. Gabe Powell, and Elyse Burmester. ""Intelligent tutoring in the wild: leveraging mobile app technology to guide live training"." In The 8th International Defence and Homeland Security Simulation Workshop. CAL-TEK srl, 2018. http://dx.doi.org/10.46354/i3m.2018.dhss.008.
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"Mobile computing technologies are extending how people can interact with educational and training content in a whole new way. Through high resolution displays, intuitive user interfacing, embedded sensing technologies, and well supported app development communities, there is a plethora of content that can be used to build effective materials that target knowledge and skill development. To truly enhance this new training paradigm, extending Intelligent Tutoring System (ITS) to support mobile interactions can provide a new means to managing training in a rich contextualized environment. In this instance, learning takes place in the natural environment where directed experiences focus on the elements surrounding one’s location. In this paper, we describe the development of a new mobile ITS application using the Generalized Intelligent Framework for Tutoring (GIFT; Sottilare, Goldberg, Brawner & Holden, 2012). The domain of land navigation was applied as a use case, with direct support for the United States Military Academy at West Point. We describe the training concept, how GIFT was extended to support this concept from an architectural and assessment standpoint, along with implementation plans for an initial training effectiveness study."
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Humphreys, Melanie, and S. Reynolds. "O11 Evaluating the quality and impact of providing live simulation experiences for large cohorts of nursing students." In Abstracts of the Association for Simulation Practice in Healthcare Annual Conference, 6th to 7th November 2017, Telford, UK. The Association for Simulated Practice in Healthcare, 2017. http://dx.doi.org/10.1136/bmjstel-2017-aspihconf.34.
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Howell, Steve, Tim Harrington, Debra Larson, Ken Collier, and Jerry Hatfield. "A Virtual Corporation: An Interdisciplinary and Collaborative Undergraduate Design Experience." In ASME 1996 Design Engineering Technical Conferences and Computers in Engineering Conference. American Society of Mechanical Engineers, 1996. http://dx.doi.org/10.1115/96-detc/dfm-1267.
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Abstract Engineering industries are calling for graduates that have a breadth of skills including design and analysis skills, teaming skills and “soft skills” (i.e., project management, concept value analysis, communication, cross-disciplinary understanding, etc.) Furthermore, many American industries are implementing “virtual project work teams”, where expert teams work concurrently in several remote locations, sharing design information and data electronically. Northern Arizona University’s College of Engineering and Technology is implementing an innovative, four-year, sequence of classes called the Path to Synthesis. The sophomore and junior courses in the Path to Synthesis program are team-taught industry simulations which use collaborative product design to not only develop design skills, teamwork skills, and soft engineering skills, but to also encourage the use of state of the art design methods and professional software tools. During the Fall 1995 semester, a “virtual team” paradigm was introduced into these two classes. NAU students worked with “expert” teams at other institutions to collaboratively complete a major design project. Students used modern high speed electronic media to communicate design ideas, share electronic data, and complete a project which required expertise from student teams dispersed across a wide geographic area. This paper describes the piloted junior and sophomore level Path to Synthesis courses, and how geographically distributed teams located in Flagstaff, Tempe, and San Francisco collaborated on different aspects of an industrial simulation. This collaborative effort required the use of modern high speed electronic networks for communication, live two way video interaction, and transfer of graphic and CAD data.
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Eastman, Don, Rick Elgin, and Beilene Hao. "A Probabilistic Approach to Life Management for Auxiliary Power Units." In ASME 1997 International Gas Turbine and Aeroengine Congress and Exhibition. American Society of Mechanical Engineers, 1997. http://dx.doi.org/10.1115/97-gt-107.
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Component fatigue life is a major concern in the design of gas turbine Auxiliary Power Units as it directly influences the reliability and life cycle cost of the end product. Accordingly, there is heavy emphasis placed upon designing components which safely maximize their fatigue life. Typical industry practice for managing fatigue has relied on what is commonly referred to as the “safe life approach” in which retirement lives are analytically determined for components and hardware is removed from service before fatigue related failures can occur. The safe life approach is deterministic in nature since stress analysis results based on minimum geometry, material properties and maximum load are used to set a single life for the component. However, service experience shows that fatigue failures can occur before service life and that actual service lives are distributed over a large range of values as a result of variables not accounted for by deterministic methods. In order to better achieve the goal of minimizing product life cycle costs while recognizing the variable nature of fatigue lives, Sundstrand Aerospace (SA) has developed a Life Management Plan (LMP) which includes probabilistic methods to augment the company’s standard safe life methodology. Sundstrand’s LMP builds on the safe life methodology by using statistical distributions along with Monte Carlo simulations to predict initial component cracking rates. These initial predictions are used to guide an inspection program which provides actual cracking data. As this inspection data base grows, the initial simulation is modified to include the inspection data and the predicted failure rates are updated. This provides Sundstrand with a tool to manage failure risk in the field as well as to provide early warning of negative trends. This paper will discuss how Sundstrand’s LMP was devised and implemented as well as what lessons have been learned and what changes are planned for future incorporation. A case history will be cited to illustrate how the LMP has worked, comparing predictions to actual experience.
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Ude, Todd, Y. Eddie He, Matt Chynoweth, and Zaher Yousif. "Reliability-Based Site-Specific Live Load Models for the Gordie Howe International Bridge." In IABSE Congress, New York, New York 2019: The Evolving Metropolis. International Association for Bridge and Structural Engineering (IABSE), 2019. http://dx.doi.org/10.2749/newyork.2019.0608.
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<p>This paper discusses the development of project-specific live load models to achieve target reliability levels for the Gordie Howe International Bridge. This new bridge between Windsor, Ontario Canada and Detroit, Michigan USA will have a main span of 853 m (2800 ft), a design life of 125 years, and will experience atypical traffic patterns as a result of customs inspection plazas required at both ends of the bridge. Due to these variations relative to standard practice, large databases of weigh-in-motion data and simulation studies were used to modify the live load models of both country’s codes following the approach of NCHRP 683. The limit states addressed extend beyond the Strength 1 (ULS 1), to include high dead-to-live ratio combinations, and fatigue limit states.</p>
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Dong, WenBin, Torgeir Moan, and Zhen Gao. "Gear Contact Fatigue Reliability Analysis for Wind Turbines Under Stochastic Dynamic Conditions Considering Inspection and Repair." In ASME 2014 33rd International Conference on Ocean, Offshore and Arctic Engineering. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/omae2014-23807.
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Reliability is one of the most important features of the wind turbine gearbox, especially in offshore wind turbines (OWTs). This paper describes a general way to perform gear contact fatigue reliability analysis for wind turbines considering inspection and repair. A simplified predictive surface pitting model for estimating gear fatigue lives is applied to establish the ‘so-called’ limit stated functions. The National Renewable Energy Laboratory (NREL)’s 750kW land-based wind turbine is used to perform time domain simulations considering different wind speeds that the turbine will experience, whose occurrence frequencies are described by a generalized gamma distribution. The time series of the torques in the main shaft are obtained from the global dynamic response analysis of the wind turbine. The time series of the gear contact forces are obtained from the dynamic analysis of the gearbox through multi-body simulation. The 2-parameter Weibull distribution is used to fit the long-term probability distribution of the gear tooth contact pressures. The reliability analysis is based on fracture mechanics (FM) analysis of crack growth. Finally the sensitivity of the reliability index and failure probability on initial crack size, critical crack size, detectable crack size, crack size after repair, material property and environmental loads is estimated considering the effect of inspection.
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Bynum, John D., David E. Claridge, and Jonathan M. Curtin. "Development and Testing of an Automated Building Commissioning Analysis Tool (ABCAT)." In ASME 2010 4th International Conference on Energy Sustainability. ASMEDC, 2010. http://dx.doi.org/10.1115/es2010-90389.
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Experience has shown that buildings on average may consume 20% more energy than required for occupant comfort which by one estimate leads to $18 billion wasted annually on energy costs in commercial buildings in the United States. Experience and large scale studies of the benefits of commissioning have shown the effectiveness of these services in improving the energy efficiency of commercial buildings. While commissioning services do help reduce energy consumption and improve performance of buildings, the benefits of the commissioning tend to degrade over time. In order to prolong the benefits of commissioning, a prototype fault detection and diagnostic (FDD) tool intended to aid in reducing excess energy consumption known as an Automated Building Commissioning Analysis Tool (ABCAT) has been developed. ABCAT is a first principles based whole building level top down FDD tool which does not require the level of expertise and money often associated with more detailed component level methods. The model based ABCAT tool uses the ASHRAE Simplified Energy Analysis Procedure (SEAP) which requires a smaller number of inputs than more sophisticated simulation methods such as EnergyPlus or DOE-2. ABCAT utilizes a calibrated mathematical model, white box method, to predict energy consumption for given weather conditions. A detailed description of the methodology is presented along with test application results from more than 20 building years worth of retrospective applications and greater than five building years worth of live test case applications. In this testing, the ABCAT tool was used to successfully identify 24 significant energy consumption deviations in five retrospective applications and five significant energy consumption deviations in four live applications.
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Hong, Jonathan, Simon Laflamme, Liang Cao, Bryan Joyce, and Jacob Dodson. "Hybrid Algorithm for Structural Health Monitoring of High-Rate Systems." In ASME 2018 Conference on Smart Materials, Adaptive Structures and Intelligent Systems. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/smasis2018-7977.
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Engineering systems subject to high-rate extreme environments can often experience a sudden plastic deformation during a dynamic event. Examples of such systems include civil structures exposed to blast or aerial vehicles experiencing impacts. The change in configuration through deformation can rapidly lead to catastrophic failures resulting in intolerable losses in investments or human lives. A solution is to conduct fast system estimation enabling real-time decisions, in the order of microseconds, to mitigate such high-rate changes. To do so, we propose a model-driven observer coupled with a data-driven adaptive wavelet neural network to provide real-time stiffness estimations to continuously update a system’s model. This real-time system identification method offers adaptability of the system’s parameters to unforeseeable changes. The results of the simulations demonstrate accurate stiffness estimations in milliseconds for three different excitation conditions for a one degree-of-freedom spring, mass, and damper system with variable stiffness.
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Choi, Junho, and Joseph Moo-Hyun Kim. "Development of a New Methodology for Riser Deformed Shape Prediction/Monitoring." In ASME 2018 37th International Conference on Ocean, Offshore and Arctic Engineering. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/omae2018-78645.
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Ocean environmental conditions, such as waves, winds, and currents, are getting harsher due to climate change. This means that oil and gas production platforms in the ocean may experience unexpectedly large environmental loads bigger than previous design loads. Also, many platforms are reaching the end of their design lives. Ensuring riser integrity is one of the most important issues for platform safety and service-life extension. Currently, monitoring sensors are deployed on risers, and structural evaluation methods are utilized to examine riser integrity. However, there are some limitations to the structural evaluation methods. Furthermore, platform operators continue to seek for more direct and cost-effective riser monitoring method due to the low price of oil. In this study, the MultiSensor Fusion (MSF) system is proposed to surmount technical and economic obstacles in real-time riser-monitoring technology. The MSF system is validated for TLP (tension-leg platform) risers by using numerical sensors and numerical-simulation tools.
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Tourlomousis, Filippos, and Robert C. Chang. "Computational Modeling of 3D Printed Tissue-on-a-Chip Microfluidic Devices as Drug Screening Platforms." In ASME 2014 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/imece2014-38454.
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Physiological tissue-on-a-chip technology is enabled by adapting microfluidics to create micro scale drug screening platforms that replicate the complex drug transport and reaction processes in the human liver. The ability to incorporate three-dimensional (3d) tissue models using layered fabrication approaches into devices that can be perfused with drugs offer an optimal analog of the in vivo scenario. The dynamic nature of such in vitro metabolism models demands reliable numerical tools to determine the optimum tissue fabrication process, flow, material, and geometric parameters for the most effective metabolic conversion of the perfused drug into the liver microenvironment. Thus, in this modeling-based study, the authors focus on modeling of in vitro 3d microfluidic microanalytical microorgan devices (3MD), where the human liver analog is replicated by 3d cell encapsulated alginate hydrogel based tissue-engineered constructs. These biopolymer constructs are hosted in the chamber of the 3MD device serving as walls of the microfluidic array of channels through which a fluorescent drug substrate is perfused into the microfluidic printed channel walls at a specified volumetric flow rate assuring Stokes flow conditions (Re<<1). Due to the porous nature of the hydrogel walls, a metabolized drug product is collected as an effluent stream at the outlet port. A rigorous modeling approached aimed to capture both the macro and micro scale transport phenomena is presented. Initially, the Stokes Flow Equations (free flow regime) are solved in combination with the Brinkman Equations (porous flow regime) for the laminar velocity profile and wall shear stresses in the whole shear mediated flow regime. These equations are then coupled with the Convection-Diffusion Equation to yield the drug concentration profile by incorporating a reaction term described by the Michael-Menten Kinetics model. This effectively yields a convection-diffusion–cell kinetics model (steady state and transient), where for the prescribed process and material parameters, the drug concentration profile throughout the flow channels can be predicted. A key consideration that is addressed in this paper is the effect of cell mechanotransduction, where shear stresses imposed on the encapsulated cells alter the functional ability of the liver cell enzymes to metabolize the drug. Different cases are presented, where cells are incorporated into the geometric model either as voids that experience wall shear stress (WSS) around their membrane boundaries or as solid materials, with linear elastic properties. As a last step, transient simulations are implemented showing that there exists a tradeoff with respect the drug metabolized effluent product between the shear stresses required and the residence time needed for drug diffusion.