Immersive Learning: The Core of the Padagogy Wheel
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Thes are the slides for a seminar to Nurses at the Chinese University Hong Kong 091213
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Immersive Learning: The Core of the Padagogy Wheel
- 1. Immersive Learning The Core of the Padagogy Wheel “Let’s make it common practice to return to the ancient way when people survived and excelled because they knew that survival was based on working together, overcoming conflicts, and helping their neighbors through difficult times. We need to create an authentic curriculum—a curriculum of human touch. Our children deserve it, and the world definitely needs it”. Immersive Learning Presentation by Allan Carrington is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Based on a work at http://tinyurl.com/padwheelstory.
- 2. Hong Kong Dec 2013 Online Resources Online Resources You only need this one “tinyurl” webpage link http://tinyurl.com/allanspresentations
- 3. Introducing Allan • • • • • • • • • Designing Outcomes Adelaide South Australia Learning Designer and Apple Distinguished Educator Two Masters - Education (online) & Interactive Multimedia Awarded 2012 OLT National Citation for Outstanding Contributions to Student Learning Awarded 2011 University of Adelaide Award for Excellence in Support of the Student Experience Background in printing, publishing, web development & educational multimedia Worked in corporate & VET sectors 20+ countries & led schools in Hawaii, Texas & Paraguay Taught communications, market research, print production & using the internet for education Passion for online collaboration & facilitation Telephone: +61 402468777 Twitter: @allanADL Email: allan@desingingoutcomes.net
- 4. Can Game Simulation teach empathy? Harvard seems to think so “This has great potential to use virtual environments to improve interpersonal relationships that are not possible in the real world, to actually walk in the shoes of another party.” http://tinyurl.com/empathysim
- 5. The Interactive Learning Module Use a QR Code Reader on your phone - it should work from the screen tinyurl.com/padwheelintroILM
- 7. 63,449 Posters ... as at 011213
- 8. Graduate Attributes & Capabilities 1. Energy, passion and enthusiasm 13. Critical thinking & problem solving 2. Willing to give credit to others 14. Collaboration across networks and leading by influence 3. Empathising & working productively with diversity 15. Agility and adaptability 4. Transparent and honest 16. Initiative and entrepreneurialism 5. Thinking laterally and creatively 17. Effective oral and written communication 6. True to one’s values and ethics 7. Listening to different points of view before coming to a decision 8. Understanding personal strengths and limitations 18. Accessing and analyzing information 19. Curiosity and imagination 1. Global Stewardship 9. Time management skills 13. Grit (Perseverance) 10. Learning from errors 14. Resilience 11. Learning from experience 15. Hope & Optimism 12. Remaining calm when under pressure 16. Vision 17. Self Regulation
- 9. Attributes and Motivation Developing a profile of excellence with student commitment Some Suggested Tactics ... this could change everything? Develop an Excellent Graduate Profile Recruit Student Participation Request Feedback on Profile “Getting the best use out of the Padagogy Wheel Model” Designing Outcomes Email: allan@designingoutcomes.net Establish Learning Contracts Sieve every teaching idea, activity and assessment through the grid of Autonomy, Mastery and Purpose. Disruptive Padagogy Presentation by Allan Carrington is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Based on a work at http://tinyurl.com/padwheelstory.
- 10. At the Padagogy Wheel Core Bullseye! Immersive Learning Targets Engagement • Improves engagement • Tests & models attributes & capabilities • Challenges, choice & consequences • The big picture Podcast Ken Spero: “At the Padagogy Wheel Core: Immersive Learning Targets E Designing Outcomes Email: allan@designingoutcomes.net Disruptive Padagogy Presentation by Allan Carrington is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Based on a work at http://tinyurl.com/padwheelstory.
- 11. Disaster Downunder eSim 2004 Seven Functions 1. BAT: Burns Assessment Team Nurse 2. CNCA: Clinical Nurse Consultant Burns Unit Trauma Hospital (Adult) 3. CNA: Clinical Nurse Burns Unit Trauma Hospital (Adult) 4. NUM: Nurse Unit Manager Trauma • CNCP: Clinical Nurse Consultant Burns Unit Paediatric Hospital 1. BATP: Burns Assessment Team Nurse Paediatric 2. SURGN: Nurse in Charge Surgical Ward Staging Hospital Three Phases 1. Planning 2. Incident Management 3. Post Incident Management
- 12. Authentic Lesson Design Margaret Conaglen Christchurch NZ 2010 “We have lost a home but all my family is fine and we are counting our blessings. I wanted to let you know how often I thought about the “Disaster Down Under eSim” and how incredibly relevant it has been to the situation here at the hospital over the past week. Just about everything covered in the eSim played out here - including rapid patient transfers, miscommunication, gaining extra dressing supplies, sneaky media and staff burn out avoidance. The only difference of course was no burn injuries – just lots of trauma. I have to say our hospital did an amazing job and our ward coped very well.”
- 13. Ethics Course Trailer Pedagogy: 18 x ILMS | Live Chat | Forums | Moodle Collaborative tools
- 14. Benefits of Immersive Learning Micro Sims • Engage our emotions • Enable “failing forward” • Promote critical thinking • Accelerate time • Provide shared context • Trigger memories Ken Spero Scenario-Based E-Learning Book
- 15. Learning From and Building on Experience • Articulate Rapid eLearning Blog http://www.articulate.com/rapid-elearning • 3 Simple Steps: Challenge, Choices and Consequences • 7 Tips: for Better eLearning Scenarios
- 16. Authoring Immersive Learning Micro Simulations ILMS Getting Started Step 1: Identify the specific problem or issue that needs to be fixed. Step 2: Envision the desired experience. What is the outcome you are looking for? Step 3: Determine the timeline in which this experience takes place. e.g. A week-in-the-life? Designing Outcomes Email: allan@designingoutcomes.net Disruptive Padagogy Presentation by Allan Carrington is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Based on a work at http://tinyurl.com/padwheelstory.
- 17. Authoring Immersive Learning Micro Simulations ILMS Getting Started Step 4: Define success. How is success going to be measured in the experience? What are the learning objectives? Step 5: Add conflict. Step 6: Finish the story. After you finish the core narrative then add branches later. Disruptive Padagogy Presentation by Allan Carrington is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Based on a work at http://tinyurl.com/padwheelstory.
- 18. Simulation Authoring Job Aid • • • Four page questionnaire For Designers and SMEs Two approaches • • • Analytical Story Telling Help break the blank paper barrier Ken Spero Philadelphia USA
- 19. Practice Makes Perfect ASTD Article TD 081213 Important: Please note this allows for a single view if you give your email, it may be a problem to revisit “Sometimes you can do everything right and still not get a good outcome. The scorecard provides the vehicle through which students can make sense of everything, to see what they did right in the situation and where the wrong came from. That allows us to truly encourage "failing forward" in a most constructive manner”. ASTD Podcast Episode 9.25 mins Ken Spero Philadelphia USA
- 20. Now it’s Your Turn • What is a scenario (challenge) you think would help students develop communication skills and empathy? • Let’s discuss together how to specify the problem, define the experience and the intended outcome • Also build the timeline, define success and how it will be measured. Define the learning outcomes and add conflict • For the next 10 minutes discuss with the person next to you the questions and responses you would make using the Scenario Job Aid http://www.unity.net.au/padwheel/jobaid.pdf
- 21. Getting Started Step 1: Identify the specific problem or issue that needs to be fixed. Step 2: Envision the desired experience. What is the outcome you are looking for? Step 3: Determine the timeline in which this experience takes place. e.g. A week-in-the-life? Step 4: Define success. How is success going to be measured in the experience? What are the learning objectives? Step 5: Add conflict. Step 6: Finish the story. After you finish the core narrative then add branches later.
- 22. Please talk to me on Skype or Twitter Skype: allansyd Twitter: @allanadl Make your teaching... Interactive Relevant Engaging
Editor's Notes
- Graduate Profile: Develop a course/program specific profile of what is expected graduates should “look like” Choose 10 of the 25 attributes that best describe the excellent graduate then prioritize them. Include these in context to help describe your graduate. Recruit Student Participation: Make the profile definition a group assignment, asking students to contribute to the definition. Possibly use a wiki to build knowledge. Request Feedback on Profile: Have students reflect on the profile and comment on it. ask them do they see this as personally attainable i.e. can they master it and does it it help their purpose for doing the course. Establish Learning Contracts: Set up personal learning contracts with students. Have them commit to doing all possible to fill that profile when they graduate. Sieve every teaching idea, activity and assessment through Autonomy, Mastery and Purpose: Autonomy: The urge to direct our own lives Mastery: The desire to get better and better at something that matters Purpose: The yearning to do what we do in the service of something larger than ourselves
- Engage our emotions: All about retention. Short term to long term memory Emotional engagement important "Brain Rules" by John Medina. Engage learners with story then facilitate retention with emotional levers such as humour, suspense, tension even shame Enable “failing forward”: or practice new skills and behaviours in a safe environment without fear of failure Learners can build their capacity to fix their mistakes as they would in the real-life situation. Promote critical thinking: Critical thinking is a learning outcome. Well designed simulations require participants to understand the situation they are facing, evaluate it, identity possible responses and choose the most appropriate solution Accelerate time: Learner can make a decision, implement it and experience its consequences all within the same exercise. Provide shared context: participants in the same simulation have a common reference point. They will learn from each other and more clearly understand what is going on. Trigger memories: Two types. 1. Context -based links scenario to real life.2. Language-based. language should be like real life.
- Identify the specific problem or issue that needs to be fixed. Envision the desired experience. What do you want people to experience when they go through the narrative? Is it a change in behavior? Is it the application of a new skill? Do you want to reinforce something they have been taught elsewhere? Or to allow them to fail forward in a safe environment? What is the outcome you are looking for? Determine the timeline in which this experience takes place. Is it during the course of an hour-long meeting? A day-in-the-life? A week-in-the-life? A year-in-the-life? This will provide some necessary context for the narrative and determine its scope.
- Define success. How is success going to be measured in the experience? What are the learning objectives? Who are the stakeholders and how are they affected by a successful or unsuccessful learning outcome? Is there financial impact or only interpersonal? By truly understanding the scorecard, we can identify root challenges and how to successfully overcome them. Add conflict. Learners need to face a simulated challenge and solve it as they would in a real-life situation. Finish the story. After you finish the core narrative, you will be able to go back later and add branches if you like. These elements do not need to be detailed or formalised at this point—you just want enough information to provide a framework.