
Contents
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8.1 Introduction to teaching and learning through the simulated environment 8.1 Introduction to teaching and learning through the simulated environment
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8.2 Planning for learning in the simulated environment 8.2 Planning for learning in the simulated environment
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8.2.1 Determining the learning objectives 8.2.1 Determining the learning objectives
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8.2.2 Tasks and activities for learning 8.2.2 Tasks and activities for learning
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8.2.2.1 Before the task 8.2.2.1 Before the task
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8.2.2.2 During the task 8.2.2.2 During the task
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8.2.2.3 After the task 8.2.2.3 After the task
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8.2.3 Documenting your planning 8.2.3 Documenting your planning
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8.3 Facilitating learning 8.3 Facilitating learning
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8.3.1 Managing the session 8.3.1 Managing the session
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8.3.2 Conveying information clearly 8.3.2 Conveying information clearly
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8.3.3 Focusing on the student 8.3.3 Focusing on the student
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8.3.3.1 Facilitating learning 8.3.3.1 Facilitating learning
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8.3.3.2 Providing feedback 8.3.3.2 Providing feedback
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8.4 Evaluating for improvement 8.4 Evaluating for improvement
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8.4.1 Quality of the course 8.4.1 Quality of the course
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8.4.2 Quality of the teaching 8.4.2 Quality of the teaching
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8.4.3 Quality of learning 8.4.3 Quality of learning
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8.4.4 What and how to evaluate 8.4.4 What and how to evaluate
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8.5 Where to from here? 8.5 Where to from here?
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Recommended reading Recommended reading
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8 Teaching and learning through the simulated environment
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Published:October 2015
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Abstract
Simulation is an engaging and meaningful way for learners to put theory into action. But it takes much more that setting up an interesting simulation for learning to occur. This chapter shows how to plan and facilitate learning in the simulated environment. It starts by examining how to develop a sound plan for tasks, activities, and assessments that will make a difference to learning, and allow you to effectively monitor progress. It then looks at turning that plan into a powerful learning experience by highlighting key features of good teaching. Useful tips are provided on how to effectively manage participants, time, and activities, and how to use the opportunities in the simulated environment to monitor and progress learning for each participant in the most powerful ways. Finally, the chapter looks at what information to gather so that you can evaluate and improve your course the next time round.
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