The Art of Edutaining Using Simulated Learning: Adding a New Dimension to CBE

Special Session: 
Blended
Abstract: 

Take part in a fun and interactive workshop that covers a critical component of CBE that uses simulations to teach the 'real world'.

Extended Abstract: 

The Art of Edutaining using Simulated Learning: Adding a New Dimension to CBE
Presentation Description and Goals
Dr. Luvon Hudson/Author
eLearning
Central Piedmont Community College (CPCC)
Charlotte, NC US
luvon.hudson@cpcc.edu

AbstractóWhat happens when instructional design meets simulation? Learners are taken to higher levels of engagement and knowledge application! This workshop is based on a provocative assumption that: the power of being there promotes knowledge creation. In achieving competence this has the potential for increasing learning transfer because applying knowledge is more powerful than simply knowing something.

Keywordsócompetence; simulation; real world; authentic; informal learning; modeling

I. INTRODUCTION
From novice to expert, participants can benefit from this workshop, as you will learn about 1) the importance of using digital simulations, animations, and interactive websites to help engage students with content, 2) embedding resources into lessons, and 3) implementing a step-by-step formula that enriches collaborative partnerships that lead to employer-led curriculum development when using simulations to build competence. Participants should be prepared to collaborate and discuss the technical tools that are involved in simulations and how to deliver the best task practices grounded in research when modeling Competency Based Education (CBE).

II. IDENTIFIABLE LEARNING OUTCOMES
This workshop focuses on simulations that incorporate situational instances, branching scenarios, and task-oriented drills that enable learners to reach higher levels of competence once graduating and entering the workforce or before moving on to 4-year institutions. The workshop content will evaluate the technical tools used in digital simulations and interactive websites. Additionally, the workshop will provide a framework that assists in explaining the reasoning for determining which tools will work best in certain instructional design situations when using simulations that develop competencies most useful in career development.

Workshop Objectives:
? Participants will use an interactive technical tool to create a simulation that can be embedded into a course
? Participants will compose the proper framework that engages an employer/industry expert to establish learning objectives and outcomes that engage learners when using simulations
? Participants will define the activities within a particular curriculum that will guide the development of competencies for scenarios that can be used in a digital simulation

III. WORKSHOP ACTIVITIES

A. Collaboration
Discussion regarding the technical tools needed will occur throughout the workshop to give Q&A instances that will prompt further debate around the use of simulations, advantages, and disadvantages and the opportunities of integrating simulations at their learning institution.

B. Interactive Group Activities
Participants will assemble in groups to create their own set of learning objectives, outcomes, and competencies and build a scenario that can be used in a digital simulation to embed into course work (online or traditional settings). Participants will be given an opportunity to test drive technical tools that foster CBE strategies that can be used to provide real-world scenarios when simulations are involved.

C. Framework for Integrating Simulations into CBE
The workshop will provide a model focused on how participants can raise their institution's learning standards when using
simulations. The framework proposes that higher education institutions can use simulations to keep students competitive in the global workforce by creating a fluid partnership between a) Instructional Designer b) Instructor (SME), and c) Industry Expert (Employer) to determine the competencies, outcomes, and objectives that become the framework for creating task-oriented instructional pieces that are authentic and relevant for professional practice.

D. Technical Tools
The workshop will showcase a variety of online resources that provide free tools that will enhance the learning experience and build competency for professional practice through the use of digital simulations, animations, and interactive websites.

E. Learning Aids
Tangible ëtake-away' information from the workshop will include:
1. Step-by-step flow chart of the proposed framework that integrates the Instructional Designer, Instructor (SME), and the Industry Expert
2. A list of interactive websites that enable simulations
3. Accompanying slides from the workshop PowerPoint presentation
4. Handout on how to write competencies, outcomes, and learning objectives that can be used to create a simulation for any course

F. Abbreviations, Acronyms, and Definitions
ï CBE - Competency Based Education
ï SME - Subject Matter Expert
ï Simulation - An imitation or representation of a process used in a controlled or monitored situation for the purpose of training
ï Competency - The capability to apply or use a set of related knowledge, skills, and abilities required to successfully perform "critical work functions" or tasks in a defined work setting. Competencies are relevant to an individual's job responsibilities, roles and capabilities.
ï Learning Objective - Describe what the learner should be able to achieve at the end of a learning period. Learning objectives should be specific, measurable statements and written in behavioral terms.
ï Learning Outcomes - A statement of what a learner
is expected to know, understand, or be able to do at the end of a learning process.

Paper ID: 
1570233796
Conference Session: 
Workshop Session 2
Conference Track: 
Workforce Innovation
Session Type: 
Workshop
Intended Audience: 
Administrators
Design Thinkers
Faculty
Instructional Support
Training Professionals
Technologists