Abstract
This study proposes a model that explicates how technological innovation reshapes educational theory rather than focusing on its novelty as a means to engage the learner in the process. The focus of interest is the learning process that essentially involves applying and refining professional knowledge and skills in problem context. As such, the shift goes beyond the deterministic view that emphasises on technological innovations which often arises at the expense of the theoretical underpinnings that guide their use in the learning process. Within the broad range of available TEL innovations, this paper focuses on simulations because they offer unique approaches to learning due to their ability to allow training based on trial and error, repetition of planned activities and reflection upon action. The aims of the study are: a)to provide an innovative educational design model for teaching in higher education, drawing from a learning intervention on medical and health care professionals and b)to illuminate TEL activities organised as part of and in the context of simulations for effective learning.Understandings gained from the study provide a roadmap on the design of TEL that includes the integration of simulation-based learning activities in knowledge and skills-based education. Theory entailed in our proposed model serves as a vehicle for reflection and critical thinking for the development of meaningful and practice oriented TEL activities in higher education settings.Keywords: TEL; simulations; problem-based learning; collaboration; reflection; teaching modelPart of the Special Issue Debating the status of âtheoryâ in technology enhanced learning research <https://doi.org/10.21428/8c225f6e.dc494046>
Highlights
Technology-enhanced learning initiatives have transformed the nature of teaching and learning in the last thirty years (Kirkwood & Price, 2013)
This paper provides a theoretical basis for designing a teaching agenda for TEL and professional skills development drawing from simulated medical education
An example of a primitive simulation used in medical education back in the 18th century is the birthing simulator invented by Angélique Marguerite Le Boursier for teaching complex birthing techniques to French peasant women (Maran, 2010)
Summary
Technology-enhanced learning initiatives have transformed the nature of teaching and learning in the last thirty years (Kirkwood & Price, 2013). The paper sets up the theoretical framework for the study that includes a discussion of educational theory that favours context-based action-oriented learning approaches and updates from available literature in TEL simulation studies. The model is a useful vehicle to help us organize knowledge about how to teach with TEL simulations and use objectivity in our judgement for designing learning programmes in higher education
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