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What is Simulation Learning?

Replicating the real-world in a lab or classroom

As the world is getting more digitized by the day, people are getting increasingly three-dimensional in their thinking. Simulations aim to give an experience almost close to a visual concept in the real world. And, a strategic advantage any sort of simulated-learning gives is that it lets learners reset scenarios that are probable in the real world. This way, learners explore newer approaches.
Medical students particularly benefit from simulation-learning, because living systems are all three-dimensional. That is also an amazing way for mentors to show probable scenarios during demos. The students can practice diagnosis and treatment. At times, science students can also do away with dissecting frogs and such animals – simulation learning takes away the need for it.

 

How it Works

The key to simulation is that it is a dynamic rather than fixed experience. The scenario can change realistically according to the actions of the participants and the participants get a chance to adapt to the change. This way, they get a real-time feedback for their actions.
For example, an exercise for software engineering students could involve the creation of a piece of software or system according to a realistic design specification, with changes and refinements being requested by the client (played by the tutor) during the process. This would accurately model the real-world environment the students are likely to work in, where clients change their requirements and priorities during a project as a result of complex factors.
Simulation learning need always be three-dimensional or visual – law students extensively use this in their classrooms to argue possible/probable scenarios of a case. Architecture, design, medicine, journalism, and law – pretty much all these disciplines have started to learn through simulation in the recent times (as part of both school and higher education).

 

Possible Technologies to Support the Approach

The tools and technologies used for a simulation exercise depend on the case that is being simulated. Often, mentors need specialist equipments and spaces available to simulate. Where students are using standard software packages as part of the simulation, screen recording software offers a mechanism to capture the details of how they approached the scenario. The students can always submit these recordings for a test on their particular approach prior to re-running the simulated scenario.
Apps such as this require a significant amount of development, however they provide an engaging and immersive experience for the students and there may already be freely on different app stores. Experience the effectiveness of simulated learning through our Fellowship in 2D Echocardiography which has exclusive virtual learning modules embedded in them.

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