Over 24 weeks you will initially focus on educational pedagogy and frameworks including experiential learning, constructivism and examine critical theory before focusing on simulation based education. Conceptions of teaching and learning will be discussed and the different identities of those who support simulation . The roles of a technologist , innovator, change agent and educator will be discussed and debated . The focus will be on understanding how to integrate simulation based education in real world settings. Digital technologies will be reviewed. You will then focus on the stages of simulation based education including a needs analysis, simulation design, modalities, scenario, feedback , debrief and evaluation, this will be underpinned by the evidence base and guidelines linking back to your area of practice. Debates about how to measure simulation based education will be discussed from the lens of a learner, the learning, and the role that you undertake. You will be encouraged to share your simulation activities and critique your fellow students to share knowledge, skills, and ideas. You will gain experience in using a range of digital tools that they can accessed by being part of the Staffordshire University community.

There will be an opportunity during this module to attend an optional two – day workshop at the Centre for Health Innovation ( this will be at the student’s own expense, students not able to attend will be able to join via a live stream).

Formative

Create an online educational resource for one type of simulation modality in your workplace that can be used as part of a staff development programme. You will need to share your underpinning educational philosophy. Present this as a poster presentation using the template provided as though at a conference and talk about it for 3 minutes and answer 2 minutes from questions peer and tutors.

Links to learning outcomes (LO) 1 as it demonstrates the rational and the education strategies when working with learners in the workplace. Links to LO2 by showcasing simulation methodologies and modalities for teaching and learning.

Undertake a simulation design for any teaching, learning or assessment activity that is different from formative 1. Upload the design into Blackboard Ultra alongside a 5 -minute pre-recorded presentation of your design using any digital tool available at Staffordshire University and critique at least 2 other peers in the forum citing literature with the feedback that you are giving. Respond to the critiques that you receive using the literature and your experience.

Links to LO 1 as it demonstrates teaching, learning and assessment and the impact of using simulation modalities and LO2 as choosing an appropriate simulation methodology and modality. Critiquing others demonstrates the confidence of using the literature and experience to debate and discuss simulation based education with peers and the wider community and links to LO3.

Summative

There are three elements that make up this assessment and further detail will be provided in the module handbook.

Undertake a training needs analysis within your workplace and create a simulation design for teaching, learning or assessment. This must be different from the two pieces of work that you used for your formative assessments although you may refer to these in relation to how you undertook the needs analysis and the design. You need to explain how and why you undertook the needs analysis including your choice of design with reference to the literature – you may create a table, a form, a template that you have designed or use an essay approach (1500 words). After you have implemented the design, using a reflective model critique the design following the needs analysis with reference to the module materials and literature within your field and simulation -based education and discuss any changes and recommendations (1500 words) – You may create an Appendix with supplementary information about the design and any educational materials for clarity although this will not be marked or form part of the word allowance.

Links to LO3 as the assignment shows analysis and application of selecting the appropriate simulation approach and modality and implementing them with reference to the literature. The reflective element allows the learner to consider other approaches that they may have seen from other simulation arenas. The assignment focuses on teaching and learning and reinforces LO1 and LO2.

Blackboard Ultra will be used as the learning management system (LMS)

Distance learning using synchronous and asynchronous tools including Microsoft (MS) Office Suite of Tools, specifically MS Teams, MS Sway, MS SharePoint, MS Stream and Flip, Wakelet and CAE Learning Space.

1. Justify and apply simulation based education methodologies in the design and evaluation of educational strategies that support teaching, learning and assessment in your practice.

2. Support and demonstrate the use of simulation based education methodologies within the workplace.

3. Critically evaluate contemporary teaching, learning and assessment strategies in relation to immersive and simulation technologies.

All students need to have access to a computer device (not supplied by the University) and internet access.

Kolb, A. Y., Kolb, D. A., Passarelli, A. and Sharma, G. (2014) “On Becoming an Experiential Educator: The Educator Role Profile,” Simulation and Gaming [Online]. DOI: 10.1177/1046878114534383

Martin, F., Ritzhaupt, A., Kumar, S. and Budhrani, K. (2019) “Award-winning faculty online teaching practices: Course design, assessment and evaluation, and facilitation,” Internet and Higher Education [Online]. DOI: 10.1016/j.iheduc.2019.04.001.

SSIH (2018) Code of Ethics Working Group, USA, SSIH

This compulsory module will introduce you to a range of educational theories and frameworks to underpin simulation based education within your sphere of work. You will review current trends in educational practice including how to create and support the integration of simulation based education within synchronous and asynchronous environments. Elements include debates about fidelity and authenticity within simulation based education and how to ensure that the needs of the learner are met in relation to teaching, learning and assessment. The assignments are designed to provide you with the tools to undertake and support a training needs analysis and implement a simulation programme within your workplace from the perspective of a technologist , innovator , change agent and educator. There will be an opportunity during this module to attend an optional two – day workshop at the Centre for Health Innovation ( this will be at the student’s own expense, students not able to attend will be able to join via a live stream)