Representational scaffolding in digital simulations - learning professional practices in higher education

被引：26

作者：

Fischer, Frank ^{[1
]}

Bauer, Elisabeth ^{[1
]}

Seidel, Tina ^{[2
]}

Schmidmaier, Ralf ^{[3
]}

Radkowitsch, Anika ^{[4
]}

Neuhaus, Birgit J. ^{[5
]}

Hofer, Sarah, I ^{[1
]}

Sommerhoff, Daniel ^{[4
]}

Ufer, Stefan ^{[4
]}

Kuhn, Jochen ^{[6
]}

Kuchemann, Stefan ^{[6
]}

Sailer, Michael ^{[1
]}

Koenen, Jenna ^{[2
]}

Gartmeier, Martin ^{[7
]}

Berberat, Pascal ^{[1
]}

Frenzel, Anne ^{[1
]}

Heitzmann, Nicole ^{[1
]}

Holzberger, Doris ^{[2
]}

Pfeffer, Juergen ^{[8
]}

Lewalter, Doris ^{[2
]}

Niklas, Frank ^{[1
]}

Schmidt-Hertha, Bernhard ^{[1
]}

Gollwitzer, Mario ^{[1
]}

Vorholzer, Andreas ^{[2
]}

Chernikova, Olga ^{[1
]}

Schons, Christian ^{[2
]}

Pickal, Amadeus J. ^{[9
]}

Bannert, Maria ^{[2
]}

Michaeli, Tilman ^{[2
]}

Stadler, Matthias ^{[1
]}

Fischer, Martin R. ^{[10
]}

机构：

[1] Ludwig Maximilian Univ Munchen, Dept Psychol, Munich, Germany

[2] Tech Univ Munich, Dept Educ Sci, Munich, Germany

[3] Klinikum Univ Munchen, Dept Med 4, Munich, Germany

[4] Univ Kiel, Dept Math Educ, Leibniz Inst Die Padagog Nat Wissensch & Math, Kiel, Germany

[5] Ludwig Maximilian Univ Munchen, Dept Biol, Munich, Germany

[6] Ludwig Maximilian Univ Munchen, Dept Phys, Munich, Germany

[7] Tech Univ Munich, TUM Med Educ Ctr, Munich, Germany

[8] Tech Univ Munich, Dept Governance, Munich, Germany

[9] Univ Hildesheim, Inst Educ, Hildesheim, Germany

[10] Klinikum Univ Munchen, Inst Med Educ, Munich, Germany

来源：

INFORMATION AND LEARNING SCIENCES | 2022年 / 123卷 / 11/12期

关键词：

Higher education; Teacher education; Medical education; Scaffolding; Simulations; Professional practices; Representational scaffolding; Core practices of teaching; Entrustable professional activities; Approximation of practice; Representations of practice; Decomposition of practice; DIFFICULTIES; FUTURE; TERM;

D O I：

10.1108/ILS-06-2022-0076

中图分类号：

G25 [图书馆学、图书馆事业]; G35 [情报学、情报工作];

学科分类号：

1205 ; 120501 ;

摘要：

Purpose - To advance the learning of professional practices in teacher education and medical education, this conceptual paper aims to introduce the idea of representational scaffolding for digital simulations in higher education.Design/methodology/approach - This study outlines the ideas of core practices in two important fields of higher education, namely, teacher and medical education. To facilitate future professionals' learning of relevant practices, using digital simulations for the approximation of practice offers multiple options for selecting and adjusting representations of practice situations. Adjusting the demands of the learning task in simulations by selecting and modifying representations of practice to match relevant learner characteristics can be characterized as representational scaffolding. Building on research on problem-solving and scientific reasoning, this article identifies leverage points for employing representational scaffolding.Findings - The four suggested sets of representational scaffolds that target relevant features of practice situations in simulations are: informational complexity, typicality, required agency and situation dynamics. Representational scaffolds might be implemented in a strategy for approximating practice that involves the media design, sequencing and adaptation of representational scaffolding.Originality/value -The outlined conceptualization of representational scaffolding can systematize the design and adaptation of digital simulations in higher education and might contribute to the advancement of future professionals' learning to further engage in professional practices. This conceptual paper offers a necessary foundation and terminology for approaching related future research.

引用

页码：645 / 665

页数：21

共 69 条

[1]

Ainsworth S., 2014, CAMBRIDGE HDB MULTIM, P464, DOI [DOI 10.1017/CB09781139547369.024, DOI 10.1017/CBO9781139547369.024, 10.1017/cbo9781139547369.024]

[2] Revisiting the Core Entrustable Professional Activities for Entering Residency [J].

Amiel, Jonathan M. ;

Andriole, Dorothy A. ;

Biskobing, Diane M. ;

Brown, David R. ;

Cutrer, William B. ;

Emery, Matthew T. ;

Mejicano, George C. ;

Ryan, Michael S. ;

Swails, Jennifer L. ;

Wagner, Dianne P. .

ACADEMIC MEDICINE, 2021, 96 (7S) :S14-S21

[3]

[Anonymous], 2017, PISA 2015 Assessment and Analytical Framework: Science, Reading, Mathematic, Financial Literacy and Collaborative Problem Solving, revised edition

[4]

[Anonymous], 1990, Situated Learning: Legitimate Peripheral Participation, DOI DOI 10.1017/CBO9780511815355

[5]

[Anonymous], 2021, NAT KOMP LERNZ MED N

[6]

[Anonymous], 2006, Educational Research Review, DOI DOI 10.1016/J.EDUREV.2006.01.002

[7] Short- and long-term effects of students' self-directed metacognitive prompts on navigation behavior and learning performance [J].

Bannert, Maria ;

Sonnenberg, Christoph ;

Mengelkamp, Christoph ;

Pieger, Elisabeth .

COMPUTERS IN HUMAN BEHAVIOR, 2015, 52 :293-306

[8]

Bannert Maria., 2013, INT HDB METACOGNITIO, V28, P171

[9] Augmented, Mixed, and Virtual Reality-Based Head-Mounted Devices for Medical Education: Systematic Review [J].

Barteit, Sandra ;

Lanfermann, Lucia ;

Baernighausen, Till ;

Neuhann, Florian ;

Beiersmann, Claudia .

JMIR SERIOUS GAMES, 2021, 9 (03)

[10] Entrustable Professional Activities in final year undergraduate medical training - advancement of the final year training logbook in Germany [J].

Berberat, Pascal O. ;

Rotthoff, Thomas ;

Baerwald, Christoph ;

Ehrhardt, Maren ;

Huenges, Bert ;

Johannink, Jonas ;

Narciss, Elisabeth ;

Obertacke, Udo ;

Peters, Harm ;

Kadmon, Martina .

GMS JOURNAL FOR MEDICAL EDUCATION, 2019, 36 (06)

← 1 2 3 4 5 6 7 →