ABSTRACT
Online and blended learning offer a strong upside potential to enrich university learning. On the one hand, long before the Covid-19 pandemic, the option to access virtual classroom settings was on the rise, but the pandemic cleared the path regarding legal and organizational limitations. On the other hand, virtual learning comes with additional concept-specific requirements and challenges, e.g., a strong demand for students' self-organization and intrinsic motivation. The conjunction of online teaching with simulation-based tools introduces new options to address these challenges. Online- and simulation-based teaching concepts' flaws are not system-inherent but can be overcome by combining simulations and online learning within a holistic setting. By applying different gamification elements from simulations and the adaptability of cloud-based online tools, an online- and simulation-based intensive block week module is designed and conducted for students from different countries. Based on this module's structure, learning outcomes and students' feedback the advantageousness of an online-simulation-setting will be illustrated. The results lead to a combined Strengths-Weaknesses-Analysis from joined online teaching and simulation-based elements. First, the requirements and circumstances are investigated and described under which the delicate requirements of simulation-based learning can be minimized by online teaching. Second, challenges from online teaching are researched to be addressed through simulation-based learning. © 2023, The Author(s), under exclusive license to Springer Nature Switzerland AG.
ABSTRACT
Computer-based simulations may represent an innovative, flexible, and cost-efficient training approach that has been underutilised in pharmacy practice education. This may need to change, with increasing pressure on clinical placement availability, COVID-19 restrictions, and economic pressures to improve teaching efficiency. This systematic narrative review summarises various computer-based simulations described in the pharmacy practice education literature, identifies the currently available products, and highlights key characteristics. Five major databases were searched (Medline, CINAHL, ERIC, Education Source and Embase). Authors also manually reviewed the publication section of major pharmacy simulator websites and performed a citation analysis. We identified 49 studies describing 29 unique simulators, which met the inclusion criteria. Only eight of these simulators were found to be currently available. The characteristics of these eight simulators were examined through the lens of eight main criteria (feedback type, grading, user play mode, cost, operational requirement, community/hospital setting, scenario sharing option, and interaction elements). Although a number of systems have been developed and trialled, relatively few are available on the market, and each comes with benefits and drawbacks. Educators are encouraged to consider their own institutional, professional and curriculum needs, and determine which product best aligns with their teaching goals.
ABSTRACT
The growth and popularity of virtual science laboratories have skyrocketed all over the world in recent years due to the covid-19 pandemic. India has also adopted the idea of remote learning, but the overall utilization of virtual science labs to complement remote science learning has been slow and inadequate so far. This article aims to introduce the Indian audience to the world of three relatively new virtual laboratories (Beyond Labz, Labster, and Praxilabs) that can be useful for undergraduate science education. The salient features, experimental demonstration, and merits and demerits of these three platforms have been discussed in this article.
ABSTRACT
This paper presents online simulation along with physical environments employing digital twins to develop robotic and computer vision applications, such as bin picking, by providing a virtual testing environment with real conditions for robotic systems and their surroundings. Particularly for situations such as the current COVID-19 pandemic, this approach permits the integration of knowledge and practice remotely without having the need of requiring a physical robot, increasing equity and inclusivity in the assessment, by reducing the gap between students from different institutions due to the lack of resources to buy the required robotic devices and even enabling remote connection to the classrooms. The proposed task can be performed as long as the educational center counts with basic computer equipment and internet connection. This paper presents a bin picker application based on mono and stereo vision to make the classification of cylinders of different colors and sizes and their arrangement in a base by using image processing and depth estimation algorithms. The performance of the classification was measured in terms of the error in millimeters from the difference of the desired and the obtained position. The images used for classification were taken in real life considering the environment conditions, and a digital twin of the bin picker and objects was made. The image classification and the overall instructions that the robot performed were generated on MATLAB, where the data from the real environment captured by cameras was sent. From here, the instructions were sent to URsim, which serves as the robot controller, and the final virtual simulation with the models of the base and cylinders was performed on Kuka-Sim Pro. This approach can then be utilized to implement different assessments based on personal results from simulation activities. As this assessment requires specialized knowledge regarding robotics, computer vision and classification algorithms, this methodology is intended to be applied for university students, at the level that is adequate according to the educational programs of each university. © 2022 IEEE.
ABSTRACT
Early in the development of a lean project, Target Value Design (TVD) practices define owner value, and it is toward actualization of defined owner value that all subsequent lean practices should flow. Participatory simulations have been used to help stakeholders comprehend TVD processes before they are implemented on an actual project, enhancing their effectiveness. This paper introduces results from testing of an online version of a TVD simulation that was being used to teach TVD at universities and to practioner stakeholders before embarking on a sometimes lengthy TVD journey. The online TVD simulation described in this paper arose out of the need to continue to teach TVD despite social distancing requirements that emerged during the global COVID-19 pandemic. This paper chronicles the details associated with the online simulation: the template design, choice of suitable online platform, strategy for playing the simulation, and facilitation of post-simulation discussions. The developed simulation was tested with post graduate students of Construction Engineering and Management Programme at CEPT University. The post simulation discussion and analysis of questionnaire responses received indicate that participants enjoyed this simulation and learned important principles related to TVD. This online simulation is an evolved version of the Marshmallow Tower TVD simulation. Hence, it indicates the growing trend towards evolution of lean simulations and serious game to adjust to changing conditions. © Prof. Luis F. Alarcón and Assoc. Prof. Vicente González, IGL2021 All rights reserved.
ABSTRACT
Lean simulations provide a critical “aha moment” that helps with the understanding and buy-in of key lean principles. The purpose of this article is to share the process of development and implementation of an ongoing international on-line Lean-IPD simulation experimentation community called Administering and Playing Lean Simulations Online (APLSO). The group emerged following the arrival of the COVID-19 pandemic to include academics from 38 universities (70%) and consultant practitioners (30%). This paper documents the inception and growth of this community so that lessons learned can be shared with the international lean construction community. Serious games and simulations were transitioned to an online format, relying heavily on commonly available software such as Zoom™ and Google Slides™. The most frequently developed simulations tended to be those most typically played by academics and consultants prior to the pandemic. The authors classified games presented, as well as identified physical simulations still needing to be converted to an online format. © Prof. Luis F. Alarcón and Assoc. Prof. Vicente González, IGL2021 All rights reserved.
ABSTRACT
The demand for statistical knowledge and skills is growing in many disciplines, so more students are enrolling in introductory statistics courses (Blair, Kirkman, & Maxwell, 2018). At the same time, institutions are seeking course delivery methods that allow for greater flexibility for students, especially following the onset of the COVID-19 pandemic;therefore, there is more interest in the development and delivery of online introductory statistics courses. To address this, I collaboratively designed an online introductory statistics course which focuses on simulation-based inference for the University of Nebraska-Lincoln. The course design was informed by the Community of Inquiry framework (Garrison, Anderson, & Archer, 2000). The course is delivered asynchronously and has the capacity for high enrollment. Following the development of the course, I co-taught this course from Fall 2018 to Spring 2021 and recruited enrolled students to participate in my study. Participants granted research access to several components of their normal coursework and completed three surveys: Survey of Attitudes Toward Statistics (36-question version pre-test and post-test;Schau, 2003a, 2003b) and the Distance Education and Technological Advancements Survey (Joosten & Reddy, 2015).The primary goal of this study was to understand factors that influence student outcomes in this course. An intervention was designed to support the community of inquiry within the course and was implemented during Fall 2019 and Fall 2020. Using Bayesian hierarchical models, there was no evidence of an effect of the intervention on student outcomes. However, there were a variety of other self-reported factors that were found to be associated with student outcomes. The secondary aim of the study was to understand whether students' attitudes toward statistics changed during the term;however, descriptive statistics suggest that students' attitudes did not change during the term. To address some of the limitations of this study, future research could examine these research questions for simulation-based introductory statistics courses across multiple institutions. This study may help create recommendations for developing online introductory statistics courses. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
ABSTRACT
The COVID-19 pandemic impacted higher-learning institutions. Communication skills training in medical education needed innovative solutions to adjust to the situation. In times of change, evaluation channels should be developed, and any problems raised by learners and educators should be responded to rapidly. A remotely facilitated communication skills simulation-based training programme was piloted by the clinical skills laboratory tutors using Zoom as the online platform. The goal of the pilot session was to establish a communication skills training strategy remotely, to test an online session using the defined online platform and to assess its effectiveness. Though locally facilitated face-to-face simulation-based training as the conventional format is easier to use and experience, training on virtual simulation-based communication skills enabled through the online portal has been described by participants as both feasible and effective. The results show that an efficient educational environment can be provided by remote simulation of communication skills. An important requirement for learner engagement with remotely facilitated simulation-based training is the development of contextual understanding, multiple exposures and a respectful learner-teacher relationship. Any negative impact of remotely facilitated simulation-based training may be concealed by an overarching high perceived value of simulation-based trainings in general. This pilot online simulation programme shows the value of using this modality and lays the foundation for communication skills teaching during future disasters. There is the need to consider how online simulation can be sustained after the pandemic and not just returning to the conventional face-to-face teaching and learning. © Creative Commons With Attribution (CC-BY)
ABSTRACT
BACKGROUND: In response to the closure of universities and the canceling of in-person classes due to the COVID-19 pandemic, this study was designed to focus on a solution for adapting simulation-based education to this situation. METHOD: A mixed study was conducted to analyze nursing students' satisfaction and perceptions (n = 48) about simulated nursing video consultations. RESULTS: Nursing students expressed a high level of satisfaction and positive perceptions about this innovative proposal. CONCLUSIONS: Simulated nursing video consultations could be considered as another choice of high-fidelity simulation not only in the current COVID-19 situation, but its use could be extended to other contexts.