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Journal Article

Learning Paramedic Science Skills From a First Person Point of View  pp396-406

Kathy Lynch, Nigel Barr, Florin Oprescu

© Oct 2012 Volume 10 Issue 4, ICEL 2012, Editor: Paul Lam, pp360 - 440

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Abstract

Paramedic students need to acquire knowledge and skills necessary to perform basic as well as complex clinical skills, to ensure patient safety, and to manage sophisticated equipment. Time and resource pressures on students, teaching staff and institutions have led health professional educators to develop and embrace alternative opportunities such as simulation and multimedia in order to develop a student’s clinical expertise in preparation for clinical placement. Paramedic education laboratories are equipped with simulation equipment to facilitate the acquisition of the psychomotor skills required by paramedics, and are the main spaces where students can practice essential paramedic skills in a non‑threatening environment. However, often the learning environment is encumbered by ‘noise’ or obstacles such as the educator’s body, or ambient noise from other students, staff or equipment, all which inhibit a clear and precise view of the intricate details of skills to be learned. This study addressed the crowded laboratory and ‘noise’ issues through the use of video learning resources. Though using video as a learning resource is not new, there are three facets to learning that make this project innovative and beneficial to the learner; one, learning from a video composed from a first person point of view (1st PPOV); two, the viewing of the video learning materials using a mobile device such as a smart phone; and three, the use of QR codes to access the online videos. Six 1st PPOV video vignettes were produced for this study. Each video was less than two minutes and length, clear and instructional on selected psychomotor clinjcal skills required for acute care provision . The research findings show that the 1st PPOV videos positively impacted students’ (n=87) learning of the six skills, and gave them a more comprehensive view and understanding of the skill in context. The findings also indicated that accessing the videos on a mobile phone was a bonus. The participants requested additional 1st PPOV skills to be included in the blended learning design across all areas of their Paramedic Science program.

 

Keywords: Keywords: first person point of view, learning in the first person, paramedic science, paramedic science skills, skill acquisition, experiential learning, video learning materials

 

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Journal Article

Project Robot: A Software Simulation for Systems Engineering Education  pp410-423

Ross D. Arnold, Jon P. Wade

© Oct 2017 Volume 15 Issue 5, Editor: Rikke Ørngreen and Karin Levinsen, pp367 - 466

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Abstract

The U.S. defense industry spends billions of dollars each year developing defense systems to keep the nation and allies secure. However, the failure rate of system development is notoriously high. Even when development efforts do succeed, they often do so with cost overruns and compromises in system performance. As a result, large amounts of money are wasted in defense acquisition, leaving the nation both poorer and less secure than it could be. Though this problem is certainly multi‑faceted, one way to approach the problem is to provide better systems engineering education to engineers. Systems engineering skills, generally considered to be key to the successful development of large scale systems, often require many years to acquire. However, recent research investigates the theory that these years can be reduced through the use of simulation software. This paper describes Project Robot, a defense systems engineering simulator designed to facilitate the acquisition of systems engineering skills at an increased rate. Project Robot was the co‑winner of the 2010 Experience Accelerator international systems engineering simulator competition held at Stevens Institute of Technology, NJ. The development of this simulator is a first step towards the design and development of experience accelerating simulations and software games that push the boundaries of engineering education to the next level using modern computer software techniques. The paper introduces the concepts of systems engineering and systems thinking, then discusses the Project Robot game concept, design, theory, and implementation, including detailed screen captures. The paper concludes with a discussion of the future of Project Robot and related research efforts to improve systems engineering education through simulation.

 

Keywords: systems engineering, systems thinking, systems approach, system dynamics, systems engineering education, systems thinking assessment, educational games, experience accelerator, experiential learning, game-based learning, system analysis and design, systems engineering and theory, simulation

 

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Journal Issue

Volume 10 Issue 4, ICEL 2012 / Oct 2012  pp360‑440

Editor: Paul Lam

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Keywords: Multi-disciplinary Learning, Teamwork, Database Application Development, blended-learning, asynchronous online discussion, voice board, discussion forum, participation, Wimba Voice Board, first person point of view, learning in the first person, paramedic science, paramedic science skills, skill acquisition, experiential learning, video learning materials,

 

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Journal Issue

Volume 15 Issue 5 / Oct 2017  pp367‑466

Editor: Rikke Ørngreen, Karin Levinsen

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Editorial

 

Keywords: Open Teaching; Open Educational Practices; Open Educational Resources; MOOC; Information and Communication Technologies; Open Education; E-learning, E-Resources, e-learning, open and distance education, pre-service teachers, e-Learning practice, continuum, use, e-Teaching, e-Learning, traditional, innovation, systems engineering, systems thinking, systems approach, system dynamics, systems engineering education, systems thinking assessment, educational games, experience accelerator, experiential learning, game-based learning, system analysis and design, systems engineering and theory, simulation, Feasibility, e-learning, Iranian university, strategies, gamification, games and learning, drivers, barriers, teachers, Higher Education, connectivity, subject advisor, integration, curriculum delivery, 21st Century, South Africa, multimedia storytelling; traditional storytelling; foreign language learning; Chinese idiom learning; non-native novices

 

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