scholarly journals Digital versus Manual. Two Sides of the Same Coin

2019 ◽  
pp. 203-212
Author(s):  
Ingrid LeRoux
Keyword(s):  
Learning Environments ◽  
Teaching Methods ◽  
Game Based Learning ◽  
Effective Learning ◽  
Know How ◽  
Effective Learning Environments ◽  
Positive Learning Environment ◽  
Marketing Positioning ◽  
Games And Simulations ◽  
Two Sides

In their preparation to educate future professionals, higher education institutions often employ innovating teaching methods, including games and simulations (Vlachopoulos Makri, 2017). Digital games and simulations have been used in entrepreneurship and business disciplines for many years and are designed to increase knowledge, improve skills and enable a positive learning environment in a realistic setting (Fox, Pittaway, Uzuegbunam, 2018). These simulations typically highlight the integration of business know-how such as strategy, marketing, positioning and finance to help students understand how a business works (Caruso, 2018). Furthermore, the need for entrepreneurs to obtain and acquire certain skills for them to be successful cannot be over emphasised (Costin, O’Brain, Slattery, 2018). Digital game-based learning is recognised as creating effective learning environments, engaging learners cognitively, emotionally as well as socially (Huang, Johnson, Han, 2014).

Digital Games

2013 ◽  
pp. 253-272 ◽  
Author(s):  
Paul Pivec ◽  
Maja Pivec
Keyword(s):  
Collaborative Learning ◽  
Learning Environments ◽  
Digital Games ◽  
Design Guidelines ◽  
Game Based Learning ◽  
Constructivist Learning Theory ◽  
Effective Learning ◽  
Effective Learning Environments ◽  
New Ideas ◽  
Collaborative Platform

Digital Games are becoming a new form of interactive content and game playing provides an interactive and collaborative platform for learning purposes. Collaborative learning allows participants to produce new ideas as well as to exchange information, simplify problems, and resolve the tasks. Context based collaborative learning method is based on constructivist learning theory and guides the design of the effective learning environments. The constructivist design required for successful Game-Based Learning is discussed in this chapter and the model of recursive learning is discussed suggesting how Game-Based Learning (GBL) and how to maximize its affect. This chapter defines “Gameplay” and tables the perceptions of both players and teachers in the area of abilities learnt from playing digital games. Resources for implementing GBL are highlighted and the need for these is discussed. We conclude this chapter with design guidelines that will ensure effective learning outcomes are attained and suggest why these steps are necessary.

Is the primary care network the answer to increase student nurse capacity in general practice?

2019 ◽  
Vol 30 (12) ◽  
pp. 600-605
Author(s):  
Shaun Heath
Keyword(s):  
Primary Care ◽  
General Practice ◽  
Community Of Practice ◽  
Learning Environments ◽  
Nursing Leadership ◽  
Student Nurse ◽  
Care Network ◽  
Practice Nurses ◽  
Effective Learning ◽  
Effective Learning Environments

Primary care networks have the potential to increase student nurse placements in general practice. Shaun Heath explores how effective learning environments can be created and the concept of the ‘community of practice’ This article explores how the emerging primary care networks (PCNs) could be used to increase student nurse placements in primary care, and how they could facilitate nurses in breaking free from isolative working. Known as a ‘community of practice’, working with our peers and colleagues from neighbouring practices alongside students could facilitate the growth of the network itself, share the educational load with the nurses in the PCN, and create nursing leadership with shared educational advancements. Could PCNs be what general practice nurses need to find their voices and develop their ambitions of becoming leaders?

Increasing Student Numbers: Diminishing Tutor Insight?

2005 ◽  
Vol 4 (1) ◽  
pp. 15-21 ◽  
Author(s):  
Paul Sander
Keyword(s):  
Learning Environments ◽  
Epistemological Beliefs ◽  
Survey Methods ◽  
Student Diversity ◽  
Conceptions Of Learning ◽  
Concomitant Increase ◽  
Effective Learning ◽  
Effective Learning Environments ◽  
Heterogeneous Classes ◽  
Teaching Learning

In order to provide efficient and effective education it is essential that teachers understand their students as learners. With small class sizes informal means may be sufficient; however, the current climate in higher education is rightly promoting greater participation and student diversity which is leading to larger and less heterogeneous classes since there has been no concomitant increase in resources. Therefore, more formalised means to understand students as learners may be required. One strategy to facilitate this would be survey methods. These could be employed to enable teachers to understand students' expectations of teaching, learning and assessment; their conceptions of learning; their epistemological beliefs; and their reflective thinking abilities. Insights from such surveys may enable teachers to construct more effective learning environments for their many and diverse students.

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