Mitigating Negative Learning in Immersive Spaces and Simulations

2010 ◽  
pp. 307-329
Author(s):  
Shalin Hai-Jew
Keyword(s):  
Decision Making ◽  
Experiential Learning ◽  
Virtual Spaces ◽  
Pedagogical Design ◽  
Learner Empowerment

The growing popularization of immersive virtual spaces and simulations has enhanced the ability to “model” various environments, scenarios, decision-making contexts, and experiential learning for a variety of fields. With these subliminal semi-experiential affordances have also come some challenges. Foremost is the challenge of designing virtual experiential learning that does not result in “negative learning.” Negative learning involves unintended messages which lead to learners with illogical or inaccurate perceptions about reality. Negative learning may be subtle; it may exist at an unconscious or subconscious level; it may be biasing even without learner awareness. This chapter addresses some of the risks of negative learning in immersive spaces and simulations and proposes some pedagogical design, facilitation, and learner empowerment strategies to address negative learning—to increase confidence and assurance in the immersions.

Mitigating Negative Learning in Immersive Spaces and Simulations

2011 ◽  
pp. 1847-1873
Author(s):  
Shalin Hai-Jew
Keyword(s):  
Decision Making ◽  
Experiential Learning ◽  
Virtual Spaces ◽  
Pedagogical Design ◽  
Learner Empowerment

The growing popularization of immersive virtual spaces and simulations has enhanced the ability to “model” various environments, scenarios, decision-making contexts, and experiential learning for a variety of fields. With these subliminal semi-experiential affordances have also come some challenges. Foremost is the challenge of designing virtual experiential learning that does not result in “negative learning.” Negative learning involves unintended messages which lead to learners with illogical or inaccurate perceptions about reality. Negative learning may be subtle; it may exist at an unconscious or subconscious level; it may be biasing even without learner awareness. This chapter addresses some of the risks of negative learning in immersive spaces and simulations and proposes some pedagogical design, facilitation, and learner empowerment strategies to address negative learning—to increase confidence and assurance in the immersions.

Influence and Information in Team Decisions: Evidence from Medical Residency

2021 ◽  
Vol 13 (1) ◽  
pp. 106-137
Author(s):  
David C. Chan
Keyword(s):  
Decision Making ◽  
Experiential Learning ◽  
General Pattern ◽  
Medical Residency ◽  
Team Decision Making ◽  
Intensive Training ◽  
Aggregate Information ◽  
Convergence In Variation ◽  
Study Team ◽  
Team Decision

I study team decisions among physician trainees. Exploiting a discontinuity in team roles across trainee tenure, I find evidence that teams alter decision-making, concentrating influence in the hands of senior trainees. I also demonstrate little convergence in variation of trainee effects despite intensive training. This general pattern of trainee effects on team decision-making exists in all types of decisions and settings that I examine. In analyses evaluating mechanisms behind this pattern, I find support for the idea that significant experiential learning occurs during training and that teams place more weight on judgments of senior trainees in order to aggregate information. (JEL D83, I11, J44, M53, M54)

Learning from Decision Making

2013 ◽  
Author(s):  
Deborah Roberts ◽  
Karen Holland
Keyword(s):  
Decision Making ◽  
Experiential Learning ◽  
Reflective Practice ◽  
Student Nurse ◽  
Reflective Practitioner ◽  
Learning From Experience ◽  
Key Skills ◽  
Working Together ◽  
To Come ◽  
Reflection On Practice

This chapter explores the concept of learning from your experience in clinical practice, and is designed to help you to use reflection as a means of learning both to make decisions in practice and to learn from the decisions that you have made. The use and value of reflective practice will be explored in many of the chapters to come; it is considered to be essential in the development of decision-making skills as a student nurse, and for your ongoing personal and professional development as a qualified registered nurse. Learning from experience is often referred to as ‘experiential learning’ and one of its key skills is reflection. In other words, reflection is the key to helping you to use experiences as a student and a person in order to learn from them. This chapter will provide some definitions of reflection and will introduce some commonly used frameworks or models that can help you to develop the underpinning skills required if you are to be a reflective practitioner. There are also activities for you to complete, so that you can begin to use a range of different frameworks that are appropriate to different situations. To place reflection in the context of your learning to become a nurse and therefore to achieve the appropriate competencies, the Nursing and Midwifery Council (NMC) states that: We can see from this statement that there appear to be some key assumptions and activities that are seen as working together, including reflection, and these will be explored particularly in this chapter. Reflection on practice, and subsequently for learning from this practice, will be two of the most important aspects that will be addressed. To begin with, however, we need to consider some of the underlying principles in which reflection and reflective practice are embedded. Learning from our experiences means that we can either use what we have learned to develop and to enhance future experiences, or alternatively that we can learn from any mistakes that we may have made in the anticipation that we will not make the same ones again.

Ambiguity aversion and experiential learning: implications for long-term savings decisions

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Bryan Foltice ◽  
Rachel Rogers
Keyword(s):  
Decision Making ◽  
Experiential Learning ◽  
Asset Allocation ◽  
Ambiguity Aversion ◽  
Sample Population ◽  
Allocation Decision ◽  
Content Type ◽  
Learning Modules ◽  
Return Data

PurposeThis paper evaluates potential methods for reducing ambiguity surrounding returns on equity to improve long-term savings decisions.Design/methodology/approachWe evaluate 221 undergraduate students in the US and first assess the degree of ambiguity aversion exhibited by individuals in the sample population as they decide between a risky (known probability) option and ambiguous (unknown probability) option pertaining to their chances of winning $0 or $1 in a hypothetical lottery. Similarly, we test whether sampling historical return data through learning modules influences long-term decision making regarding asset allocation within a retirement portfolio.FindingsAllowing participants to experience the underlying probability through sampling significantly influences behavior, as participants were more likely to select the ambiguous option after sampling. Here, we also find that participants who receive interactive learning modules – which require users to manually alter the asset allocation to produce a sample of historical return data based on the specific allocation entered in the model – increase their post-learning equity allocations by 10.1% more than individuals receiving static modules. Interestingly, we find no significant evidence of ambiguity aversion playing a role in the asset allocation decision.Originality/valueWe find that decision-making related to ambiguous and risky options can be substantially influenced by experiential learning. Our study supplements previous literature, providing a link between research on the effect of ambiguity on stock market participation and implementation of educational programs to improve the asset allocation decision for young adults.

Online Critical Thinking in Problem-Solving Groups

2011 ◽  
pp. 1348-1356
Author(s):  
Deana L. Molinari ◽  
Alice E. Dupler
Keyword(s):  
Higher Education ◽  
Decision Making ◽  
Critical Thinking ◽  
Nursing Education ◽  
Problem Solving ◽  
Experiential Learning ◽  
Group Decision Making ◽  
Collaborative Problem Solving ◽  
Collaborative Problem ◽  
Social Negotiations

There are many different definitions of critical thinking (CT). Some type of the concept is taught in all higher education disciplines. Academia teaches teamwork and critical thinking (Cathcart & Samovar, 1992) because the professional world requires small-group decision making (Jonassen & Kwon, 2001). Critical thinking is taught by precept and practice (Facione, 1995; Wilkinson, 2001; Winningham, 2000). Constructivists recommend dialogue because meaningful discussion enhances experiential learning through social negotiations and reflection (Vrasidas & McIsaac, 1999). Collaborative problem solving is often utilized in nursing education to increase critical thinking (Collis, Andernach, & Van Diepen, 1997; Cragg, 1991; Crooks, Klein, Savenye, & Leader, 1998; Krothe, Pappas, & Adair, 1996).

scholarly journals Relationship between Student Pharmacist Decision Making Preferences and Experiential Learning

2016 ◽  
Vol 80 (7) ◽  
pp. 119 ◽  
Author(s):  
Charlene R. Williams ◽  
Jacqueline E. McLaughlin ◽  
Wendy C. Cox ◽  
Greene Shepherd
Keyword(s):  
Decision Making ◽  
Experiential Learning

Instructional Technical and Pedagogical Design

2011 ◽  
pp. 452-473 ◽  
Author(s):  
Anne T. Ottenbreit-Leftwich ◽  
Mark O. Millard ◽  
Peter van Leusen
Keyword(s):  
Decision Making ◽  
Educational Technology ◽  
Future Teacher ◽  
Teacher Experiences ◽  
Technology Design ◽  
Pedagogical Design ◽  
Teacher Students ◽  
Technology Teacher

This chapter described a case study of informed educational technology design. The chapter discussed how a conceptual guide for technology teacher experiences (Ottenbreit-Leftwich, Glazewski, & Newby, 2010) informed educational technology design in a course intended to prepare future teacher students to use technology. These students are introduced to various technologies and create materials for their future classrooms. They are also exposed to cases wherein they are required to make decisions on which technologies are most pedagogically appropriate. Therefore, the technology and pedagogy selected for this course are particularly important, as course instructors need to model appropriate decision-making.

The Plural of Goal: Learning in a World of Ambiguity

2020 ◽  
Author(s):  
Daniel A. Levinthal ◽  
Claus Rerup
Keyword(s):  
Decision Making ◽  
Experiential Learning ◽  
Political Process ◽  
Performance Outcomes ◽  
Learning Processes ◽  
Multiple Goals ◽  
Critical Aspect ◽  
Complete Set ◽  
Positive Light

In the Carnegie School tradition of experiential learning, learning processes are driven by the encoding of performance outcomes as a success or failure relative to a goal. We expand this line of inquiry by highlighting how conflicting and thus ambiguous outcomes across multiple goals make interpretation a critical aspect of organizational learning processes. In early work in the Carnegie tradition, interpretation played a role in the demarcation between what constituted success or failure on a given outcome metric. However, in March’s latter writings, learning and decision making produce an arena or even an opportunity for generating interpretations and broader meanings regarding roles, values, and identities. We explore how the two interpretive approaches in March’s work play out across three modes of responses to ambiguity. First, the process of self-enhancement whereby participants interpret conflictual outcomes so that they, the participants, appear in a positive light. Second, an explicit political process regarding the contestation of how to interpret conflicting outcomes. Third, from the perspective of the organizations’ literature on wisdom, participants may embrace ambiguity either to enhance learning or simply to enrich individuals’ interpretation of their experiences. Although these three modes of response do not offer a complete set of responses for learning in a world of ambiguity, they constitute valuable touchstones for the perspective we wish to put forward and, collectively, help enrich our understanding of the role of learning, ambiguity and interpretation within the Carnegie School.

scholarly journals Learning to Learn; Learning to Win: How to Succeed in the Simulated World of Model NATO

2008 ◽  
Vol 41 (04) ◽  
pp. 865-869 ◽  
Author(s):  
Andrey A. Meleshevich ◽  
Howard Tamashiro
Keyword(s):  
Decision Making ◽  
Experiential Learning ◽  
International Relations ◽  
Crisis Management ◽  
Role Playing ◽  
Learning To Learn ◽  
National Interests ◽  
Teaching Device ◽  
Howard University ◽  
Management Processes

Simulations and role-playing exercises have been used effectively as a teaching device in all areas of political science and international relations. One such simulation, with 20 years of success, is the Model NATO Conference, currently sponsored annually in Washington, D.C., by Howard University and Kent State University's Center for International and Comparative Studies. Model NATO is an intercollegiate, competitive, and experiential learning exercise that models the decision-making and crisis management processes of NATO. Student delegations, representing different NATO member-countries, negotiate consensus agreements while promoting their often conflicting national interests. According to the Model NATO web site, this competition is designed to

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