Difference between revisions of "Simulation-Based Training"
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{{Term|SIMULATION-BASED TRAINING| An instructional methodology in which the trainees, through [[Simulation|simulations]], can learn by practising skills taught and experiencing mistakes before interacting in the real world. | {{Term|SIMULATION-BASED TRAINING| An instructional methodology in which the trainees, through [[Simulation|simulations]], can learn by practising skills taught and experiencing mistakes before interacting in the real world. | ||
This methodology is typically goal oriented and focus learners on specific facts, concepts or application of reality. | This methodology is typically goal oriented and focus learners on specific facts, concepts or application of reality. | ||
| − | Simulation-based training is often associated with ful replicas of real equipment- often with computer systems, motion systems, and high-quality graphics. This not the case, as simulation-based learning in broadest sense can include: | + | Simulation-based training is often associated with ful replicas of real equipment- often with computer systems, motion systems, and high-quality graphics. This is not the case, as simulation-based learning in broadest sense can include: |
*Real equipment used in a non-operational training context | *Real equipment used in a non-operational training context | ||
| − | |||
*Basic computer-based multi-media graphics and animations | *Basic computer-based multi-media graphics and animations | ||
*Desk-top computer-based training and assessment | *Desk-top computer-based training and assessment | ||
*High fidelity driving and signalling simulators | *High fidelity driving and signalling simulators | ||
| − | + | *Tabletop exercices and role play where technology-based simulators are not available: Tabletop exercises normally consist of interactive discussions of a simulated scenario among members of a response team but do not involve the mobilization of | |
| + | personnel or equipment. They are usually conducted in a conference room or series of rooms connected by telephone lines, and focus on the roles and actions of the individuals, the interactions between the various parties and the development | ||
| + | of information and response strategies. A simple and early form of tabletop exercise would be a response team going through the contingency plan, page by page, testing each other’s activities in response to an imaginary situation. A more | ||
| + | complex tabletop exercise might involve several groups, including outside parties, playing their roles. | ||
For the acquisition of critical assessment and management skills, simulation-based training give more results than [[Problem-Based Learning (PBL)|problem-based learning]]. The key components of simulation-based training are as follows: | For the acquisition of critical assessment and management skills, simulation-based training give more results than [[Problem-Based Learning (PBL)|problem-based learning]]. The key components of simulation-based training are as follows: | ||
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=='''General Guidelines'''== | =='''General Guidelines'''== | ||
#'''Identifying where simulation is appropriate or essential.''' | #'''Identifying where simulation is appropriate or essential.''' | ||
| − | #'''Editing a Planning Process : design - develop - conduct - review.''' | + | #'''Editing a Planning Process : |
| + | *design - develop - conduct - review.''' | ||
#''' Understanding the [[Training Needs|training needs]] and requirements.''' | #''' Understanding the [[Training Needs|training needs]] and requirements.''' | ||
#'''Defining [[Instructional Design (ID)|instructional design]] ''' such as performance measurement and feedback must be embedded within the simulation. | #'''Defining [[Instructional Design (ID)|instructional design]] ''' such as performance measurement and feedback must be embedded within the simulation. | ||
Revision as of 18:05, 21 January 2009
 SIMULATION-BASED TRAINING |
| An instructional methodology in which the trainees, through simulations, can learn by practising skills taught and experiencing mistakes before interacting in the real world.
This methodology is typically goal oriented and focus learners on specific facts, concepts or application of reality. Simulation-based training is often associated with ful replicas of real equipment- often with computer systems, motion systems, and high-quality graphics. This is not the case, as simulation-based learning in broadest sense can include:
personnel or equipment. They are usually conducted in a conference room or series of rooms connected by telephone lines, and focus on the roles and actions of the individuals, the interactions between the various parties and the development of information and response strategies. A simple and early form of tabletop exercise would be a response team going through the contingency plan, page by page, testing each other’s activities in response to an imaginary situation. A more complex tabletop exercise might involve several groups, including outside parties, playing their roles. For the acquisition of critical assessment and management skills, simulation-based training give more results than problem-based learning. The key components of simulation-based training are as follows:
|
 Implementing a Simulation-Based Training |
General Guidelines
|
References
- ↑ Wikipedia (21 January 2009)
- ↑ www.ingentaconnect.org (21 January 2009), www.rpd.co.uk(21 January 2009), www.ipieca.org(21 January 2009),