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conduct inspections on actual vessels and performance critiqued

Discovery learning refers to the process of obtaining knowledge through one’s own efforts. In the Surgical Technology program we use this form of learning to allow students to manipulate materials in computer simulation that allows them to discover important concepts related to operating room technique. The idea of discovery learning is that students are more likely to remember concepts or principles that they discover on their own. After presentation of fundamental information students work with an interactive CD-ROM that simulates a real life experience in the operating room allowing them to perform many skills necessary for a successful operation. Students are given the opportunity through case study and computer-based simulation to prepare the OR and the patient. They can use drag and drop to experiment with the selection of which instruments should be given to the surgeon at the appropriate time. Students can request “coaching” in the form of tips, hints or brief multimedia explanations called “Pearls of Wisdom.” Selection of inappropriate materials or techniques may lead to simulated patient complications. Students must then discover which action lead to the complication and then learn to correct that action. Use of the CD-ROM format also allows for presentation of the information in multiple formats (audio and visual) which enhances learning.

do all the students come together and discuss what went right or wrong or is the student only interacting with the computer?

OD specialist

I am an instructional design practioner, but my title is 'learning designer.' The variety of positions, titles, organizations, and industries are what make defining the field and comparing jobs so difficult

Inventing ways to teach through electronic games, goys and life forms

If, in a business setting, the learner demonstrates mastery of a task or some type of knowledge, it won't necessarily be a "success" if that learner's mastery doesn't contribute to the success of the organization. The design, development, implementation, and evaluation of the instruction may have gone off without a hitch, but those elements were based on poor needs analysis.

When I read Dale’s Cone of Experience I was immediately reminded of constructivism in that they both provide the learners with a hands on, learner directed type experiences. According to Dale “[t]he base of the cone represents direct reality itself as we experience it firsthand

For my explaination I went from what I would not give up first to what I would last, an easier thought process for me.

In law school, the more advanced students can take a class in trial skills, where they gain experience by actually preparing a "case" for trial. By drafting documents, responses to documents, interviewing witnesses, arguing pre-trial motions and actually participating in a mock trial, these students gain skills that they will use in real world practice.

using a strictly cognitivist approach, this would be one element of a larger plan. For example, I would start with getting the learners attention, i.e. describe an evisceration (opening of a wound) due to incorrect suture selection. Next, link new information to existing, i.e. discussion microbiology and the principles of infection as they relate to sutures. Organize the information, the organizer would be useful here. Assimilate new knowledge into existing ... Describe situations in which the various sutures would be used. Strengthen through rehearsal, as mentioned. The instructor could observe the practice and provide feedback. A test over the sutures would follow. Ultimately, there would be authentic context application in the clinical setting.

Case-based, project based, and problem-based learning are all profiled in this site from Virginia Tech. For each teaching model you will find a definition, design tips, college-level examples of the model in action (very interesting), and further references. Here are key pages from the site. Case-based: http://www.edtech.vt.edu/edtech/id/models/casebased.html Problem-based: http://www.edtech.vt.edu/edtech/id/models/anchored.html Project-based: http://www.edtech.vt.edu/edtech/id/models/construction.html Advanced Problem-Based: http://www.edtech.vt.edu/edtech/id/models/pbl.html

This course was produced in partnership with Cornell University.

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