Transcript Situated learning as a model for the design of an interactive

Situated learning as a model for the design of an interactive
multimedia program on medication administration for nurses.
指導教授：Ming-puu,Chen
報 告 者：Yun-fang,Chou
報告日期：2006/12/12
Stillman, G. & Alison, J. & Croker, F. & Tonkin, C. & White, B. (1998).Situated learning as a model
for the design of an interactive multimedia program on medication administration for nurses.
Innovations in Education and Training International, 35 (4), 329-335
Background
Nurses are one occupational group involved in
the common occurrence of medication errors
(Wolf, 1994).
Proactive action by nursing educators is
therefore necessary in order to reduce the
likelihood of such mistakes occurring in
practice.
Background
The need exists for nursing education to create ways
of improving students’ abilities to conceptualize what
they are required to do when administering a
particular drug dosage (Haker and Napthine,1994).
Nursing students practice drug administration in
simulated situations in clinical laboratories but this
does not achieve the realism of the clinical setting
which can be simulated using interactive multimedia
(IMM) technology.
Background
In the School of Nursing Sciences at James
Cook University (JCU)
decided to develop alternative teaching strategies to
enhance students’ learning of drug administration.
Medication calculation was identified as a
problem area by both teachers and students.
Steps taken to remedy the situation
Following a needs assessment of basic mathematical
skills
metric conversion and decimalization
Identified students were offered extra tuition to
assist them in developing appropriate learning
strategies or medication calculations before applying
them in a nursing context.
Steps taken to remedy the situation
A computer-assisted learning (CAL) package
was developed and made available on the
World Wide Web (Stillman et al.. 1999).
The program afforded students repeated practice
in carrying out the necessary calculations but did
not incorporate the skill into a realistic context as
it was possible to use only a verbal description of
the situations.
Steps taken to remedy the situation
An IMM program was developed. Clinical
situations which realistically reflect the
Australian scene were portrayed using video
and digital photography.
In addition to medication calculation, this
program incorporated principles medication
administration and addressed other categories
of potential sources of error.
Theoretical framework
 The IMM program was designed using the situated learning
model (Brown et at. 1989;Young,1993) as a theoretical
framework.
 Advocates of the situated learning model contend that
knowing is inextricably situated in the physical and social
context of its acquisition and use’ (Brown et at. 1988. p1)
 Learning is thus seen as a situated phenomenon (Lave and
Wenger,1991).
 The key elements of the model that were used as guidelines
for the design of the learning environment are presented
below, together with the design considerations for each.
Theoretical framework
Guideline 1:
Use of authentic contexts that reflect the way knowledge is
used in real life.
Guideline 2:
Use of authentic activities that learners will engage in during
their future career roles.
Guideline 3:
Provide access to expert performance and modeling of the
processes involved.
Guideline 4:
Provide opportunities for students to reflect on their learning.
Guideline 1: Use of authentic contexts
 Merely providing examples from real-world situations to
illustrate the concept being taught is not sufficient for designing
a learning environment with authentic contexts.
 Ignoring the situated nature of cognition would defeat our main
educational goal of providing useable, robust knowledge (Brown et at..
1989).
 If the program was to provide authentic contexts, it needed to
incorporate a physical environment, in all its complexity, which
would reflect the way the knowledge would he ultimately used.
In addition, this environment had to be real to the student
(Heckman and Weissglass. 1994).
 An obvious design consideration that followed from this was the
need for a non-linear design to preserve the complexity of the
real-life setting.
Guideline 2: Use of authentic activities
The learning environment needed to provide activities
for learners which have real-world relevance and
present complex tasks from their future career role
(Bruer, 1993; Collins et al., 1989).
These tasks should have to be completed over a
sustained period of time rather than be a series of short
disconnected tasks that have been sanitized of their real
-world complexity (Cognition and Technology Group
at Vanderbilt,1990).
Guideline 3: Provide access to expert performance
In order to ensure that the learning environment
incorporated exemplars of expert performance, the
program needed to provide access to expert thinking
(for example, through voice-over) and modeling of
the processes involved in the activities as well as the
observation of real-life episodes as they occur
(Collins et al.,1989;Silver,1994).
Video clips and digital photography would provide
students with the opportunely to observe both
simulated and authentic real-life episodes as they
occurred.
Guideline 4: Provide opportunities
In order to enable students to reflect meaningfully on
their learning, the program needed to provide
authentic contexts and tasks with which students
could readily identify.
A non-linear navigation system would allow students
to move to any part of the program that was
necessary to facilitate this reflection.
It was also desirable that students have access to
examples of expert performance as a benchmark to
reflect on their own performance (Collins and Brown.
1988).
Components of the IMM program
Figure 1 The main interface of the Medication Administration Program
Figure 2 The interface for the Medication Round
Figure 3 The interface for the Mediation calculation
Conclusion
 The need to improve teaching strategies to facilitate students
learning of drug calculations is of paramount importance at a
time when there is increasing pressure for teaching staff to
engage in research activities in a climate of ever contracting
funding for staffing.
 The suitability of interactive multimedia as a vehicle for such
provision has been aptly demonstrated by the design, and the
implementation, of the program examined in this paper.
 Authentic tasks in authentic contexts engage students in
activities which are meaningful to them.
 Students, whatever their discipline, need to he brought into the
practices and thinking processes of that discipline.
 Situated learning has been shown to be an ideal framework for
the design and implementation of learning environments to
facilitate this.