| 1. |
- Ahn, Song-ee, 1972-, et al.
(author)
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Designing a virtual patient as an interprofessional enactment : lessons learnt from the process
- 2020
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In: International Journal of Learning Technology. - : InderScience Publishers. - 1477-8386 .- 1741-8119. ; 15:3, s. 204-218
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Journal article (peer-reviewed)abstract
- This study is based on observations of the design process of a virtual patient (VP), which aimed to facilitate interprofessional learning. By following the design process of this particular VP, this study aimed to trace how different practices and the knowledge within these practices were enacted as a VP and to understand the design team's difficulties and challenges. Drawing upon actor-network theory (ANT), the study demonstrates how technology and various practices in healthcare and education were enrolled to build the VP and the different translations that took place during the process. We discuss the results by reflecting on the intertwined relationship among the different enactments of a patient in the different professional practices, the enactment of pedagogical intentions and the role of technology in the design process.
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| 2. |
- Ahn, Song-ee, 1972-, et al.
(author)
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Maintaining Sofia – or how to reach the intended learning outcomes during a medical simulation training
- 2018
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In: International Journal of Learning Technology. - : InderScience Publishers. - 1477-8386 .- 1741-8119. ; 13:2, s. 115-129
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Journal article (peer-reviewed)abstract
- The study aims to understand what makes a 'successful simulation', one that follows the planned sequence of events embedded in the simulated scenario, thus producing the intended learning path and learning outcomes for the participating students. The study is based on observations of 15 full-scale simulation sessions of acute trauma handling during inter-professional training of medical and nursing students. The study shows that the briefing preceding the simulation frames the students' emergent actions during the scenario by demarcating 'possibilities' and 'impossibilities' for actions during the exercise. This in turn defines what actions are 'appropriate' and 'inappropriate' when the scenario is enacted. The simulation exercises are emergent and co-constituted by the diverse participating, socio-material actors. The extent to which this socio-material assemblage manages to produce and maintain the enactment of the patient during the simulation signifies the success or failure of the intended learning path of the exercise.
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| 3. |
- Naeve, Ambjörn, et al.
(author)
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Contributions to a Public e- Learning Platform - Infrastructure, Architecture, Frameworks and Tools
- 2005
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In: International Journal of Learning Technology. - : InderScience Publishers. - 1477-8386 .- 1741-8119. ; 1:3, s. 352-381
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Journal article (peer-reviewed)abstract
- Life long, flexible, collaborative, and personalised learning are words that are being increasingly used, whenever education is discussed and designed. They express new and important demands on learning architectures, both with regard to pedagogy, organisation and technology. Traditional learning architectures are based on teacher-centric and curriculum-oriented ''knowledge-push''. In this paper, we present an infrastructure, an architecture and a number of frameworks and tools that support learner-centric and interest-oriented ''knowledge-pull''. We see them as a contribution to a Public e-Learning Platform, which can achieve true interoperability based on open source and open international ICT standards
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