1. What is simulation for work-based learning?
  2. Supporting technologies
  3. Making it work
  4. Case studies
  5. Other useful links

What is Simulation for Work-Based Learning?

Harnessing the learning from work-based experience is the key driver for a successful apprenticeship. It may not always be possible to secure relevant work experience at the same time as a module is running. It may be possible to rationalise employer behaviour by considering how to structure and communicate the curriculum (See the case study on pairing modules).

Also consider flexibilities in assessment, so that Apprentices can draw on previous experience (reflection) current activities (learning in action) and future possibilities (SMART action planning), or indeed drawing on peer learning to ensure assessment tasks are achievable and can be tailored to individual circumstances. Assessment rigour can be enhanced by drawing on relevant theoretical frameworks such as Kolb, Boud, Schon.

Also consider using simulation-based activities to support the development of knowledge, skills and behaviours which can then be linked to the past, present, or future activities in the workplace as opportunities arise for the apprentice to build their portfolio evidence over time.
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Supporting Technologies

  • Google communities
  • Zoom
  • Blackboard Collaborate

Making it work

  • Make sure that the curriculum includes practice opportunities. For example, if running on-line meetings, don’t expect learners to have knowledge of procedural norms and give them time to conduct research so they can contribute to the meeting. Do not expect them to have immediate skills to interact through on-line platforms or know how to screen share for example.  Do not expect an immediate display of professional behaviours in terms of communication and team working.
  • Offer incremental formative feedback to enhance the authenticity and outcomes of each simulated exercise.
  • Be prepared to demonstrate the required competencies, which might range from creating a predictable structure through to the application of ingenuity and adaptability to make progress in hitting objectives.
  • Create clear expectations for attendance and engagement at the simulation events.
  • Clarify further structured activities and also fluid reflective objectives for learners to explore the relationship of the scenario, or simulated activity with the reality of their workplace and encourage learners to interact with peers to explore the meaning of the simulation for their sector and job roles.
  • Incorporate the use of action plans to take the learning forward after the delivery of high quality applied learning techniques and connect into APRs.

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Case studies

Other useful links

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