Representational scaffolding in digital simulations – learning professional practices in higher education

Abstract

Purpose To advance the learning of professional practices in teacher education and medical education, this conceptual paper aims to introduce the idea of representational scaffolding for digital simulations in higher education. Design/methodology/approach This study outlines the ideas of core practices in two important fields of higher education, namely, teacher and medical education. To facilitate future professionals’ learning of relevant practices, using digital simulations for the approximation of practice offers multiple options for selecting and adjusting representations of practice situations. Adjusting the demands of the learning task in simulations by selecting and modifying representations of practice to match relevant learner characteristics can be characterized as representational scaffolding. Building on research on problem-solving and scientific reasoning, this article identifies leverage points for employing representational scaffolding. Findings The four suggested sets of representational scaffolds that target relevant features of practice situations in simulations are: informational complexity, typicality, required agency and situation dynamics. Representational scaffolds might be implemented in a strategy for approximating practice that involves the media design, sequencing and adaptation of representational scaffolding. Originality/value The outlined conceptualization of representational scaffolding can systematize the design and adaptation of digital simulations in higher education and might contribute to the advancement of future professionals’ learning to further engage in professional practices. This conceptual paper offers a necessary foundation and terminology for approaching related future research.

Simulation-based learning in higher education and professional training: Approximations of practice through representational scaffolding

“…As highlighted by Braunstein et al (2022), especially social processes in simulation-based learning seem underrepresented in current research. However, since many professional practices involve a social dimension-physicians' interactions with patients, teachers' interactions with students, or collaborations between coworkers of any profession (see Fischer et al, 2022)-social processes are a highly relevant aspect of learning to perform these professional skills. In addition, considering, for example, vocational education at the 13 workplace or the internships of higher education students, professional learning in real professional settings involves social interactions with trainers or more advanced professionals-who offer explanations, modeling, and feedback-as well as social interactions with peer learners.…”

“…In higher education and professional training, simulations are often designed to help learners learn how to engage in professional practices (Fischer et al, 2022). To do so, learners gradually need to master transferring their relevant knowledge and skills to various practice situations.…”

“…To do so, learners gradually need to master transferring their relevant knowledge and skills to various practice situations. Simulations can thus also be described as approximations of practice (Grossman et al, 2009), where professional practices are decomposed into different representations-that is, different practice situations or case vignettes-that can be recomposed into learning environments (see Fischer et al, 2022;Grossman et al, 2009). As a starting point for identifying and researching the functional characteristics of simulated and real-life representations of professional practices, we proposed four sets of representational features, informational complexity, typicality, agency, and situation dynamics (see Fischer et al, 2022), which are described in further detail below.…”

Developing scripted video cases for teacher education: Creating evidence-based practice representations using mock ups

“…In teacher education, instructional time with student teachers is limited (Bauer and Prenzel, 2012). Hence, identifying the most relevant teaching and learning events as core practices is highly advantageous (Grossman et al, 2018;Fischer et al, 2022). Educational research has identified a number of core practices that Review on evidence-based teaching practices for decomposition of practice: tutoring of small groups (A).…”

“…Since professional knowledge guides visual processing, the knowledge limits of teachers often prevent them from noticing relevant events due to the transient flow of information represented in a video case (Chandler, 2004). Particularly, novice teachers need additional instructional support, either from learning scaffolds (such as prompts) or through representational scaffolds (such as salience in video cases), that guide visual processing and professional vision (Fischer et al, 2022). Thereto, theories of multi-media learning in cognitive psychology are of relevance for designing effective instructional support (Derry et al, 2014).…”