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Developing a Pedagogical Framework for Simulated Practice Learning: How to Improve Simulated Training of Social Workers who Interact with Vulnerable People
Abstract
While simulated learning becomes an attractive learning method for learners and educators, it is the pedagogical framework behind the technology design that makes the learning efficient. Thus the context and the subject domain, along with learning theories largely influence its impact. Working with vulnerable people becomes part of many jobs specifics. Therefore, the main goal of the chapter is to present the pedagogical framework for simulated practice learning for social workers who interact with vulnerable people. It takes into consideration both the theories of learning and the features of games-based learning. It also outlines the relations between the broader social context, the particular educational setting and the learner, the trainer and the vulnerable person. The focus of the presented simulated learning is on teacher training for child-care professionals who work with 3- 7 years old children. The Pedagogical Framework is developed under the Simulated Practice for Skills Development in Social Services and Healthcare - Digital Bridges (2014-1-UK01-KA200-001805).
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