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Simulation in higher education: a sociomaterial view

Hopwood, Nick, Rooney, Donna, Boud, David and Kelly, Michelle 2016, Simulation in higher education: a sociomaterial view, Educational philosophy and theory, vol. 48, no. 2, pp. 165-178, doi: 10.1080/00131857.2014.971403.

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Title Simulation in higher education: a sociomaterial view
Author(s) Hopwood, Nick
Rooney, Donna
Boud, DavidORCID iD for Boud, David
Kelly, Michelle
Journal name Educational philosophy and theory
Volume number 48
Issue number 2
Start page 165
End page 178
Total pages 14
Publisher Taylor & Francis
Place of publication London, Eng.
Publication date 2016
ISSN 0013-1857
Keyword(s) higher education
practice theory
sociomaterial perspectives
Summary This article presents a sociomaterial account of simulation in higher education. Sociomaterial approaches change the ontological and epistemological bases for understanding learning and offer valuable tools for addressing important questions about relationships between university education and professional practices. Simulation has grown in many disciplines as a means to bring the two closer together. However, the theoretical underpinnings of simulation pedagogy are limited. This paper extends the wider work of applying sociomaterial approaches to educational phenomena, taking up Schatzki’s practice theory as a distinctive basis for doing so. The question ‘What is being simulated?’ is posed, prompting discussion of multiple bodies, performances and experiences. The potential of adopting such a framework for understanding simulation as a pedagogic practice that brings the classroom and workplace together is illustrated with reference to clinical education in nursing.
Language eng
DOI 10.1080/00131857.2014.971403
Field of Research 130103 Higher Education
Socio Economic Objective 930102 Learner and Learning Processes
HERDC Research category C1.1 Refereed article in a scholarly journal
Copyright notice ©2014, Philosophy of Education Society of Australasia
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Document type: Journal Article
Collection: Centre for Research in Assessment and Digital Learning (CRADLE)
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