Delighted to announce the online publication of the following paper:
Hopwood N, Rooney D, Boud D & Kelly M (2014) Simulation in higher education: a sociomaterial view. Educational Philosophy and Theory, doi: 10.1080/00131857.2014.971403
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.
This has been a really fun project working with Donna, Michelle and Dave. I’d also like to mention the contributions from Prof Madeleine Abrandt Dahlgren and the SIMIPL team in Linkoping (Sweden), and Kate Collier here at UTS. This has been heading in exciting new directions recently, on the basis of some of the analysis reported in the paper above. In particular we’ve been working with Michelle in the UTS: Health faculty to enhance the learning experiences for students observing their peers in simulation, and were awarded a Learning2014 grant to assist with developing this work 🙂