Simulation in Higher Education: A sociomaterial view

Hopwood, N; Rooney, D; Boud, D; Kelly, M

Simulation in Higher Education: A sociomaterial view

Hopwood, N

Rooney, D

Boud, D

Kelly, M

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Publication Type:: Journal Article
Citation:: Educational Philosophy and Theory, 2016, 48 (2), pp. 165 - 178
Issue Date:: 2016-01-28

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Field	Value	Language
dc.contributor.author	Hopwood, N https://orcid.org/0000-0003-2149-5834	en_US
dc.contributor.author	Rooney, D https://orcid.org/0000-0001-7668-0936	en_US
dc.contributor.author	Boud, D https://orcid.org/0000-0002-6883-2722	en_US
dc.contributor.author	Kelly, M https://orcid.org/0000-0002-6380-1150	en_US
dc.date.available	2020-05-25T19:24:40Z
dc.date.issued	2016-01-28	en_US
dc.identifier.citation	Educational Philosophy and Theory, 2016, 48 (2), pp. 165 - 178	en_US
dc.identifier.issn	0013-1857	en_US
dc.identifier.uri	http://hdl.handle.net/10453/30328
dc.description.abstract	© 2016 Philosophy of Education Society of Australasia. 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.	en_US
dc.relation.ispartof	Educational Philosophy and Theory	en_US
dc.relation.isbasedon	10.1080/00131857.2014.971403	en_US
dc.title	Simulation in Higher Education: A sociomaterial view	en_US
dc.type	Journal Article
utslib.citation.volume	2	en_US
utslib.citation.volume	48	en_US
utslib.for	1303 Specialist Studies in Education	en_US
utslib.for	1702 Cognitive Sciences	en_US
utslib.for	2202 History and Philosophy of Specific Fields	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences/FASS Faculty Administration
pubs.organisational-group	/University of Technology Sydney/Faculty of Health
utslib.copyright.status	open_access
pubs.issue	2	en_US
pubs.publication-status	Published	en_US
pubs.volume	48	en_US

Abstract:

© 2016 Philosophy of Education Society of Australasia. 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.

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http://hdl.handle.net/10453/30328