SKDK4009 Cohesive learning design with VR simulation
- Course codeSKDK4009
- Number of credits10
- Teaching semester2025 Spring
- Language of instructionNorwegian/English
- CampusHamar
- Required prerequisite knowledge
None.
Simulation is often used as a training method for various skills and procedures, within both education and the professions. Simulations in virtual reality (VR) provide access to realistic experiences and scenarios that are otherwise difficult to access.
The course affords practical explorations of different types of VR simulations, in conjunction with topics such as school-home cooperation, global citizenship and historical empathy, as well as practising communication and skills. The course emphasizes the study of different types of learning design through applying simulations in pedagogical contexts, and through modelling how simulation in VR can be incorporated as useful resources into creative learning, competency development and the telling of stories.
Artificial intelligence enables us to create and adapt new scenarios in which to practice. Fully automated simulations afford the opportunity of interacting and communicating in virtual realities in new ways. The course explores the potential of this technology and how different learning designs can promote realistic scenarios for training and dissemination.
Contents
- Practicing skills in true-to-life virtual environments
- Learning design based in technology
- Interaction and communication in virtual environments
- Exploring new realistic scenarios for simulation training
Learning Outcome
Upon successful completion of the course, the student will have achieved the following learning outcomes:
The student
- Possesses knowledge about different types of learning design using digital technologies
- Has advanced theoretical and terminological insight into the relationship between VR simulations/digital technologies and knowledge and competency development
- Has good insight into central traits of VR as a technology and the affordances of simulation in teaching and learning
- Possesses advanced knowledge about VR and artificial intelligence, and potentials and challenges related to the use of new technologies in teaching and disseminating
The student
- Can critically assess and communicate research into different types of learning design and the use of VR simulation as a teaching resource
- Can devise and produce a coherent teaching design through using VR simulation independently, with a basis in theory and research
- Can discuss the role VR and artificial intelligence plays within teaching and pedagogic development work in contemporary and future school and work life, with experts as well as the general public
The student
- Can reflect critically on the significance of VR simulation for practical skill training and storytelling, and how this is buttressed by different types of learning design.
- Can apply theoretical knowledge and terminology in critical assessments of VR as a resource in developing competencies and skills in various contexts.
- Can demonstrate the ability to facilitate and propagate coherent learning designs using VR simulation based on relevant theory and research
The instruction combines lectures, group work and practical exploration of VR simulations and teaching design. The college learning platform will be used for communication, disseminating subject contents and resources, and for submitting assignments. The virtual platform CORE will be used to explore collaboration and communication in virtual environments. The teaching will take place in the Future Classroom Lab (FCL), the Inland Norway University’s teaching workshop.
All courses are subject to evaluation. The time, date and method of this evaluation is decided by the course coordinator in consultation with student representatives. The course coordinator is responsible for ensuring that the evaluation is carried out.
- Individual essay where the candidate reflects on theoretical and pedagogical arguments for using VR in education and competency development
- Written group assignment: to plan and develop a comprehensive teaching design that uses VR simulation (and/or artificial intelligence).
- A minimum of 75% attendance, according to the teaching plan. The student is responsible for registering attendance
| Form of assessment | Grading scale | Grouping | Duration of assessment | Support materials | Proportion | Comment |
|---|---|---|---|---|---|---|
Kombinasjonseksamen | ECTS - A-F | Group | 100 |
Group exam: combined practical and oral exam. Demonstration of teaching design and reflections on theoretical and pedagogical arguments for the choice of teaching design and VR simulation.
The exam is graded on a scale from A to F. A is the highest pass grade and E is the lowest pass grade.