On the relationship between computer simulation training and the development of practical knowing in police education
| Autor: | Gregory Neely, Tor Söderström, Carina Lindgren |
|---|---|
| Rok vydání: | 2019 |
| Předmět: |
Focus (computing)
Reflection (computer programming) Instructional design 05 social sciences Professional development 050301 education Computer Science Applications Education Simulation training Tacit knowledge Vocational education 050501 criminology Embodied learning Engineering ethics Psychology 0503 education 0505 law |
| Zdroj: | The International Journal of Information and Learning Technology. 36:231-242 |
| ISSN: | 2056-4880 |
| DOI: | 10.1108/ijilt-11-2018-0130 |
| Popis: | Purpose The purpose of this paper is to focus on the practical knowing that is central in police education. Drawing on perspectives about tacit knowledge and embodied learning (e.g. Merleau-Ponty, 1945/1997; Polanyi, 1966; Argyris and Schön, 1974) as well as empirical examples, this paper discusses the design of and what can be expected from computer simulation training for the development of police students’ professional knowing. Design/methodology/approach The discussion is based on lessons learned from working with two different computer simulation training situations designed to prepare the students for an upcoming practical training by facilitating the understanding of complex situations as they should be handled in the physical training situation. Findings The experiences from the training sessions showed that the different characteristics of the simulations mediate how the training session was performed, e.g., unplanned trial and error vs focused and attentive, but also group discussions about how to act and appropriate actions in relation to the situation to be solved in the simulation. Originality/value Based on the lessons learned from working with the two different computer simulations, it is posited that the use of computer simulations for practical scenario training is a complex endeavor that needs, in various degrees, to be supported by pedagogical steering. The design of computer simulation training (both the simulation and how the training is designed and performed) need to consider the specific aspects that surround tacit knowledge and embodied learning in the “real sense” (anchored to the practical training) to be of relevance for police students development of professional knowing. |
| Databáze: | OpenAIRE |
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