Unlearning by accident or by design: literate limitations to learning in simulations

Maybury, Terry (2012). Unlearning by accident or by design: literate limitations to learning in simulations. In: Elyssebeth Leigh, Proceedings of Simtect 2012: Asia-Pacific Simulation Training Conference. Asia-Pacific Simulation Training Conference: SimTecT 2012, Adelaide, SA, Australia, (). 18-21 June 2012.

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Name Description MIMEType Size Downloads
Author Maybury, Terry
Title of paper Unlearning by accident or by design: literate limitations to learning in simulations
Conference name Asia-Pacific Simulation Training Conference: SimTecT 2012
Conference location Adelaide, SA, Australia
Conference dates 18-21 June 2012
Proceedings title Proceedings of Simtect 2012: Asia-Pacific Simulation Training Conference
Publication Year 2012
Sub-type Fully published paper
Editor Elyssebeth Leigh
Total pages 6
Collection year 2013
Language eng
Abstract/Summary This paper centres on the idea that our cognitive legacy in literate styles of learning put us at a disadvantage when learning via simulation. Literacy is not simply a neutral factor in the psychology of learning: it comes with a prescribed set of characteristics, many of which are antithetical to electronic, or rather electrate, styles of learning. Undoubtedly, electrate styles of learning (or electracy) significantly alter the way learners go about their learning. This point also applies to those teaching electronically and to their conceptualisation of learning environments. Clearly, simulations are highly sophisticated, electronically mediated learning environments. Their electrate features include: immersiveness, interactivity, complex colour combinations, an oscillating synthesis of various sensory modes (eye, ear, touch, even smell will eventually be incorporated into simulations), a spatial rather than a temporal fixation in their narrative structure, complex graphic potential, an holistic rather than a particularistic focus, an emphasis on image and sound rather than language, and most importantly, a heuristic approach to learning rather than a didactic one. A simple way to describe electrate learning is to say that it is learner-centred, not teacher-centred, as is usually the case in more traditional, literate styles of learning. Through the lens of electracy, it is critical that designers of simulated learning environments rethink both their own literate heritage and that of the learners who use simulations. In short, we have to unlearn literacy in order to more systematically conceptualise an electrate style of learning. Finally, unlearning literacy and learning electracy is a key conceptual component of the design of simulations. ‘UnLearning by Accident or by Design’ will encourage designers and their organisations to think through this innovation more thoroughly in the hope of conceiving, designing and thus producing more heuristically focussed simulations appropriate to today’s learners and their workplaces.
Keyword Simulation
Q-Index Code EX
Q-Index Status Confirmed Code
Institutional Status UQ
Additional Notes Conference theme: Simulation – Integrated Solutions

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Created: Wed, 14 Nov 2012, 11:56:19 EST by Dr Terrence Maybury on behalf of Minerals Industry Safety and Health Centre