Representational scaffolding in digital simulations – learning professional practices in higher education
Frank Fischer, Elisabeth Bauer, Tina Seidel, Ralf Schmidmaier, Anika Radkowitsch, Birgit J. Neuhaus, Sarah Hofer, Daniel Sommerhoff, Stefan Ufer, Jochen Kühn, Stefan Küchemann, Michael Sailer, Jenna Koenen, Martin Gartmeier, Pascal O. Berberat, Anne C. Frenzel, Nicole Heitzmann, Doris Holzberger, Jürgen Pfeffer, Doris Lewalter, Frank Niklas, Bernhard Schmidt‐Hertha, Mario Gollwitzer, Andreas Vorholzer, Olga Chernikova, Christian Schons, Amadeus J. Pickal, Maria Bannert, Tilman Michaeli, Matthias Stadler, Martin R. Fischer
Abstract
Purpose To advance the learning of professional practices in teacher education and medical education, this conceptual paper aims to introduce the idea of representational scaffolding for digital simulations in higher education. Design/methodology/approach This study outlines the ideas of core practices in two important fields of higher education, namely, teacher and medical education. To facilitate future professionals’ learning of relevant practices, using digital simulations for the approximation of practice offers multiple options for selecting and adjusting representations of practice situations. Adjusting the demands of the learning task in simulations by selecting and modifying representations of practice to match relevant learner characteristics can be characterized as representational scaffolding. Building on research on problem-solving and scientific reasoning, this article identifies leverage points for employing representational scaffolding. Findings The four suggested sets of representational scaffolds that target relevant features of practice situations in simulations are: informational complexity, typicality, required agency and situation dynamics. Representational scaffolds might be implemented in a strategy for approximating practice that involves the media design, sequencing and adaptation of representational scaffolding. Originality/value The outlined conceptualization of representational scaffolding can systematize the design and adaptation of digital simulations in higher education and might contribute to the advancement of future professionals’ learning to further engage in professional practices. This conceptual paper offers a necessary foundation and terminology for approaching related future research.