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Role-players can engage with medical learners in one of two ways: As part of a simulation wherein both learner and role-player are aware of the fiction, and have established rules and boundaries (i.e. the "fiction contract"). Surreptitiously, for purposes of healthcare provider evaluation or health informatics research.
Instructional design (ID), also known as instructional systems design and originally known as instructional systems development (ISD), is the practice of systematically designing, developing and delivering instructional materials and experiences, both digital and physical, in a consistent and reliable fashion toward an efficient, effective, appealing, engaging and inspiring acquisition of ...
The International Association for the Evaluation of Educational Achievement (IEA) is an independent, international cooperative of national research institutions and governmental research agencies. It conducts large-scale comparative studies of educational achievement and other aspects of education.
A humanistic curriculum is a curriculum based on intercultural education that allows for the plurality of society while striving to ensure a balance between pluralism and universal values. In terms of policy, this view sees curriculum frameworks as tools to bridge broad educational goals and the processes to reach them.
Other strategies have students playing real-life or imaginary characters in a variety of contexts. Role play can be used throughout many areas of the curriculum, especially history and language arts to support and strengthen understanding of content. Below is a list of some common role-play strategies.
Competency-based learning or competency-based education is a framework for teaching and assessment of learning. It is also described as a type of education based on predetermined "competencies," which focuses on outcomes and real-world performance. [ 1 ]
The National Curriculum Framework 2005 (NCF 2005) is the fourth National Curriculum Framework published in 2005 by the National Council of Educational Research and Training (NCERT) in India. Its predecessors were published in 1975, 1988, 2000. The NCF 2005 serves as a guideline for syllabus, [1] textbooks, and teaching practices for the schools ...
Gender-responsive evaluation is important as a means for building strong systems for generating and using evidence in order to improve the work that people do to achieve gender equality and women's empowerment. Gender-responsive evaluation is a powerful resource for accomplish the transformative agenda of the Sustainable Development Goals. [13]