How live actor simulations are going virtual in the pandemic
Live actor simulations are often one of the core experiential components in many courses, such as in the School of Social Work, at Ryerson. Photo Credit: Unsplash.
From placements at community organizations to Zone Learning, experiential learning is deeply embedded in Ryersonâs DNA. Since the universityâs founding as a polytechnic in 1948, the experiential opportunities available have often made the difference to students choosing Ryerson. However in the age of physical distancing, how do experiential learning opportunities continue?
Pivoting to a virtual reality
One team taking a unique approach to remote learning and teaching is the Live Actor Simulation at Ryerson (LAS@R). Itâs a team that augments classroom learning by engaging students in workplace scenarios. Live actor simulations are created collaboratively with faculty to meet specific learning outcomes and help students develop a real time understanding of the dynamics of face-to-face interactions in the workplace.
Highly skilled actors (in these contexts called simulators) trained to portray the history, personality, and physical and emotional state of a particular character, interact with students in a realistic atmosphere with low risk. Many instructors for courses such as social work, nutrition, and human resources include live actor simulations as critical components of their curriculum.
Though simulations are typically held in person, LAS@R has quickly adapted to the universityâs new reality of remote teaching thanks to a strong background in hosting virtual simulations. For the past six years, LAS@R has worked with Ryersonâs unique , facilitating simulations remotely for students as part of an alternative to articling on their path to law licensing. Thanks to past experience, quick development of resources for instructors and simulators, and the facilitation of video conference training sessions, business for this team during the COVID-19 pandemic has continued as usual. The department has done 33 live actor simulations using Zoom since March 16, 2020.
Zoomâs features have helped to replace some of the aspects of live simulation, says Katherine Turner, LAS@R trainer, writer and facilitator. âInstructors are taking extra time to brief students before the simulation about what they can expect, as well as establish connections between what theory is used in the classroom versus what the application itself is,â she says. âDespite being remote, students are responsive, active and engaged, and are having glimpses into those same interactions they would have in a classroom.â
Further, actors have the ability to enter a simulation on Zoom using their characterâs name, making the experience even more authentic. Through web conferencing they have also been able to provide more in depth feedback for students, as they now can discreetly take notes during simulations, without disrupting any character interactions. âThough weâve lost the personal and human connection of live interaction, Zoom recreates this exceptionally well,â says Turner. âHonouring the simulations and curriculum itself has in turn gained studentsâ trust in the institution, as well as in their instructors.â
Benefits for both sides
Karen Arthurton, a lecturer in the School of Social Work, says the simulations that are crucial to her curriculum couldnât have continued if it wasnât for the LAS@R team. âThere wasnât a second thought about if we could make these simulations happen or not. It was always, how can we make this happen,â she says.
The virtual simulations have also proven to be beneficial for students and herself. âIn line with the pandemic, more and more counselling support is being provided virtually, so this was a phenomenal opportunity to see what itâs like to support people with a trauma informed lens through a virtual platform. It adds something new to their repertoire,â she says. âI had also never taught virtually, so I had to learn how to bring energy and make it an engaging experience for them. It raised my confidence in terms of [video conferencing] being an option for the future.â
Achieving outcomes through resilience
LAS@Râs success as a service comes from within Ryersonâs Experiential Learning hub, which is part of the Centre for Excellence in Learning and Teaching. Since going remote, Experiential Learningâs goal has been to be as supportive as possible to students, faculty and staff.
Anita Abraham, director of Experiential Learning, says that a collaborative and flexible approach has been key in supporting learning outcomes. âStudents are being asked to engage with their experience in the same way everyone in their industry is currently being asked to engage,â says Abraham. âItâs a mental and physical shift, but we are driven by outcome, not just by process. Weâre asking if we are offering quality academic opportunities in the midst of this uncertainty, where students understand the environment they were working in, their contributions to that professional space, and develop critical thinking and communication skills while there.â
The live actor simulation program adaptation is an example of Ryerson community resilience during the COVID-19 pandemic. âThis is a future we couldnât have foreseen, but we need to continue to educate students to understand what it is to be resilient and empathetic problem solvers and collaborators,â says Abraham. âThese are necessary skills, no matter what discipline youâre in and those are the things weâll continue to fall back on in the midst of a crisis, no matter where we land.â
This is one in a series of stories about the new Ryerson Centre for Excellence in Learning and Teaching, the centre is dedicated to big thinking about curriculum, pedagogy and creative ways to develop inclusive teaching practices that enrich the student learning experience.
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