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dc.contributor.authorSpetalen, Halvor
dc.contributor.authorSannerud, Ronny
dc.date.accessioned2015-02-11T09:53:32Z
dc.date.accessioned2020-09-02T08:24:15Z
dc.date.accessioned2021-04-29T10:07:58Z
dc.date.available2015-02-11T09:53:32Z
dc.date.available2020-09-02T08:24:15Z
dc.date.available2021-04-29T10:07:58Z
dc.date.issued2015
dc.identifier.urihttps://hdl.handle.net/20.500.12199/440
dc.description.abstractIn this article, we ask: Is simulation suitable as a learning activity when specific practices are thought to be trained and transferred from a simulation context to a specified application context? To answer this question, we present experiences from three individual cases where various forms of simulation were used as a transfer strategy. The material from these three cases shows that several factors of the simulation and transfer contexts have an impact on whether the simulation is suitable as a transfer strategy. This applies particularly to factors such as context similarity, overlapping tasks, emphasizing of the borderline between the simulation context and the application context, and the extent to which the application context invites the use of experience gained in the simulation context.
dc.language.isono_NBen_US
dc.publisherHøgskolen i Oslo og Akershusen_US
dc.subjectYrkesfagen_US
dc.subjectSimuleringen_US
dc.titleExperiences with the use of simulation as transfer strategyen_US


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