This part of a body of research about educational uses of simulations. The focus is on the place of simulation in the Australian Vocational Educational and Training (VET) sector especially regarding its uses in assessment of knowledge and skills in Units of Competence (UoC) in VET qualifications. Effective use of simulations – as valid educational tools – requires a good deal of expert knowledge. While the terms ‘simulation’ and ‘simulated environment’ are used extensively in VET documents there is very little information available to help educators ensure they are using the tool properly. This absence is a matter of concern, especially from the perspective of ensuring quality of education and the validity and viability of testing results. Understanding why it exists and – more importantly - how to close the gap between knowing and doing requires attention from those expert in testing and assessment.
While there is a range of information in VET literature about what simulations are and why an educator might use them – it is difficult to find information about how to do so. In the VET sector, Units of Competence (UoC) are documents describing skills and knowledge required to perform effectively to specific standards in workplace roles or functions. Most UoCs include a statement to the effect that
Skills in this unit must be demonstrated in a workplace or [in a] simulated environment where the conditions are typical of those in a working environment in this industry. (CUABRD511 - Operate master control (Release 1) accessed at https://training.gov.au/Training/Details/CUABRD511
However there is an absence of relevant documents that might provide educators with help to meet expectations about their skilful. This gap in the VET system seems to have been largely bypassed, overlooked or ignored. Since so many skilled trades, disciplines and professions all depend on VET qualifications the gap is a matter for concern given that both education in, and testing of, knowledge skills rely on the outcomes of untrained use of simulated environments.
This work emerged from research on both the requirements for effective facilitation of simulations in education settings (Wills, Leigh & Ip, 2010; Leigh and Levesque, 2024) together with direct experience of VET educational practices. the intention is to seek insights into reasons for the current situation and provide recommendations for action to improve the situation for VET educators and their learning environments.
Direct engagement with a specific VET context is underway and is indicating that the problem is both real and current. Interviews with VET educators, analysis of public documents referencing the use of simulations/simulated environments is also underway and plans for further searches of both VET and simulations literature are currently being are developed. This is anticipated to contribute to developing information about the requirements for professional use of simulation in educational context such as the VET sector.
Simulation is a highly complex arena of knowledge. Educational simulations require expertise for fully effective use as valid and reliable assessment tools. There is much to be done to improve understanding about – and skills for the use of – simulations and simulated environments in the VET sector.
Leigh, E., & Levesque, L. (2024). Facilitating Simulations. USA: Edward Elgar.
Wills, S., Leigh, E., & Ip, A. (2010). The Power of Role-based e-Learning: Designing and Moderating Online Role Play. New York: Routledge