Immersive Simulation Techniques
Visualisation and immersive simulation techniques have a broad application as powerful tools for developing problem solving skills, brain storming, creating visual narratives, and supporting high quality reasoning through collaborative learning and teaching.
These type of learning and teaching techniques also support student engagement and enrich graduate skills such as critical thinking, knowledge, communication and information literacy which are key attributes necessary for professional practice in the focal disciplines: tourism and paramedicine.
This project sought to enhance student engagement through the development of innovative curricula supported by visualisation and immersive simulation, and authentic learning that recognises and responds to diverse student learning needs. The aim was to develop resources for use within a variety of USC programs.
Multiple 360 deg videos and still images suitable for CAVE2 and immersive lab (Brisbane City at night, Fraser Island (K’gari), Maroochy Botanical Garden, Mooloolaba) using templates and applied to tourism and paramedicine. Using the Viking Village 360/3D video for course work (and using a 2D version for other campuses).
Teaching Paramedicine – situational simulation in Brisbane City and Fraser Island. The aim is to stimulate and simulate a real situation for students to develop and practice their rowing skills and apply their knowledge. Also to support confidence building and peer engagement.
TSM211 – Guided tour of Maroochy Botanical Garden for students to prepare for assessment
Take a tour of the Paramedicine facilities at USC
Viking Village in 2D and 3D.
Students visited the ‘site’ with ‘archaeologist’ Dr Vikki, to determine the most sustainable options for the future development of the village. The aim is to stimulate critical thinking and application of theory and information presented in the course to date. We use the immersion lab to revisit the field sites visited during the semester to reflect on what we learned and to assist in the development of the assessment tasks. The aim is to stimulate reflection, facilitate peer to peer learning and enhance understanding of what is required in the assessment. Also to support learning through engagement.
TSM313 As this course is about technology and innovation, we looked at different resources such as the ‘Space station’ and ‘the brain’. We also used the CAVE2 to practice for assessment which see students work with businesses who present ‘problems’ that, using tech and innovation, students need to ‘solve’. The aim is to stimulate creative and critical thinking.
Plumber’s lightbulb moment leads to nursing degree
Three years ago, Peter Nugent was working in Queensland’s coal seam gas fields searching for a career change.
US students eager to see nursing training facilities
Inspecting state-of-the-art nursing simulation facilities at the University of the Sunshine Coast is high on the agenda for a visiting group from a university in the US.
Gas worker returns home to study Nursing at USC
Watching his wife recover in hospital from a life-threatening infection convinced Maryborough coal seam gas worker Peter Nugent to give up his job to study nursing.
Husband and wife emergency nurses earn USC Master degrees
Emergency nurses Jeremy and Rebecca Mollenhauer of Maryborough had double the reason to celebrate when they both graduated recently from the University of the Sunshine Coast with a Master of Advanced Nursing Practice (Emergency Care).