Traveling through the liminal: mixed reality simulations in educational leadership preparation

Piro, Jody; O'Callaghan, Catherine

doi:10.1080/13603124.2019.1629488

Cited by 4 publications

(8 citation statements)

References 37 publications

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“…Rather, we sought to gain insight concerning the JML's sense of the utility of the leadership education program coupled with experiential learning opportunities in preparing them for today's complex operational environment (Albrecht, 2010). The use and efficacy of virtual and real-world simulations is widespread both in the military (Riotto, 2021) and across many other sectors (Almalki, Rabelo, Pastrana, Marin, & Bhide, 2015;Eder et al, 2019;Jozwiak, 2013;McCoy et al, 2016;McCreight, 2013;Piro and O'Callaghan, 2021;Su arez, Jung, & Lindeman, 2021;van Esch et al, 2020). The CAF host robust simulations capabilities for combat training but have not exploited the potential training and analytical capacity of virtual leadership simulations for leadership development within the CAF.…”

Section: Focus Group Protocolmentioning

confidence: 99%

“…These satisfaction ratings do not, however, indicate whether training has produced a change in behaviour (Brown, 2022). The implications of these outcomes for leadership education are that role-player simulations are useful leadership education and development tools because they provide a theatre of practice in which mistakes are not detrimental and serve as learning moments (Moore, 2012;Piro and O'Callaghan, 2021;Riotto, 2021). Further, the importance of role-player simulations that closely approximate the sector where leadership is experienced and practiced is perceived to enhance the experience.…”

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confidence: 99%

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The use of META (virtual simulations) in Canadian junior military leadership development

Elkington,

Ruttenberg-Rozen,

Worthington

2024

JOLE

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PurposeThis paper aims to explore virtual simulations, merging artificial intelligence with real-world simulations, supporting Canadian armed forces (CAF) junior military leaders (JMLs) leadership development. Our research questions are: (1) How do virtual simulations support CAF junior military leadership development within a globalized and complex environment in the 21st century? (2) Could virtual simulations support a leadership culture change through efficacious “soft skills” training? In this paper, we explore the efficacy of virtual simulations for enhancing or developing leadership in JMLs in the CAF through a four-day pilot project with twenty JMLs (n = 20).Design/methodology/approachTo assess the efficacy of virtual simulations for leadership development, we designed and studied a four-day leadership workshop for JMLs in the CAF using several virtual artificial intelligence leadership role-play simulations developed by McGraw Hill in their smart book textbook (Manning & Curtis, 2022) and several non-virtual in-class simulations for comparison. We selected four twenty to thirty-minute virtual role-play simulations that synergized with the in-person morning leadership workshop. We facilitated the three-hour leadership workshops and virtual/in-class simulations over four consecutive days. We emulated the ELESS model (De Freitas & Routledge, 2013) to assess soft and leadership skills.FindingsThe participants (JMLs) reported beneficial learning utility associated with the virtual simulations. Participants also expressed that further utility might be leveraged through virtual simulations incorporating greater complexity with multiple potential outcomes. They also suggested that leadership simulations designed around military situations would prove highly beneficial, something that was outside of the scope of this small pilot project.Research limitations/implicationsSince this phase of our research is a pilot project, we secured a small amount of funding to test our hypothesis that simulations enhance leadership development for JMLs. These funding limitations resulted in several constraints in the research, such as the availability of virtual simulations articulating leadership from a military perspective. However, we believed the assigned organizational leadership simulations in the McGraw Hill Smart Book ecosystem would approximate generic leadership situations enough to test the hypothesis with the JMLs. As a pilot project, our sample size was relatively small (n = 20 JMLs) since participation was voluntary amidst a busy spring season for the JMLs. Since this is a pilot project, we suggest that twenty JMLs are an adequate sampling to test the hypothesis that simulations enhance JML leadership development. We will expand the sample size in the next phase of our research as we work with the CAF to expand the pool of participants to at least forty JML participants (n = 40). We also plan to secure further funding to collaborate with subject matter experts to design virtual simulations based on Canadian military leadership scenarios.Practical implicationsThe CAF host robust simulations capabilities for combat training, but have not exploited the potential training and analytical capacity of virtual leadership simulations for leadership development within the CAF. We believe that virtual simulations provide an opportunity for the CAF to effect desired culture change through leadership development that leverages the substantial pedagogical benefits of simulations.Social implicationsThe CAF encountered several detrimental leadership scandals that eroded the reputational capital of the CAF. In the current geo-political climate of an expanding North American Treaty Organization (NATO) and threats from several international actors, the CAF seeks to expand its capabilities by adding and enhancing its human capital. However, the CAF currently experiences a significant gap in its human capital aspirations. There is a unanimous consensus that the endemic traditional culture of the CAF, as expressed in the recent explosive leadership scandals, is a deterrent to recruitment and thus weakens the CAF’s capability. The CAF targets leadership development with new leadership paradigms as pivotal to culture change. The CAF suggests that by enhancing leadership development in the CAF the new cadre of leadership will change the culture of the CAF and thereby enhance the reputational capital of the CAF. It is believed that this rejuvenated culture will lead to greater recruitment and retention, leading to a strengthened military. A strengthened military is important to provide effective support and protection for the Canadian people in these volatile and uncertain times. This expanded capacity will enable the CAF to address external military threats more effectively and also the increasing operations other than war (OOTW), such as the military support of long-term care facilities during COVID-19 or the military’s support in fighting record wildfires and the military’s support in climate change related disasters such as flooding.Originality/valueThe satisfaction measures indicated by the participants are typical evaluative measures of leadership development (Noe, 2023). These satisfaction ratings do not, however, indicate whether training has produced a change in behaviour (Brown, 2022). The implications of these outcomes for leadership education are that role-player simulations are useful leadership education and development tools because they provide a theatre of practice in which mistakes are not detrimental and serve as learning moments (Moore, 2012; Piro and O’Callaghan, 2021; Riotto, 2021). Further, the importance of role-player simulations that closely approximate the sector where leadership is experienced and practiced is perceived to enhance the experience. While the CAF invest in combat related simulations, but leadership development simulations are not as evident in the training and development array. This study seeks to assess their potential value as a leadership development tool within the wider context of character development as a leadership competency.

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Section: Focus Group Protocolmentioning

confidence: 99%

mentioning

confidence: 99%

The use of META (virtual simulations) in Canadian junior military leadership development

Elkington,

Ruttenberg-Rozen,

Worthington

2024

JOLE

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“…Algunas de estas se encuentran diseñadas para desarrollar habilidades para la gestión del cambio organizacional (Hallinger et al, 2010Hallinger y Kantamara, 2001;Howard et al, 2014;Showanasai et al, 2013), o bien para fomentar el pensamiento reflexivo en los procesos de toma de decisiones para la gestión del cambio (Claudet, 2001(Claudet, , 2007. Finalmente, las que se enfocan en habilidades comunicacionales y de relaciones interpersonales, que buscan desarrollar habilidades para expresarse en público y participar en entrevistas de prensa (Friend et al, 2011;Guthrie et al, 2011;Piro y O'Callaghan, 2019), y para la interacción social en el mundo escolar real, ayudando a los participantes a lograr mejoras en el manejo de la ansiedad y la gestión emocional (O'Brien y Murphy, 2003;Storey y Cox, 2015).…”

Section: Propósitos De Las Simulacionesunclassified

“…Se encuentran diseñadas en programas como Power Point o Linkway 55 (Bozeman y Wright, 1995;Degnan y Bozeman, 2001), o programadas en lenguaje MS-DOS (Microsoft Disk Operating System) y distribuidas en formato CD-ROM (Compact Disc Read-Only Memory) (Claudet, 1998a(Claudet, , 1998b. En la última década se mencionan programas como SimWriter Simplicity (Staub y Bravender, 2014a, 2014b, TrackBuilder© (Bravender y Staub, 2018;DeJong y Grundmeyer, 2018;Dexter et al, 2020;Gordon et al, 2016;Volante et al, 2020), Mursion® (Piro y O'Callaghan, 2019;Voelkel et al, 2016) y TeachLivE™ (Storey y Cox, 2015), y Web Apps como Rise 360© (Sider et al, 2021).…”

Section: Tipos De Simulaciones Estudiadasunclassified

Simulaciones de Liderazgo Escolar: Una Visión Panorámica de sus Publicaciones y Evolución

Jeldres,

Volante

2023

REICE

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Las simulaciones para el aprendizaje profesional son herramientas que permiten la ejercitación práctica de habilidades de liderazgo, y una respuesta concreta a la necesidad de avanzar a una formación menos teórica y abstracta. La presente revisión bibliográfica ofrece un panorama sobre las publicaciones que abordan el uso de estas herramientas desde mediados de los años 90. Se revisaron las bases de datos Web of Science, Scopus, y Google Scholar, identificando 48 artículos que presentan usos y aplicaciones de simulaciones de liderazgo escolar. Las categorías de análisis destacan los tipos de publicaciones, características de las simulaciones que utilizan, así como los propósitos de estas. Se detectaron publicaciones “teórico-conceptuales”, “reportes de desarrollo”, y “evaluaciones de efectos” en las aplicaciones de simulaciones. Los tipos de simulaciones se clasificaron como “juego de roles”, “basadas en computadores”, y “escenarios híbridos”. Respecto los propósitos formativos, se observan énfasis en: “manejo de conflictos”, “percepción de autoeficacia”, “decisiones administrativas”, “gestión del cambio”, y “manejo comunicacional”. Se concluye que estas herramientas tienen un fuerte potencial para el aprendizaje de la toma de decisiones en roles de liderazgo en contextos escolares, y para proveer experiencias que anticipan desafíos profesionales propios de la cultura escolar.

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“…MRS is a state-of-the-art technology that has been gaining attention among teacher preparation programs (Cohen & Wong, 2021;Ersozlu et al, 2021). Researchers have been conducting studies related to its potential in different areas of education such special education (Driver & Zimmer, 2022), classroom management (Hudson et al, 2019), school leadership (Piro & O'Callaghan, 2019), or high-leverage practices (Aguilar & Flores, 2022). In particular, MRS is integrated in teacher preparation programs because it allows for multiple repetitions and instant feedback and coaching, that would not be possible in a real-life classroom environment.…”

Section: Introductionmentioning

confidence: 99%

Innovating with in-service mathematics teachers’ professional development: The intersection among mixed-reality simulations, approximation-of-practice, and technology-acceptance

Aguilar,

Kang

2023

INT ELECT J MATH ED

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In-service teachers must be provided with high-quality professional development (PD) opportunities that not only effectively improves and develops their skills, but also engage, and motivate them to continue growing. In this project, we studied in-service teachers’ perceptions, opinions, and mindset toward the use of mixed-reality simulations (MRS) as a potential tool for PD to advance and enhance their pedagogical knowledge for mathematics. We followed a convergent parallel mixed-method approach with 49 in-service teachers who were exposed to a series of simulations sessions. We found evidence that the use and integration of technologies like MRS as a tool for PD is considered to be an approximation of practice well accepted by the teachers. In addition, the majority of participants perceived the tool as an effective-unique strategy to develop skills related to questioning, eliciting and assessing students.

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Traveling through the liminal: mixed reality simulations in educational leadership preparation

Cited by 4 publications

References 37 publications

The use of META (virtual simulations) in Canadian junior military leadership development

The use of META (virtual simulations) in Canadian junior military leadership development

Simulaciones de Liderazgo Escolar: Una Visión Panorámica de sus Publicaciones y Evolución

Innovating with in-service mathematics teachers’ professional development: The intersection among mixed-reality simulations, approximation-of-practice, and technology-acceptance

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