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The Teaching of Design and Innovation pp 111–129Cite as

Simulation-Action Learning (SAL)

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Part of the book series: Contemporary Issues in Technology Education ((CITE))

Abstract

Theory has been described as an effort to bind together, in a systematic fashion, the knowledge that one has of some aspect of world experience. Consequently, this chapter binds together the experiences described in Chap. 6 into a theoretical framework called simulation-action learning (SAL). The purpose of SAL is to provide a phased process for teachers to build competences in design and innovation among a wide variety of student cohorts. Furthermore, SAL can be adapted to deliver relatively short continuing professional development (CPD) courses. In order to facilitate this type of learning, the chapter adopts Donald Schön’s concept of a practicum, a purposefully designed setting in which practice can be simulated to approximate a real-world scenario.

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Authors and Affiliations

  1. Galway-Mayo Institute of Technology, Galway, Ireland

    Gabriel J. Costello

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  1. Gabriel J. Costello
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Costello, G.J. (2020). Simulation-Action Learning (SAL). In: The Teaching of Design and Innovation. Contemporary Issues in Technology Education. Springer, Cham. https://doi.org/10.1007/978-3-030-41380-4_7

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  • DOI: https://doi.org/10.1007/978-3-030-41380-4_7

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  • Print ISBN: 978-3-030-41379-8

  • Online ISBN: 978-3-030-41380-4

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