[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-596511-105":59,"doc-detail-596511-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","translating-face-to-face-experiential-learning-to-video-for-a-web-based-communication-program-article-8","Translating Face-to-Face Experiential Learning to Video for a Web-Based Communication Program - Article 8","","The paper addresses barriers faced by International Medical Graduates (IMGs) in accessing and learning the cultural, legal, and ethical dimensions of Canadian medical practice. It describes the Communication and Cultural Competence Program as a complex interactive web environment for learning and practicing communication-dependent professional behaviours. Drawing on knowledge-building theory, it examines how web video simulation translates high-fidelity experiential pedagogy into an e-learning format. Commentaries and an Observation Guide enable participation, supporting reflective, recursive learning and deeper understanding of simulator expertise.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/translating-face-to-face-experiential-learning-to-video-for-a-web-based-communication-program-article-8/596511/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/translating-face-to-face-experiential-learning-to-video-for-a-web-based-communication-program-article-8/596511.png","ImageObject",300,407,{"name":92,"@type":93},"Alexandar","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What problem does the paper focus on for International Medical Graduates (IMGs)?","Question",{"text":112,"@type":113},"It focuses on difficulties IMGs have in accessing and learning the cultural, legal, and ethical aspects of medical practice in Canada, especially where professional behaviours rely on effective communication.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the program support experiential learning in a web-based format?",{"text":117,"@type":113},"It uses an interactive web environment grounded in knowledge-building theory, combining video simulation with commentaries and an Observation Guide so learners can participate in the simulation.",{"name":119,"@type":110,"acceptedAnswer":120},"What is the key instructional strategy for translating face-to-face simulation to online learning?",{"text":121,"@type":113},"The paper explains how experiential simulation pedagogy, typically used in high-fidelity face-to-face encounters, is translated into a mid-fidelity digital video format to operationalize authentic knowledge building.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},596511,1792500305,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":36},962090768658,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","The Canadian Journal for the Scholarship of Teaching and Learning  \n\n| Volume 2 | Issue 1 | Article 8 |\n| --- | --- |\n| 9-7-2011\u003Cbr>Translating Face-to-Face Experiential Learning to Video for a Web-Based Communication Program\u003Cbr>Laura Jayne Nelles\u003Cbr>University of Toronto, [lj.nelles@sympatico.ca](lj.nelles@sympatico.ca)\u003Cbr>Cathy M. Smith\u003Cbr>University of Toronto, [smith.cathy06@gmail.com](smith.cathy06@gmail.com)\u003Cbr>Leila R. Lax\u003Cbr>University of Toronto, [l.lax@utoronto.ca](l.lax@utoronto.ca)\u003Cbr>Lynn Russell\u003Cbr>University of Toronto, [l.russell@utoronto.ca](l.russell@utoronto.ca)\u003Cbr>Follow this and additional works at: [http://ir.lib.uwo.ca/cjsotl_rcacea](http://ir.lib.uwo.ca/cjsotl_rcacea)\u003Cbr>[http://dx.doi.org/10.5206/cjsotl-rcacea.2011.1.8](http://dx.doi.org/10.5206/cjsotl-rcacea.2011.1.8) |  |\n\nRecommended Citation  \nNelles, Laura Jayne; Smith, Cathy M.; Lax, Leila R.; and Russell, Lynn (2011) \"Translating Face-to-Face Experiential Learning to Video for a Web-Based Communication Program,\" The Canadian Journal for the Scholarship of Teaching and Learning: Vol. 2: Iss. 1, Article 8.  \nDOI: [http://dx.doi.org/10.5206/cjsotl-rcacea.2011.1.8](http://dx.doi.org/10.5206/cjsotl-rcacea.2011.1.8)  \nAvailable at: [http://ir.lib.uwo.ca/cjsotl_rcacea/vol2/iss1/8](http://ir.lib.uwo.ca/cjsotl_rcacea/vol2/iss1/8)  \nTranslating Face-to-Face Experiential Learning to Video for a Web-Based Communication Program  \nAbstract  \nThe cultural, legal and ethical aspects of medical practice in Canada can be problematic for International Medical Graduates (IMGs) to access and learn. The professional behaviours that depend on effective communication often challenge IMGs as they attempt to enter the Canadian medical system. The Communication and Cultural Competence Program provides a complex interactive web-based environment in which IMGs can learn and practice skills required to navigate these specific elements of medical practice. The educational design of this web site is based on the theory of knowledge building (Scardamalia & Bereiter, 2003). This paper examines how video simulation is used on the web site to support this design. Experiential simulation pedagogy, typically used in high-fidelity face-to-face encounters, is analyzed. Strategies to translate this pedagogy to an e-learning format to operationalize authentic knowledge building are described. Commentaries replace live facilitation and a communication tool, the Observation Guide, allows learners to participate in the simulation. This examination provides insight into the complexity involved in creating online resources that extend beyond clinical content repositories, illustrating the potential for web-based programs to provide reflective and recursive learning. A wide skill set with a broad base of support was necessary to create a virtual environment with depth and authenticity. Translating the process from live simulation to a mid-fidelity digital video format allowed for deeper understanding of how the unique skills of experienced simulators impact the educational process. This multi-dimensional e-learning platform has potential for teaching complex skills in medical programs.  \nLes médecins diplômés à l’étranger (MDE) peuvent avoir des difficultés à accéder aux aspects culturels, légaux et éthiques de la pratique médicale au Canada et à les apprendre. Les comportements professionnels quidépendent de l’efficacité de la communication posent des difficultés aux MDE lorsqu’ils tentent d’entrer dans le réseau de la santé canadien. Le « Programme de communication et de compétence culturelle » offre unenvironnement virtuel interactif complexe permettant aux MDE d’apprendre et de pratiquer les compétences requises afin d’intégrer ces éléments particuliers de la pratique médicale. Le concept pédagogique de ce site Web est basé sur la théorie de la construction du savoir (Scardamalia & Bereiter, 2003). Le présent article traite de la façon dont la simulation vidéo sur le site Web est utilisée","cbCaipDH7KL0n3ho","https://ap.wps.com/l/cbCaipDH7KL0n3ho","pdf",334894,16,"English","# Abstract\n## Purpose and target learners\n## Program design and learning theory\n## Video simulation and pedagogy translation\n## Participation tools and learning outcomes\n## Skill requirements and implications","[{\"question\":\"What problem does the paper focus on for International Medical Graduates (IMGs)?\",\"answer\":\"It focuses on difficulties IMGs have in accessing and learning the cultural, legal, and ethical aspects of medical practice in Canada, especially where professional behaviours rely on effective communication.\"},{\"question\":\"How does the program support experiential learning in a web-based format?\",\"answer\":\"It uses an interactive web environment grounded in knowledge-building theory, combining video simulation with commentaries and an Observation Guide so learners can participate in the simulation.\"},{\"question\":\"What is the key instructional strategy for translating face-to-face simulation to online learning?\",\"answer\":\"The paper explains how experiential simulation pedagogy, typically used in high-fidelity face-to-face encounters, is translated into a mid-fidelity digital video format to operationalize authentic knowledge building.\"}]","Translating Face-to-Face Experiential Learning to Video for a Web-Based Communication Program - Article 8 | PDF",1792083213]