Difference between revisions of "Critical Incident-Based Learning"

{{Term|CRITICAL INCIDENT-BASED LEARNING|A pedagogical design in which a critical incident provides the basis for all learning, teaching, and [[Assessment|assessment]] activities. The aim is to teach learners how to recognize these critical incidences as learning opportunities, and how to reflect on them critically while in action. Learners are required to identify a critical incident from their life or workplace, and solve it. <ref> The Handbook of Distance Education, Michael Grahame Moore Ed., 2007 </ref> This is also related to the  [[Critical Moments Reflection Methodology| Critical Moments Reflection Methodology]].

A typical critical incident is a significant event that has caused someone to rethink or change his perceptions and behavior about something and in some way. Participants encounter such situations in their workplace which present them with learning opportunities. The model integrates reflection, [[Collaborative Learning|collaborative learning]], and computer-mediated communication into a [[Model|model]] of learning and instruction. <ref> [http://www.infodiv.unimelb.edu.au www.infodiv.unimelb.edu.au] (28 July 2008) </ref>  

This technique is also used in [[Knowledge Management|Knowledge Management]]-related contexts. The Critical Incident Technique (CIT)  is a very useful tool for collecting data for exploration/planning,  for reflecting  on professional practice, and analyzing reports of incidents. Refer below to the [[#Addmaterial |Critical Incident Technique in KM]] for complementary information : concept, advantages and limitations of the method, practical guide for using a CIT.<ref> [http://www.km4dev.org www.km4dev.org] (31 October 2008) </ref>  }}