Difference between revisions of "Scenario-Based Learning"
From Learning and training wiki
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|[http://www.pnl.gov/cogInformatics/media/pdf/InterLab-Greitzer-distribution.pdf Ingredients of Effective and Engaging On-Line Learning (slide show,37 pages)] | |[http://www.pnl.gov/cogInformatics/media/pdf/InterLab-Greitzer-distribution.pdf Ingredients of Effective and Engaging On-Line Learning (slide show,37 pages)] | ||
− | + | |-A slideshow on how actively engage students in learning where you can also find examples of SBL (p. 8, 9, 13, 14, 15). | |
− | |-A slideshow on how actively engage students in learning where you can also find examples of SBL (p. 8, 9, 13, 14, 15) | + | |
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|-[http://www.astd.org/LC/2002/0502_kindley.htm Scenario based E-learning (article)] | |-[http://www.astd.org/LC/2002/0502_kindley.htm Scenario based E-learning (article)] | ||
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|-An article analysing the difference between traditional E-learning and scenario-based E-learning. | |-An article analysing the difference between traditional E-learning and scenario-based E-learning. | ||
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|-[http://elc.fhda.edu/create/index.html Workshop: Create a Scenario (on-line workshop)] | |-[http://elc.fhda.edu/create/index.html Workshop: Create a Scenario (on-line workshop)] | ||
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|-Practical tips to build SBL tasks. | |-Practical tips to build SBL tasks. | ||
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|-[http://elc.fhda.edu/faculty/readings1.html SBL Suggested Readings] | |-[http://elc.fhda.edu/faculty/readings1.html SBL Suggested Readings] | ||
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|-A list of suggested readings on the pedagogy behind scenario-based tasks. | |-A list of suggested readings on the pedagogy behind scenario-based tasks. | ||
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+ | |} | ||
==References== | ==References== | ||
<References> | <References> |
Revision as of 13:44, 7 September 2011
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A pedagogical approach where learning is based in an authentic scenario, reflecting real-life situations and enshrining all the complex elements needed to approach a certain issue where specific skills and knowledge will be covered. Through authentic scenarios participants learn by doing while dealing with the situation at hand, which is in accordance with the idea that knowledge is not independent of the context the learner is involved in. The best learning condition occurs when scenarios are close to the real-life, as they are likely to be enough complex to make participants develop all the skills and knowledge they need to acquire. The more realistic the scenario is, the more involved learners feel and the more they learn. From the tutor’s point of view, learning scenarios provide a context that can be used to easily explain difficult and abstract concepts.
See also: Critical Incident-Based Learning, Design-Based Learning, Problem-Based Learning (PBL), Scenario Planning, Scenario-based Assessment. Characteristics and advantages of SBL:
Scenario-Based Learning can be useful to:
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How to build a SBL activity:
SBL generally works with tasks which involve judgement, decision making and problem solving skills and with learners who already have a relevant professional background.
The main goal of SBL is building and improving expertise in a selected field. You can invite experts to list challenging situations they already experienced in job domain and their decisions and actions.
Identify a typical trigger event and give learners all necessary details (documents, data, and interviews). Moreover, you should design instructions and learning resources.
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Find below additional information and resources. |
Link | Content |
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Scenario-based Learning: an overview (slide show,20 pages) | An informative slide show containing practical examples and tips on how to design SBL. |
Ingredients of Effective and Engaging On-Line Learning (slide show,37 pages) | |
References
- ↑ www.ucl.ac.uk (25 July 2008), www.comet.ucar.edu (20 May 2009), [S.Naidu, E-Learning, A Guidebook of Principles, Procedures and Practices, Commonwealth of Learning, pp. 18-19]
- ↑ www.archiespeaksout.blogspot.com (25 August 2011), www.clarktraining.com (25 August 2011),