Difference between revisions of "Critical Incident-Based Learning"
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{{Term|CRITICAL INCIDENT-BASED LEARNING|A pedagogical design in which a critical incident provides the anchor for all learning, teaching, and [[Assessment|assessment]] activities. It is different from [[Scenario-Based Learning|scenario-based learning]] and [[Problem-Based Learning (PBL)|problem-based learning (PBL)]] in the nature of the incident that is used to contextualize all learning and teaching activities. Beyond this essential difference, it is similar to Scenario-Based Learning and Problem-Based Learning. Learners are required to identify a critical incident from their life or workplace. 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 aim of this pedagogical design is to teach learniers how to recognize these critical incidences as learning opportunities, and how to reflect on them critically while in action. <ref> The Handbook of Distance Education, Edited by Michael Grahame Moore. 2007 </ref>. | {{Term|CRITICAL INCIDENT-BASED LEARNING|A pedagogical design in which a critical incident provides the anchor for all learning, teaching, and [[Assessment|assessment]] activities. It is different from [[Scenario-Based Learning|scenario-based learning]] and [[Problem-Based Learning (PBL)|problem-based learning (PBL)]] in the nature of the incident that is used to contextualize all learning and teaching activities. Beyond this essential difference, it is similar to Scenario-Based Learning and Problem-Based Learning. Learners are required to identify a critical incident from their life or workplace. 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 aim of this pedagogical design is to teach learniers how to recognize these critical incidences as learning opportunities, and how to reflect on them critically while in action. <ref> The Handbook of Distance Education, Edited by Michael Grahame Moore. 2007 </ref>. | ||
| − | This approach also focuses attention on building learning environments that support groups of learners who are engaged in reflection on critical incidents from their workplace. 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 approach also focuses attention on building learning environments that support groups of learners who are engaged in reflection on critical incidents from their workplace. 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> }} |
Revision as of 09:31, 31 July 2008
 CRITICAL INCIDENT-BASED LEARNING |
| A pedagogical design in which a critical incident provides the anchor for all learning, teaching, and assessment activities. It is different from scenario-based learning and problem-based learning (PBL) in the nature of the incident that is used to contextualize all learning and teaching activities. Beyond this essential difference, it is similar to Scenario-Based Learning and Problem-Based Learning. Learners are required to identify a critical incident from their life or workplace. 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 aim of this pedagogical design is to teach learniers how to recognize these critical incidences as learning opportunities, and how to reflect on them critically while in action. [1]. This approach also focuses attention on building learning environments that support groups of learners who are engaged in reflection on critical incidents from their workplace. The model integrates reflection, collaborative learning, and computer-mediated communication into a model of learning and instruction. [2] |
References
- ↑ The Handbook of Distance Education, Edited by Michael Grahame Moore. 2007
- ↑ www.infodiv.unimelb.edu.au (28 July 2008)