Difference between revisions of "Scenario-Based Learning"
From Learning and training wiki
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*Let learners become aware of gaps in learning | *Let learners become aware of gaps in learning | ||
*Help learners to surmount difficulties in learning | *Help learners to surmount difficulties in learning | ||
| − | *Help learners to change their behaviour in specific situations.<ref> | + | *Help learners to change their behaviour in specific situations.<ref>[http://www.ucl.ac.uk/learningtechnology/content www.ucl.ac.uk/learningtechnology/content] (25 July 2008), [http://www.comet.ucar.edu/presentations/scenario/scenario1/ppframe.htm www.comet.ucar.edu] (20 May 2009)</ref> |
See also: [[Critical Incident-Based Learning]], [[Design-Based Learning]], [[Problem-Based Learning (PBL)]].}} | See also: [[Critical Incident-Based Learning]], [[Design-Based Learning]], [[Problem-Based Learning (PBL)]].}} | ||
Revision as of 16:20, 30 March 2010
 SCENARIO-BASED LEARNING |
| Learning design based on an authentic scenario, according to 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. Furthermore, the more realistic the scenario is, the more involved learners feel and, therefore, the more learn.
Scenario-Based Learning can be useful to:
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References
- ↑ www.ucl.ac.uk/learningtechnology/content (25 July 2008), www.comet.ucar.edu (20 May 2009)