Scenario-Based Learning for real situation

education

1. David Taylor
Armstrong Atlantic State University
Scenario-Based LearningScenario-Based Learning
Application to the Writing Application to the Writing
ClassroomClassroom
David Taylor
Armstrong Atlantic State University

2. From Academia to Corporate (and back!)From Academia to Corporate (and back!)
Introduction to Scenario-Based LearningIntroduction to Scenario-Based Learning

3. Current CoursesCurrent Courses
Introduction to Scenario-Based LearningIntroduction to Scenario-Based Learning

4. Favorite CoursesFavorite Courses
Introduction to Scenario-Based LearningIntroduction to Scenario-Based Learning

5. Online Teaching “Experiences"Online Teaching “Experiences"
Introduction to Scenario-Based LearningIntroduction to Scenario-Based Learning

6. Learning in the information age requires the student to Learning in the information age requires the student to
become proficient at the become proficient at the four A’s:four A’s:
•• AccessAccess– – find information independentlyfind information independently
•• AssessAssess– – decide what is importantdecide what is important
•• AssimilateAssimilate–– learn it efficiently, effectivelylearn it efficiently, effectively
•• ApplyApply–– use that knowledge on the jobuse that knowledge on the job
Introduction to Scenario-Based LearningIntroduction to Scenario-Based Learning

7. scenario-based training & learning
Introduction to Scenario-Based LearningIntroduction to Scenario-Based Learning
scenario-based training & learning
Emerged in the past 10 years as the Emerged in the past 10 years as the
preferred tool for workplace educationpreferred tool for workplace education
Traditional approachesTraditional approaches are often devoid of are often devoid of
an application contextan application context

8. scenario-based learningscenario-based learning
SBL provides an SBL provides an application contextapplication context
and and affords learning for applicationaffords learning for application
Introduction to Scenario-Based LearningIntroduction to Scenario-Based Learning

9. Introduction to Scenario-Based LearningIntroduction to Scenario-Based Learning
Wayne CascioWayne Cascio
Created a selection test Created a selection test
for Chicago fire chiefs in for Chicago fire chiefs in
response to issues of response to issues of
adverse impact on adverse impact on
African-American African-American
applicants applicants

10. Introduction to Scenario-Based LearningIntroduction to Scenario-Based Learning
Wayne CascioWayne Cascio
Black firefighters simply Black firefighters simply
did not perform as well did not perform as well
on written tests as on written tests as
whites, even though whites, even though
they were of equal they were of equal
ability.ability.

11. Introduction to Scenario-Based LearningIntroduction to Scenario-Based Learning
Cascio created Cascio created a testa test in in
which the candidate views which the candidate views
a video of a firea video of a fire with a with a
voiceover briefing of the voiceover briefing of the
situation.situation.

12. Introduction to Scenario-Based LearningIntroduction to Scenario-Based Learning
scenario-based assessmentscenario-based assessment
eliminated the adverse eliminated the adverse
impact on black applicantsimpact on black applicants

13. Introduction to Scenario-Based LearningIntroduction to Scenario-Based Learning
SBASBA often accompanines often accompanines
scenario-based learningscenario-based learning
In online education,
scenario-based e-learning (SBE).scenario-based e-learning (SBE).
Scenario-based learning is is
grounded in a context that grounded in a context that
approaches the performance approaches the performance
environment.environment.

14. Introduction to Scenario-Based LearningIntroduction to Scenario-Based Learning
Text or narration tells you
about a particular device or
concept. You’re exposed to
features, told why the features
are important, and shown how
the components interact. Then
a text asks you to identify the
device, its components (or the
concept and related ideas, and
the functions that the
components fulfill.

15. Introduction to Scenario-Based LearningIntroduction to Scenario-Based Learning
A picture or video thrusts you
into a realistic scenario. The
situation is described, and you’re
given possible outcomes.
The results, good or bad depend
on your actions. You make
Decisions. Each decision leads
to new additional choices.
c

16. Introduction to Scenario-Based LearningIntroduction to Scenario-Based Learning
A picture or video thrusts you
into a realistic scenario. The
situation is described, and
you’re given possible outcomes.
Whether the results are good
or bad depend on your actions.
You make decisions, and each
decision leads to new additional
choices.
Text or narration tells you
about a particular device or
concept. You’re exposed to
features, told why the features
Are important, and shown how
The components interact. Then
a text asks you to identify the
device, its components (or the
concept and related ideas, and
the functions that the
components fulfill.
The first paragraph describes a traditional learning situation while the
second describes SBL, which is more engaging and offers greater
application to the real world.

17. Introduction to Scenario-Based LearningIntroduction to Scenario-Based Learning
CompetenceCompetence Skills DemonstratedSkills Demonstrated
Knowledge
■
Observation and recall of information

■
Knowledge of dates, events, places

■
Knowledge of major ideas

■
Mastery of subject matter

■
Questions cues:
List, define, ell, describe,, identify, show,
label, collect, examine, tablulate, quote,
name, who, when, where, etc.

18. Introduction to Scenario-Based LearningIntroduction to Scenario-Based Learning
KnowledgeKnowledge
Comprehension

19. Bloom’s Taxonomy

Analysis
Application
Comprehension
Knowledge
Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge
Introduction to Scenario-Based LearningIntroduction to Scenario-Based Learning

20. Introduction to Scenario-Based LearningIntroduction to Scenario-Based Learning
Knowledge Knowledge preparesprepares the learner the learner
to learn in higher domains. to learn in higher domains.
Traditional learning Traditional learning sometimessometimes
focuses on: focuses on:
► ► applicationapplication
► ► performanceperformance

21. Introduction to Scenario-Based LearningIntroduction to Scenario-Based Learning
The emphasis of The emphasis of most workplace most workplace
trainingtraining, and of the learning-on-, and of the learning-on-
demand paradigm, is on demand paradigm, is on
applicationapplication..

22. Introduction to Scenario-Based LearningIntroduction to Scenario-Based Learning
SBL SBASBL SBA
Focused on:Focused on:
► Application & analysisApplication & analysis
► Synthesis & evaluationSynthesis & evaluation
► Real-world applicationReal-world application
► Developing real-world skillsDeveloping real-world skills

23. Introduction to Scenario-Based LearningIntroduction to Scenario-Based Learning
Students are Students are quicker to see the quicker to see the
relevance of SBE and SBArelevance of SBE and SBA, find it , find it
more engaging, and often find that more engaging, and often find that
learning tasks are easier.learning tasks are easier.

24. Introduction to Scenario-Based LearningIntroduction to Scenario-Based Learning
accessingaccessing
assessingassessing
assimilatingassimilating
applyingapplying

25. Introduction to Scenario-Based LearningIntroduction to Scenario-Based Learning
In SBL/SBA, students may In SBL/SBA, students may
internalize this process and internalize this process and
carry it out naturally and carry it out naturally and
effectively.effectively.

26. Introduction to Scenario-Based LearningIntroduction to Scenario-Based Learning
SBL is not learning simply for SBL is not learning simply for
the sake of learning or earning the sake of learning or earning
grades, although both have grades, although both have
their place.their place.

27. Introduction to Scenario-Based LearningIntroduction to Scenario-Based Learning
SBL is learning to prepare SBL is learning to prepare
oneself for future professional oneself for future professional
growth in the workplace.growth in the workplace.