Scenario-Based Teaching and Learning


Published on

Presentation and workshop for the ICE Conference 2013

Published in: Education, Technology
  • Be the first to comment

  • Be the first to like this

No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide

Scenario-Based Teaching and Learning

  1. 1. Successful Teaching Using Computational Thinking via Scenario Based Learning Chuck Winer, Professor, Computer Information Technology and Graphics, Purdue University Calumet Anastasia Trekles, Director of Learning Technology, Purdue North Central Jennifer Werner, Adjunct Professor of Computer Information Technology and Instructional Designer, Community Healthcare Systems
  2. 2. Objectives  Explain the concepts of Computational Thinking and Scenario Based Learning as powerful tools for supporting authentic student learning  Discuss the benefits to serving as a Subject Matter Expert to classrooms employing scenarios  Demonstrate how teachers and businesses can work together to bolster important critical thinking and problem- solving skills in students  Share the research produced from the ASSECT NSF grant, including a Google Sites template and Computational Thinking rubric
  3. 3. Background  NSF grant project (ASSECT: Advancing the Successful IT Student Through Enhanced Computational Thinking)  Partnership of universities in five regions  Marriage of Jeanette Wing’s Computational Thinking (CT) with a framework for building instructional elements  Focus on Scenario-Based Learning (SBL) combined with CT to help teachers deliver engaging lessons that help students develop important critical thinking skills within authentic career-oriented situations
  4. 4. What exactly is Computational Thinking?  A problem-solving process  A way of dealing with complexity  A method of using available tools, including technology, in logical ways to solve problems and answer questions  ISTE’s definition:  Jeanette Wing’s description:
  5. 5. Problem-Based Learning Scenario-Based Learning PBL vs. SBL  Project or problem is often already defined for the student  Solution may involve a particular “right answer”  Teacher guides students toward the right answers  Project may be contrived or not based on real situations  Exact problem details not given; students define the problem  There is not necessarily a right answer  Teacher serves purely as a facilitator and co-learner  Project involves real outside experts and situations
  6. 6. Examples of SBL/CT Scenarios  Our list research-based scenarios can be found at haring-our-research-experience  Experiential Learning Center:  Computer Science Teachers Association: king.pdf  Examples from Ross Smith, a teacher trained in our workshops:   project/  living2/
  7. 7. The CT Rubric  Helps to assess computational thinking skills, including logical thinking, strategizing, abstract thinking, procedural thinking, and optimizing  omputational-thinking-rubric
  8. 8. The Scenario-Building Template  Workshop link with context and other information:  Google Sites Scenario-building template:
  9. 9. Google Sites  Certainly not the only tool you can use – is another great option  Google Sites is free and relatively easy to work with, but it does require a Google account  A great tutorial: Home/module-5-sites  Note that Sites does not work like Docs in that you cannot be working on the same page with someone else at the same time
  10. 10. More Resources  LearnPBL:  Interesting SBL article: engage-learners-with-scenario-based-learning-  Mobile scenarios from Intel: e-learning/action/scenarios.html
  11. 11. Thank you!  Chuck:  Staci:  Jen: