The document discusses scenario-based learning (SBL) and problem-based learning (PBL) in e-learning. It defines SBL as presenting learners with job scenarios and paths to successful outcomes rather than right/wrong answers. PBL involves acquiring knowledge through solving unfamiliar problems in groups. Key aspects of SBL include focusing on performance over answers and boosting engagement. PBL aims to develop problem-solving and self-directed lifelong learning skills through collaborative problem-solving reflecting real experiences.

1. E- LEARNING
GOKUL K S
DEPARTMENT OF COMPUTER SCIENCE
CENTRAL UNIVERSITY OF TAMILNADU

2. SCENARIO BASED LEARNING
What is a scenario?
In e-learning, it is the description of a task or job situation from the learner’s
perspective. A sequence of concrete problems are described, and choices are presented
that enabled the learner to reach a satisfactory outcome.
As a result, it focuses on performance improvement rather than correct answers,
supplies information only as needed, and boosts engagement by using images and
sound.

3. SCENARIO BASED LEARNING CONT…
SBL asks the learner to apply knowledge relevant to that situation by making choices
and attempting to follow a desirable path that demonstrates their ability to achieve a
successful outcome. Instead of right and wrong answers there are sucsess and failure
paths.

4. SCENARIO BASED LEARNING CONT…
Distinguishing Features of SBL
The key difference between traditional e-learning and SBL is the way in which content
and learning activities are devised.
Traditional courseware emerges from subject-matter experts and the established
knowledge base of a subject. Learning objectives and activities are ‘deduced’ from this
body of facts.
SBL’s derive their objectives and activities out of real experiences and the real work
situations. Meetings with experienced people are held to identify objectivies and
activities.

5. SCENARIO BASED LEARNING CONT…
SBL screen design example

6. SCENARIO BASED LEARNING CONT…
Aim to negoiate a successful path through the learning program.
Navigation Strategy
1. Choose from success and fail options at start.
2. If success option then proceed to next
options.
3. If ‘moderate’ fail option then receive
remediation and proceed to next options.
4. If ‘diaster’ fail option then receive feed back
and return to start.
5. Repeat for successive sets of options until
complete.

7. PROBLEM BASED LEARNING (PBL)
Problem based learning is a process of acquiring and understanding of knowledge,
skills in the context of an unfamiliar situation and applying that learning to the
situation.
“Problem based learning is the basic human learning process that allowed primitive
man to survive in his environment”- Barrows and Tamblyn (1980).
“Problem based learning is student centred learning strategy in which students
collaboratively solve the problems and this reflects on their experience. In PBL, the
starting point is a problem, a query, or a puzzle that the learner wishes to solve”- D.L
Bound, 1985

8. GOALS OF PROBLEM BASED LEARNING
 Construct an extensive & flexible knowledge base.
 Develop effective problem – solving skills.
 Develop self-direction, lifelong learning skills.
 Becomes effective collaborators.
 Strengthen student’s intrinsic motivation to learn.

9. PRINCIPLES
 The student is the focus of the educational program, the curriculum or the curriculum
contents.
 The problem presented in the curriculum trigger the student’s abilities to analyze to
understand and to solve.
 Co-operation with other and the importance of communication is emphasized.
 The development of self-directed learning ability.

10. COMPONENTS
 Non-lecture format & teacher acting as a facilitator.
 Presentation of real world situation or problem from ordinary life.
 Group work and group discussion.
 Student-directed solution of the selected problem.

11. THE PBL CYCLE
Experiential learning
Experience
Apply
Share
Generalize Process
 The PBL cycle starts with applying
(planning effective use of learning).
 The second step is
experiencingn(activity phase).
 The third step involves sharing
(exchanging reactions and
observations).
 The fourth step includes
processing (discussing patterns
and dynamics.)
 The fifth step relates to
generalizing ( development and
real world priciples).

12. STUDENTS ROLE
 Students have to assume a high degree of responsibility for their our education
through effective self learning working with others and setting relevant goals for
themselves & the group as a whole.
 Students be able to present demonstrations of their learning achivements.

13. ADVANTAGES
 It stimulates the students to use skills of inquiry and critical thinking, peer teaching
and peer evaluation.
 It increases student responsibility for self directed peer learning.
 This learning method helps in developing lifelong learning skills.
 It encourages students to work in teams or groups, there by facilitating group
dynamics.
 Increased motivation for learning is the added advantage.

14. DISADVANTAGES
 Students require orientation to perform the role of a learner in PBL setting.
 Resource expensive.
 Staff and students may be initially uncomfortable with PBL because they are used to
subject based learning and they do not really understand how to proceed in PBL.
 Measurement of learning outcomes is difficult.

15. TOP DOWN AND BOTTOM UP MODELS IN CURRICULUM
DEVELOPMENT
Top Down Design Model
 In top-down model, an overview of the system is formulated, without going into
detail for any part of it.
 Each part of the system is then refined in more details.
 Each new part may then be refined again, defining it in yet more details until the
entire specification is detailed enough to validate the model.

16. TOP DOWN CONCEPT IN PROBLEM SOLVING
 If we look at a problem as a whole, it may seem impossible to solve because it is so
complex.
- writing a University System program
 Complex problems can be solved using top-down design, also known as stepwise
refinement, where
- we break the problem into parts
- then break the parts into parts
- soon, each of the parts will be easy to do

17. TOP DOWN DESIGN
Main Task
Sub task 1 Sub task 2 Sub task 3

18. ADVANTAGES OF TOP-DOWN DESIGN
 Breaking the problem into parts helps us to clarify what needs to be done.
 At each step of refinement, the new parts become less complicated and, therefore,
easier to figure out.
 Parts of the solution may turn out to be resuable.
 Breaking the problem into parts allows more than one person to work on the solution.

19. BOTTOM-UP DESIGN
 In bottom-up design individual parts of the system are specified in details.
 The parts are then linked together to form larger components, which are in turn linked
until a complete system is formed.

20. BOTTOM - UP DESIGN