Producing learning scenarios
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Scenarios are useful tools for active learning pedagogies. These slides describe what is involved.
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Producing learning scenarios
- 1. Scenario-Based Design These slides set out the rationale for using scenarios to support active and problem-based learning. They explain what scenarios are, why you should consider using them and when. The key characteristics of a well-formed scenario are provided.
- 2. “a concrete description of activity that the user engages in when performing a specific task, description sufficiently detailed so that design implications can be inferred and reasoned about” - Carroll (1995) “a concrete description of activity that the user engages in when performing a specific task, description sufficiently detailed so that design implications can be inferred and reasoned about” - Carroll (1995) Descriptions of the past, present or future Risk-free tools for imagining the future and for asking ‘what-if..?’ Colourful narratives or process statements 'Good enough' representations of possibilities... ...or highly detailed Scenarios set the scene for discussion Scenarios can concretise ideas for development About scenarios
- 3. Why use scenarios for curriculum design? Scenarios, Use diverse kinds and amounts of detailing Present alternative consequences of action Can be abstracted and categorised Help designers to recognise, capture, modify and reuse generalisations or patterns Support reasoning Make design tasks accessible to diverse expert stakeholder groups
- 4. Scenarios address 6 challenges 1. Reflect on designs and processes 2. Co-ordinate collaborative design action and reflection 3. Manage risk by having something that appears concrete and remains flexible 4. Manage the fluidity of design situations 5. Consider multiple views of an interaction 6. (Capture outputs of idea generation) Designers have to continually make commitments without making commitments! Designers say “What if…” Designers have to continually make commitments without making commitments! Designers say “What if…”
- 5. Forming successful scenarios - characteristics Goals, sub-goals or outcomes Settings Agents or actors playing primary or supporting roles (descriptions of who is involved, how and why) Plot - sequences of actions and events done by or to the actors or changes to the setting. Changes to events show how scenarios can be used dynamically to assess different decisions and outcomes.
- 6. Presenting successful scenarios Scenarios use natural language query and are presented as short narratives and can use various media, e.g. Text Visualisations, diagrams, pictures, etc. Comic strips and storyboards Videos Multimedia Post-it notes
- 7. Collaborative Activity: Build your scenarios! To capture and communicate your idea Agree media Include: Goals, sub-goals or outcomes Settings Agents or actors playing primary or supporting roles (descriptions of who is involved, how and why) Plot - sequences of actions and events done by or to the actors or changes to the setting. Changes to events show how scenarios can be used dynamically to assess different decisions and outcomes.
- 8. Carroll, J.M. (2000). Five reasons for scenario-based design. Interacting with Computers 13, pp.43 – 60. Fowler, C.J.H, van Helvert, J; Gardner, M.G, and Scott, J.R. (2007). The use of scenarios in designing and delivering learning systems. In: H. Beetham & R. Sharpe, Rethinking Pedagogy in a Digital Age: Designing and delivering e-learning. London: Routledge Herrington, J. (2006). Authentic e-learning in higher education: design principles for authentic learning environments and tasks. Online at: http://researchrepository.murdoch.edu.au/5247 References
Editor's Notes
- Constructing scenarios to concretise design activities – considering key features of a well-formed, useful scenario (Carroll, 2000) and the benefits of this to curriculum design (10 minutes)