Pedagogical scenario: Difference between revisions
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* a [[learning environment]] within which the scenario happens | * a [[learning environment]] within which the scenario happens | ||
* various [[courseware]] (learning materials), e.g. | * various [[courseware]] (learning materials), e.g. | ||
** [[IMS Content Packaging|IMS Content packs]] in various flavors (simple, SCORM 1.2, SCORM 2004, SS, LD) | |||
** Texts | |||
** [[microworld]]s | ** [[microworld]]s | ||
** [[hypertext]] | ** [[hypertext]] | ||
Note: some courseware integrates learning activities, e.g. [[hypermodel]]s or e-learning environments based on [[IMS Learning Design]] | Note: some courseware integrates learning activities, e.g. [[hypermodel]]s or e-learning environments based on [[IMS Learning Design]] | ||
Revision as of 10:59, 12 July 2007
Definition
- A pedagogical scenario is an instantiation of an instructional design model for a given subject and a given kind of situation. A more formal scenario can be called a learning design.
See also the category example cases. The distinction between an (abstract) scenario and a concrete example cases is not always easy in the litterature, given that published example cases try to generalize...
Typical ingredients and typologies
Here is a small list of typicial ingrediants one can find in a scenario
- Several, usually sequential learning activities (these are smaller scenarios that are combined together)
- a learning environment within which the scenario happens
- various courseware (learning materials), e.g.
- IMS Content packs in various flavors (simple, SCORM 1.2, SCORM 2004, SS, LD)
- Texts
- microworlds
- hypertext
Note: some courseware integrates learning activities, e.g. hypermodels or e-learning environments based on IMS Learning Design
Schulmeister (2005:487-488) suggest to define scenarios according to 3 dimensions:
- presence - virtual
- information - cooperation
- instruction - learning
See also: Instructional design models and pedagogic strategy (DSchneider thinks that it is difficult to find the right place to discuss that sort of typologies, probably we should centralize in pedagogic strategy ...)
Related design methdology
Modern pedagogical theory (whether behaviorist, cognitivist, constructivist etc. ) insists on the importance of scenarios, i.e. story-boards that define learning activities.
A typical example is IMS Learning Design, that implements the following basic learning design model:
ROLE ->performs-> ACTIVITIES ->within-> an ENVRIONMENT
Software
- Educational modelling languages (e.g. IMS Learning Design) and associated tools (e.g. MOT or the Dialog Plus Toolkit)
- Scenario editors like OASIF (not based on a formal modelling language).
- Scenario-based learning management systems (learning activity systems) like LAMS and CeLS
- Tools for lesson planning
Examples
See (for the moment): Category:Pedagogical scenarios and Category:Example cases
Links
- this is really not complete, sorry
Scenario databases
- Instructional Scenarios Wiki (A nice wiki that provides ideas to WebCT Vista users)
- Forum New Leaning (FNL, a Swiss competence network for teaching & learning with new technologies). Nice database of "learning objects" (i.e. scenarios that a teacher can use in classes) with many examples (most are in German)
- PerfecTIC Excellent canadian (french/english) scenario database. Each scenario is available as printable PDF.
- ProfWeb Excellent french/english Canadian Teacher Resource (not just scenarios).
- La main à la pate French site for teaching science in primary school (lots of interesting teacher-tested activities/scenarios).
References
- Schneider, Daniel, K. et al. TECFA Seed Catalog
- Schulmeister, R. (2005). Kriterien didaktischer Qualität im E-Learning zur Sicherung der Akzeptanz und Nachhaltigkeit. In D. Euler & S. Seufert (Hrsg.), E-Learning in Hochschulen und Bildungszentren, München: Oldenbourg, p. 487.