Pedagogical scenario: Difference between revisions

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# instruction - learning
# instruction - learning


See also: [[Instructional design model]]s,
See also: [[Instructional design model]]s and [[pedagogic strategy]] ([[User:DSchneider|DSchneider]] thinks that is difficult to find the right place to discuss that sort of typologies),


== Related design methdology ==
== Related design methdology ==

Revision as of 14:02, 20 April 2006

under construction

Definition

Typical ingredients and typologies

Here is a small list of typicial ingrediants one can find in a scenario


Schulmeister (2005:487-488) suggest to define scenarios according to 3 dimensions:

  1. presence - virtual
  2. information - cooperation
  3. instruction - learning

See also: Instructional design models and pedagogic strategy (DSchneider thinks that is difficult to find the right place to discuss that sort of typologies),

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

Examples

See (for the moment): Category:Pedagogical scenarios

References

  • 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.