Pedagogical scenario: Difference between revisions
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Here is a small list of typicial ingrediants one can find in a scenario | Here is a small list of typicial ingrediants one can find in a scenario | ||
* [[learning activity | learning activities]] | * Several, usually sequential [[learning activity | learning activities]] (these are smaller scenarios that are combined together) | ||
* a [[learning environment]] | * a [[learning environment]] within which the scenario happens | ||
* various [[courseware]] (learning materials) | * various [[courseware]] (learning materials) | ||
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# instruction - learning | # instruction - learning | ||
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) | See also: [[Instructional design model]]s and [[pedagogic strategy]] ([[User:DSchneider|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 == | == Related design methdology == | ||
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== References == | == References == | ||
* Schulmeister, R. (2005). Kriterien didaktischer Qualität im E-Learning zur Sicherung der | * Schneider, Daniel, K. et al. [http://tecfa.unige.ch/proj/seed/catalog/net/catalog-eng.pdf TECFA Seed Catalog] | ||
Akzeptanz und Nachhaltigkeit. In D. Euler & S. Seufert (Hrsg.), E-Learning in | |||
Hochschulen und Bildungszentren, München: Oldenbourg, p. 487. | * 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. | ||
[[Category:Pedagogical scenarios]] | [[Category:Pedagogical scenarios]] | ||
Revision as of 14:07, 20 April 2006
Definition
- A pedagogical scenario is an instantiation of an instructional design model.
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)
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
Examples
See (for the moment): Category:Pedagogical 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.