Pedagogical scenario: Difference between revisions

The educational technology and digital learning wiki
Jump to navigation Jump to search
No edit summary
Line 13: Line 13:
* Several, usually sequential [[learning activity | learning activities]] (these are smaller scenarios that are combined together)
* Several, usually sequential [[learning activity | learning activities]] (these are smaller scenarios that are combined together)
* a [[learning environment]] within which the scenario happens
* a [[learning environment]] within which the scenario happens
* various [[courseware]] (learning materials)
* various [[courseware]] (learning materials), e.g.
 
** [[microworld]]s
** [[hypertext]]
** [[hypermodel]]s


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

Revision as of 17:19, 21 July 2006

Definition

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

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 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 and Category:Example cases

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.