Overview of Scenario-Based Learning by the Destination: Problem-Based Learning Project http://learnpbl.com
aka Getting Your Students to Think for Themselves.
8. Scenario-Based tasks
engage students in
Critical thinking
Leadership
Communication
Project Management
Professional challenges
Teamwork
Interaction with industry
8
9. SBL prepares students for success in the workplace
by providing authentic experiences in the classroom
9
10. âStudents or interns
will see their part of
the larger projectâ
that it is not just as an
exercise, but a real
Industry Comment life application,
on Innovo
different than the
Engineering
Scenario and
normal theoretical
Tasks class materials.â
10
14. Scenario-Based tasks include
Unstructured challenges issued in emails from the
supervisor (the instructor) to the employee (the students)
within an intranet site for an imagined company.
Vocabulary, deliverables, and setting of authentic business
situations
Links to resources
Debriefing questions for reflecting on the experience & the
learning
An orientation to teamwork and tasks
14
15. With scenario-based tasks
Instructors play role of âmanagersâ and students are
âemployees.â
Instructors lecture less and students work on teams more.
Instructors engage in less formal and more informal
assessment tied to academic and professional standards.
Instructors facilitate and guide, asking questions to guide
student reflection and discovery of the knowledge needed
to produce deliverables.
15
17. What obstacles have
we encountered?
Curriculum issues
Students pushback
Faculty pushback
Assessment challenges
Administration pushback
17
18. Remedies to the obstacles include:
Tasks incorporated into part of a term rather than the
entire course
Planned, reflective formative and summative assessments
Team management training and orientation for students
and instructors
Industry participation in design of the tasks and
assessments and providing feedback to student
Extended Care professional development model providing
ongoing support to faculty implementing SBL
18
22. Assessment Issues
Traditional tests often do not capture complex knowledge
and skills learned.
How do you know students are learning?
How do you provide the clear feedback about performance,
both technical and non-technical that students want?
How do you grade all the âsoftâ skills?
22
24. Solution: Evidence Centered Assessment Reflection
(EC-AR) process to help instructors:
âą Define the core knowledge in a target domain
âą Identify the conceptual knowledge and skills they want
to measure
âą Define the types of behaviors and products that provide
evidence of student knowledge and skills
âą Clarify components of a competent performance
âą Produce blueprints for construction of assessment items
24
28. ...the curriculum model proved to have a notable
capacity for leveraging studentsâ relevant prior
knowledge and focusing that knowledge in a
sustained and enriched way on classroom learning
activities--both hallmarks of a high-quality reform
curriculum.
...percentage learning gains ranging from 9
percentage points to 83 percentage points per items
from precourse test to postcourse test.
28
30. All Respondents To Our Evaluatorâs Survey Of
Faculty Involved In SBL Training In 2009-2010:
Plan to implement a SBL component as a result of
taking the training.
Agreed or strongly agreed that the SBL workshop
had suggested new ways for them to teach
Reported they would advocate for increased use of
SBL in their institutions.
Reported they would recommend the ELC training
to a colleague.
30
31. Faculty Implementing
SBL Agreed That
Tasks are appropriately
challenging for
community college
technician education
students.
Student engagement
increased
Some women students
became more committed
to ICT as a career
31
34. Students post-surveyed in 25 sections,
2007-2009 reported that:
87.5% would choose an SBL class over one taught with
traditional lecture.
77% believe SBL provided a more engaging learning
environment.
90% believe they were better prepared to advance in
their current job or obtain employment as a result of taking the
SBL class.
Saflund, 2010
34
35. Q: SBL activities provided me the opportunity to practice and develop the
indicated skills. strongly agree agree not sure disagree
Programming Students (Composite of Surveys over 12 Terms)
40
30
20
10
0
workplace skills leadership problem solving communicating ideas
35
36. I had never really
been confronted with
the kind of problems
we encountered in
this course. Now that
I know I can solve
them, it makes future
tasks much less
intimidating.
36
38. Any opinions, findings and conclusions or The National Science
recommendations expressed in this material are those Foundation
of the author(s) and do not necessarily reflect those of DUE 0903276, 0603297,
the National Science Foundation. & 0302894 38
Hinweis der Redaktion
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Elaine – show video (a few minutes) and tell story of why this video and that it’s available for their use\n\nJane – pay attention to questions and, after a pause to allow more, ask Elaine to answer some\n