Scenario-based learning (SBL) is learning that occurs by following success and failure paths within a context, situation, or social framework (Kindley, 2002) in which learners are able to explore a problem, event or issue [to] assist with problem-solving, decision making, and interpretation of data or observations in the real-world.
SBL is based on the concept of situated cognition, which is the idea that knowledge can't be known and fully understood independent of its context. (Kindley, 2002) Using real life scenarios heightens the relevance of the learning because the focus is more on application than plain theory. The learner, therefore, becomes an active participant in the learning process.
The basic elements of scenarios (often referred to as branching) are as follows:
• The learner is presented a problem in the form of text, images, audio, and/or video
• The learner has to choose how to respond to the problem
• Based on how they respond, the scenario branches down a path
• At the end of the path, the learner may be presented with feedback and the option to retry the scenario to improve their results
Research completed by Will Thalheimer, PhD suggests that the scenario-based approach to learning aids in the following:
• Supports Long Term Remembering
• Provides Memory Retrieval Practice
• Enables Context and Language Triggered Remembering
• Boosts Learning and Performance
By building scenarios where [learners] have to actively make decisions, you’re better able to help them transfer the information and make it more meaningful. (Kuhlman, 2009)
Resources:
Kindley, R. W. (2002). Scenario-based e-learning: a step beyond traditional e-learning. ASTD Online Magazine. Retrieved from: http://bit.ly/13oM3V
Kuhlman, T. (2009). 7 Tips for Better E-learning Scenarios. Rapid E-Learning Blog. Retrieved from: http://bit.ly/dlgaC
Thalheimer, W. (2009) Using Linguistically, Culturally, and Situationally Appropriate Scenarios to Support Real-World Remembering. Work-Learning Research Inc. Retrieved from:http://bit.ly/yLjpQA
