{"id":8149,"date":"2020-01-21T09:30:31","date_gmt":"2020-01-21T09:30:31","guid":{"rendered":"http:\/\/blogs.sussex.ac.uk\/tel\/?p=8149"},"modified":"2025-02-24T14:19:44","modified_gmt":"2025-02-24T14:19:44","slug":"scenario-based-learning","status":"publish","type":"post","link":"https:\/\/blogs.sussex.ac.uk\/tel\/2020\/01\/21\/scenario-based-learning\/","title":{"rendered":"Scenario based learning"},"content":{"rendered":"\n

Thankyou for reading this EE blog post this is representative of the time it was written. <\/p>\n\n\n\n

Let\u2019s start with the first question I\u2019m sure you\u2019re dying to ask, hypothetical reader:  what exactly is scenario based learning? <\/p>\n\n\n\n

Scenario based learning (SBL) involves, as the name implies, teaching through the use of simulated scenarios which use narratives to guide learners through certain situations which can be adapted based on the choices and responses of the learners. <\/p>\n\n\n\n

Much of the basis for scenario based learning comes from situated learning theory<\/a>, a theory developed by Jean Lave whose theory is that learning occurs best when understood as knowledge that is embedded within an authentic context, activity and culture and which occurs naturally as opposed to knowledge existing as abstract and out of context knowledge as it would be traditionally taught in a classroom environment.<\/p>\n\n\n\n

Scenario based learning is therefore an attempt to try and bridge this gap, bringing scenarios that use and simulate elements of context, activity and culture into a classroom environment.<\/p>\n\n\n\n

These scenarios work best when they mirror real world situations that learners are likely to encounter within their subject, i.e. medical students dealing with patients, engineering students dealing with a building project.<\/p>\n\n\n\n

How is scenario based learning useful for my teaching?<\/strong><\/h2>\n\n\n\n

So how can it help in regards to teaching, what\u2019s the use of scenario based learning? It enables a safe space for failure, learners are able to make decisions, including mistakes, and see the consequences of those mistakes play out within the safe confines of the simulated scenario, students can then reflect and evaluate their potential mistakes without suffering negative consequences. <\/p>\n\n\n\n

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For example a social worker playing out a potential simulated interaction with a client may make the wrong choices, but they\u2019re able to then reflect on their wrong choices and correct them.<\/p>\n\n\n\n

Forging a strong link between theory and practice, by seeing how the theory learners have learnt in an abstract sense can be applied in a practical sense so that learners can gain a greater understanding of the use of the theory and its real world applications.<\/p>\n\n\n\n

There may be many discipline specific issues that only really arise and which learners can only learn to deal with when they emerge organically in practical situations, given that these sort of organic situations cannot be brought into the classroom environments learning scenarios provide the next best thing to a real world practical situation.<\/p>\n\n\n\n

How can I use scenario based learning  in my classroom?<\/strong><\/h2>\n\n\n\n

There are various ways SBL can be applied. One way is to use digital tools to present a scenario to students, scenarios don\u2019t have to be complicated and can be created with simple tools such as a Powerpoint or Google Slides or by using a storytelling tool such as Twine (link to Twine blog post). <\/p>\n\n\n\n

On the other end of the scale there are more in depth tools such as Articulate which allows for the creation of complicated branching scenarios (please note that Sussex does not hold an institutional license for Articulate). Sussex\u2019s online media platform Panopto could even be used for this purpose by creating videos that take the learner through a situation and using a tool such as Slides or Twine to link together the various different videos based on the learner\u2019s choices.<\/p>\n\n\n\n

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