Who Does the Work?
This "harvester" role falls to the facilitator. It can be a LOT of work! The flip side is that harvesting and creating summaries provides a rich learning experience for the harvester. Reading through entire threads at once can provide a whole new lens on the conversation.
Purpose of Summaries
Before you start to harvest, think about the following questions:
A task presents students with a challenge that they would be tasked with solving on the job in industry. In the process of solving the challenge, they use the tools and the vocabulary of their target profession. The scenario provides a context for learning the concepts required, and an environment in which they report to a manager and work in a team. The learning that takes place is self-directed, as it is in any professional setting. The students are assessed by the instructor at regular intervals both to identify areas needing more input from the instructor/manager, and to identify the learning that takes place.
When you walk into a scenario-based classroom (or visited one online), you would see students/workers scattered around in groups working on deliverables, presenting work to peers and industry visitors, doing individual and group research and work, or asking the manager for guidance. The instructor/manager is meeting with teams to check on progress (identify problems before they become crisis), teams are coming up to manager/instructor with questions; Manager/instructors are facilitating content and process discussions with teams and/or entire class as needed; Industry representatives are working with teams as online guest lecturer, or providing feedback on presentations and deliverables, telling their career stories, or offering career advise to students/interns.
A scenario-based task is developed by faculty in collaboration with local industry, through an iterative, backward design, process that begins with assessment design using the SBL principled assessment toolkit. A reflective project task interview exercise defines core-learning outcomes beyond technical skills. A scenario-based task critique checklist exercise refines features of their scenario-based task according to cognitive science principles about how students learn problem-solving skills. An assessment menu exercise helps instructors consider alternative approaches and modes to measuring different student learning outcomes. These results are then documented in design patterns, which are narrative descriptions of the learning goals, pre-requisite knowledge, forms of evidence of student learning, and assessment characteristic features of each assessment. These documents are re-usable by other instructors and technician education professionals seeking to develop assessments in these fields.
Once the faculty is clear on the learning objectives and assessment design, she/he works with industry to identify a project, challenge, and/or deliverable that uses the vocabulary, tools, and culture of the workplace. The actual writing of the scenario is guided by scenario development and task development exercises and informed by peer and SBL leadership team review of the materials as they are being developed. Resources that would aid the student teams in their efforts to solve the challenge are identified and added to the scenario documentation. Eventually the scenario is tested in a classroom, revised as needed, and published to a website and made available to other faculty for their use. After testing and teaching using the scenario, the faculty revised the scenario.
This Weeks Activities
This Weeks Collaborate Sessions
Problem-Based LearningThis week Leanne Chun discusses Scenario‑based learning (SBL), a form of This week Leanne Chun and Lani Uyeno discuss Scenario‑based learning (SBL), a form of problem-based learning.
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