Scenario based method for teaching, learning and assessment

Imagining grim stories to reduce redundant deliberation in critical incident decision-making

“…Its more engaging and contextualized nature (Herrington et al, 2003) facilitates the development of critical thinking skills (Cant & Cooper, 2010), as well as critical assessment and management skills (Steadman et al, 2006). Its immersive nature improves interaction (Morton & Jack, 2005), enhancing student learning (Niemer et al, 2010), interest and achievement (Hwang & Chang, 2011), as well as problem-solving skills (Iqbal & Every, 2005) and teamwork (Nagle et al, 2009). Rather than being beneficial just to individuals, scenariobased learning appears to facilitate group decision-making (Gremler, 2004), design decisions (Liu et al, 2012), as well as the management of complex environments (Kirkley & Kirkley, 2005), and urban and regional planning (Zapata & Kaza, 2015).…”

Assessing students' practice of professional values

“…The collaborative processes around the wiki caused some problems when students were too polite to interfere with others' pages, or too possessive to allow their own to be edited. [11] describe the use of group work in a third level undergraduate HCI course. The students worked cooperatively in groups of six to ten to discuss and respond to scenarios accompanying each topic in the course.…”

“…A few do extend to measuring values, most notably the work of Iqbal and Every [11] and Bracken [5]. Neither of these papers describes the learning outcomes of the course being assessed in detail, so it is impossible to determine whether there is explicit constructive alignment between them.…”

“…The work of Bracken [5] and Iqbal and Every [11] gives some good pointers to the assessment of attitudes and values related to team membership. These could be constructively aligned to learning outcomes such as "Demonstrates commitment to working as a team member".…”