Together four main scenario options based on using skills, problems, issues and speculation incorporate the majority of scenario offerings in tertiary education.
The four main kinds of scenarios:
- Skills-based: is used to deliver fundamental knowledge. Here opportunities are given for students to demonstrate acquired skills, abilities, attitudes and basic understandings of complex procedures.
- Problem-based: - helps students integrate their theoretical understandings with practical knowledge in demanding ways. Decision-making and critical analyses are incorporated into the problem-based scenario process.
- Issues-based: are used to explore concerns that underpin or influence an area of study/practice. Students have the opportunity to take a stand on an issue, and importantly understand more clearly the impact of human interests on (professional) decision-making.
- Speculative-based: allow students to contemplate a range of past, present, and future factors that influence their work.
Panning for scenario learning:
- Decide what you want students to learn specifically from engaging in the scenario process
- Identify key themes and concepts - locating where the scenario will best fit within the course of study
- Choose a scenario option to meet learning intentions:
- Draft a clear scenario descriptor (Will this be one line? A full description of an event?)
- Decide how students will engage with the scenario. Directly (eg as in role-play, discussion, debate) or indirectly (as in an individual/ group responses on paper), or a mixture
- Identify clear participatory roles/perspectives to be assumed/ explored
- Decide on tasks and target questions to guide scenario investigation
- Determine how students will report back on task completion
- Decide how learning will be monitored and opportunities given for reflection
- Gather appropriate resources to support scenario learning