Basic Civil Engineering first year Notes- Chapter 4 Building.pptx
Producing learning scenarios
1. Scenario-Based Design
These slides set out the rationale for using scenarios to
support active and problem-based learning.
They explain what scenarios are, why you should
consider using them and when.
The key characteristics of a well-formed scenario are
provided.
2. “a concrete description of
activity that the user
engages in when
performing a specific task,
description sufficiently
detailed so that design
implications can be inferred
and reasoned about”
- Carroll (1995)
“a concrete description of
activity that the user
engages in when
performing a specific task,
description sufficiently
detailed so that design
implications can be inferred
and reasoned about”
- Carroll (1995)
Descriptions of the past, present or
future
Risk-free tools for imagining the
future and for asking ‘what-if..?’
Colourful narratives or process
statements
'Good enough' representations of
possibilities...
...or highly detailed
Scenarios set the scene for
discussion
Scenarios can concretise ideas for
development
About scenarios
3. Why use scenarios for curriculum design?
Scenarios,
Use diverse kinds and amounts of detailing
Present alternative consequences of action
Can be abstracted and categorised
Help designers to recognise, capture, modify and reuse
generalisations or patterns
Support reasoning
Make design tasks accessible to diverse expert
stakeholder groups
4. Scenarios address 6 challenges
1. Reflect on designs and processes
2. Co-ordinate collaborative design action and reflection
3. Manage risk by having something that appears concrete
and remains flexible
4. Manage the fluidity of design situations
5. Consider multiple views of an interaction
6. (Capture outputs of idea generation)
Designers have to continually make commitments without making
commitments!
Designers say “What if…”
Designers have to continually make commitments without making
commitments!
Designers say “What if…”
5. Forming successful scenarios - characteristics
Goals, sub-goals or outcomes
Settings
Agents or actors playing primary or supporting roles
(descriptions of who is involved, how and why)
Plot - sequences of actions and events done by or to the
actors or changes to the setting. Changes to events show
how scenarios can be used dynamically to assess
different decisions and outcomes.
6. Presenting successful scenarios
Scenarios use natural language query and are presented
as short narratives and can use various media, e.g.
Text
Visualisations, diagrams, pictures, etc.
Comic strips and storyboards
Videos
Multimedia
Post-it notes
7. Collaborative Activity:
Build your scenarios!
To capture and communicate your idea
Agree media
Include:
Goals, sub-goals or outcomes
Settings
Agents or actors playing primary or supporting roles
(descriptions of who is involved, how and why)
Plot - sequences of actions and events done by or to the
actors or changes to the setting. Changes to events show
how scenarios can be used dynamically to assess
different decisions and outcomes.
8.
Carroll, J.M. (2000). Five reasons for scenario-based design. Interacting with Computers 13, pp.43 –
60.
Fowler, C.J.H, van Helvert, J; Gardner, M.G, and Scott, J.R. (2007). The use of scenarios in
designing and delivering learning systems. In: H. Beetham & R. Sharpe, Rethinking Pedagogy in a
Digital Age: Designing and delivering e-learning. London: Routledge
Herrington, J. (2006). Authentic e-learning in higher education: design principles for authentic
learning environments and tasks. Online at: http://researchrepository.murdoch.edu.au/5247
References
Editor's Notes
Constructing scenarios to concretise design activities – considering key features of a
well-formed, useful scenario (Carroll, 2000) and the benefits of this to curriculum
design (10 minutes)