Getting there: choosing scenarios to meet specific professional needs
Errington, Edward Peter (2010) Getting there: choosing scenarios to meet specific professional needs. In: Preparing Graduates for the Professions Using Scenario-Based Learning. Post Pressed, Mt Gravatt, QLD, Australia, pp. 51-63.
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Scenario-based learning (SBL). founded on situated learning theory and the valuing of contextual knowledge. may provide one stratagem for getting students closer to the realities of their intended profession through the construction and deconstruction of authentic learning experiences. In scenario-based learning. students. as potential professionals, are presented with a scenario descriptor, (or set of realistic circumstances). This is accompanied by one or more focus questions and/or dilemmas designed to help them pursue lines of inquiry and fulfil specific learning intentions along possible pathways. Students often assume specific roles. and/or at least consider perspectives that will allow them to explore the scenario from a range of vantage points. Through the crafting of the scenario and the teacher's discerning choice of focus questions, Students may demonstrate a skill! procedure. pursue a problem. explore an issue, and/or speculate on knowledge.
|Item Type:||Book Chapter (Research - B1)|
This publication does not have an abstract. The first paragraph of the Introduction is displayed as the abstract.
|Keywords:||skills-based; issues-based; problem-based; speculative-based scenarios; graduate employability; graduate attributes|
|FoR Codes:||13 EDUCATION > 1302 Curriculum and Pedagogy > 130299 Curriculum and Pedagogy not elsewhere classified @ 100%|
|SEO Codes:||93 EDUCATION AND TRAINING > 9399 Other Education and Training > 939999 Education and Training not elsewhere classified @ 50%|
93 EDUCATION AND TRAINING > 9302 Teaching and Instruction > 930299 Teaching and Instruction not elsewhere classified @ 50%
|Deposited On:||16 Aug 2010 08:30|
|Last Modified:||12 Jul 2013 08:43|
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