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instructional_design:goal_based_scenarios [2011/05/11 09:01]
jpetrovic [What are goal-based scenarios?]
instructional_design:goal_based_scenarios [2023/06/19 18:03] (current)
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 Schank starts from the assumption that Schank starts from the assumption that
  
-  * "//​every aspect of human behavior involves the pursuit of goals.//"​ and "//if goals are at the base of the human thought process, then it follows that learning must be a goal-dominated arena as well.//"​(([[http://​cogprints.org/​624/​1/​V11ANSEK.html|Schank,​ Roger, C. Goal-Based Scenarios. 1992.]]))+  * "//​every aspect of human behavior involves the pursuit of goals.//"​ and "//If goals are at the base of the human thought process, then it follows that learning must be a goal-dominated arena as well.//"​(([[http://​cogprints.org/​624/​1/​V11ANSEK.html|Schank,​ Roger, C. Goal-Based Scenarios. 1992.]]))
  
-He believes that learning ​in school is unsuccessful for children since it replaces natural learning goals by artificial ​ones. Instead of learning to be able to do something, children learn in order to please the teacher, get good grades, or in order get into a good college. Goal-based scenarios serve here as a mean of achieving educational purposes by attempting to achieve set goal of the scenario.+Learning ​in school is unsuccessful for children since it replaces natural learning goals which were fostered by curiosity and desire to learn the world by artificial ​goals assigned to them by someone else. Instead of learning to be able to do something, children ​at that time start to learn in order to please the teacher, get good grades, or in order get into a good college. Goal-based scenarios serve here as a mean of achieving educational purposes by attempting to achieve set of scenario ​goals which are more meaningful and motivating for the learners.
  
-When designing ​a goal-based scenario, ​following steps should be followed:+Essential elements of a goal-based scenario ​are(([[http://​books.google.hr/​books?​id=AbJc4Kg6XQoC&​pg=PA161&​dq=Schank+%22learning+by+doing%22&​hl=hr&​ei=bUTKTZDhFJGbOqunodMH&​sa=X&​oi=book_result&​ct=book-preview-link&​resnum=4&​ved=0CEMQuwUwAw#​v=onepage&​q=Schank%20%22learning%20by%20doing%22&​f=false|Schank,​ R. C., T. R. Berman, and K. A. Macpherson. Learning by doing. In Instructional-design theories and models: Vol. 2, a  new paradigm of instructional theory, p161-181. Mahwah, NJ: Lawrence Erlbaum Associates1999.]])):
  
-  * **Identify target skills** independent of context which should ​be learned (practical or intellectual)For example cost accounting, ​or teaching Newton'​s second law.  +  * **Learning goals** - target skills that students ​should ​learnThey can refer to procedural ​or declarative knowledge
-  * **Developing tasks** or activities that will require those skills in a domain selected by the students. Tasks can be real or play-acting, yet students ​must want to achieve to solve them. For example cost accounting with respect to various government regulations+  * **Mission** - motivational and realistic objective ​students ​will pursue
-  * Choose a **focus**. +  * **Cover story** - a motivating story that will create and explain the need for the mission
-  * **Create a story** surrounding tasks or activities+  * **Role** - the character a student will play. It has to require target skills
-  * **Build learning environment** to support target skills+  * **Scenario operations** - all activities students will perform in order to fulfill the mission
-  * Assign roles to the learners in a single or group situation that develops ​**towards accomplishing the task**+  * **Resources** - well organized and accessible information sources ​students ​will need to acquire target skills
-  * Explain the task to the students ​and encourage them to pursue its goals+  * **Feedback** - must be provided just in time by and expert in form of coaching, consequence of actions or stories about similar experiences
-  * **Help students** as soon as they encounter a problem+
  
 +Proponents of goal-based scenarios emphasize the effect goal-based scenarios have on motivation and thereby enhance learning. One of the conducted studies(([[http://​www.sbg.ac.at/​mediaresearch/​zumbach/​download/​1999_2006/​book_chapters/​zumbach_bookc_02.pdf|Zumbach,​ J., and P. Reimann. Assessment of a goal-based scenario approach: A hypermedia comparison. Internet-based teaching and learning (IN-TELE) 98: 449–454. 1999.]])) for example found positive effects on learning of a hypertext presented information source embedded in a goal-based scenario compared to classical tutorial or just the hypertext.
 +===== What is the practical meaning of goal-based scenarios? =====
  
 +A goal-based scenario described by Schank(([[http://​cogprints.org/​624/​1/​V11ANSEK.html|Schank,​ Roger, C. Goal-Based Scenarios. 1992.]])):
  
-===== What is the practical meaning ​of goal-based scenarios? =====+"//​Develop a mutant bacterial strain capable of producing human insulin in sufficient quantity to meet the needs of a diabetic patient.//"​
  
 +"//​This GBS would be presented in the following terms. The human body contains a gland called the pancreas. Certain cells in the pancreas produce and secrete a hormone called insulin. Johnny'​s pancreas does not produce enough insulin, so Johnny has a dangerous condition called diabetes. To avoid the symptoms of diabetes, Johnny must take insulin every day. How can he get enough insulin? YOUR ASSIGNMENT is to develop a way to make bacteria produce insulin that you can give to Johnny. In the course of working through this GBS, students could learn the following skills://"​
  
 +  * "//​Distinguish proteins from other macromolecules,​ use a centrifuge (in theory), apply operon model to inducible and repressible systems, interpret replica plates, map genes on chromosomes,​ construct plasmids, distinguish among organelles, regulate carbohydrate metabolism, culture bacteria, operate a chemostat, interpret chemical equations, make restriction maps, analyze enzyme kinetics, sequence proteins, sequence nucleic acids, crack the genetic code, create a "​designer gene", interpret base composition data, apply diffusion equations, evaluate membrane transport data, do pH calculations and prepare nutrient media for bacterial growth.//"​
  
-In 1991 [[http://​www.rogerschank.com/​biography-part2.html|Roger Schank]] created a goal-based scenario named "​Broadcast News". This multimedia environment including facilities for editing text and video, old newspapers articles and newscasts, reference works, a teleprompter,​ video camera, and a computer-controlled VCR enables students to work on a virtual newscast, develop story lines using information from a database (usually from a day before), and compare them with a real newscast for the same event. As the result, students have eventually developed adequate skills to deliver the news as professionals.+In 1991 [[http://​www.rogerschank.com/​biography-part2.html|Roger Schank]] created a goal-based scenario named **"​Broadcast News"**. This multimedia environment including facilities for editing text and video, old newspapers articles and newscasts, reference works, a teleprompter,​ video camera, and a computer-controlled VCR enables students to work on a virtual newscast, develop story lines using information from a database (usually from a day before), and compare them with a real newscast for the same event. As the result, students have eventually developed adequate skills to deliver the news as professionals
 + 
 +For an example of implementation of a computer implementation of goal-based scenarios see work of Qiu and Riesbeck(([[http://​www.cs.oswego.edu/​~lqiu/​indie/​publications/​e-learn2002.pdf|Qiu,​ L., and C. K Riesbeck. Open Goal-Based Scenarios: An Architecture for Hybrid Learning Environments. In Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (E-Learn), Montreal, Canada, 2002.]])).
 ===== Criticisms ===== ===== Criticisms =====
  
 +A recent study of goal-based scenarios(([[http://​www.jaidpub.org/​wp-content/​uploads/​2011/​03/​Hsu-Moore-Apr2011.pdf|Hsu,​ Chung-Yuan, and David Richard Moore. Formative research on the goal-based scenario model applied to computer delivery and simulation. The Journal of Applied Instructional Design 1, no. 1: 13-24. April 2011.]])) indicated that users of this method of learning would benefit from worked examples, detailed positive or negative feedback and small-group discussions of open-ended questions. Yet these are mostly proven methods of guided cognitivist learning approaches which often contribute less to motivation but more to learning outcomes.
 ===== Keywords and most important names ===== ===== Keywords and most important names =====
  
-  * **Goal-based scenarios**+  * **Goal-based scenarios**, **learning goals**
   * [[http://​www.google.hr/​url?​sa=t&​source=web&​cd=2&​ved=0CCsQFjAB&​url=http%3A%2F%2Fwww.rogerschank.com%2F&​rct=j&​q=Roger%20C.%20Schank&​ei=n0bJTZ_0J4jpOdmwodAH&​usg=AFQjCNHjy3-XlPBqLalctMxKl70XyxVkWw&​cad=rja|Roger Schank]]   * [[http://​www.google.hr/​url?​sa=t&​source=web&​cd=2&​ved=0CCsQFjAB&​url=http%3A%2F%2Fwww.rogerschank.com%2F&​rct=j&​q=Roger%20C.%20Schank&​ei=n0bJTZ_0J4jpOdmwodAH&​usg=AFQjCNHjy3-XlPBqLalctMxKl70XyxVkWw&​cad=rja|Roger Schank]]
 ===== Bibliography ===== ===== Bibliography =====
 +
 +[[http://​cogprints.org/​624/​1/​V11ANSEK.html|Schank,​ Roger C. Goal-based scenarios. Northwestern University, 1992.]]
  
 [[http://​cogprints.org/​635/​1/​CBRMeetsLBD_for_Leake.html|Schank,​ Roger C. Goal-Based Scenarios: ​ Case-Based Reasoning Meets Learning by Doing. ​ In: David Leake (ed)  Case-Based Reasoning: Experiences,​ Lessons & Future Directions. AAAI Press/The MIT Press, p295-347. 1996.]] [[http://​cogprints.org/​635/​1/​CBRMeetsLBD_for_Leake.html|Schank,​ Roger C. Goal-Based Scenarios: ​ Case-Based Reasoning Meets Learning by Doing. ​ In: David Leake (ed)  Case-Based Reasoning: Experiences,​ Lessons & Future Directions. AAAI Press/The MIT Press, p295-347. 1996.]]
  
-[[http://​www.bestteachersinstitute.org/​id23.html|Best Teachers Institute: Goal Based Scenarios.]] 
  
 ===== Read more ===== ===== Read more =====
  
-Schank, R.C., Fano, A., Bell, B. and Jona, M. The Design of Goal-Based Scenarios. The Journal of the Learning Sciences. Vol. 3:4, pp. 305-345. 1993-1994.+[[http://​www.jstor.org/​pss/​1466619|Schank, R.C., Fano, A., Bell, B. and Jona, M. The Design of Goal-Based Scenarios. The Journal of the Learning Sciences. Vol. 3:4, pp. 305-345. 1993-1994.]]
  
-Padmanabhan,​ Poornima P. Goal-based ​Scenarios. Technical Communication,​ Vol. 56, No. 2., p132-136. May 2009.+[[http://​www.scopus.com/​record/​display.url?​eid=2-s2.0-68349093977&​origin=resultslist&​sort=plf-f&​src=s&​st1=Goal-based+scenarios%3a+An+approach+to+online+instruction+and+training&​sid=5T5dcE2pa7IW3zwRAC70r5F%3a130&​sot=q&​sdt=b&​sl=88&​s=TITLE-ABS-KEY-AUTH%28Goal-based+scenarios%3a+An+approach+to+online+instruction+and+training%29&​relpos=0&​relpos=0&​searchTerm=TITLE-ABS-KEY-AUTH%28Goal-based%20scenarios:​%20An%20approach%20to%20online%20instruction%20and%20training%29|Padmanabhan,​ Poornima P. Goal-based ​scenarios: An approach to online instruction and training. Technical Communication,​ Vol. 56, No. 2., p132-136. May 2009.]]
  
-Abelson, Robert P. and Schank, Roger C. Beliefs, reasoning, and decision making: psycho-logic in honor of Bob Abelson. Psychology Press. 1994. 
instructional_design/goal_based_scenarios.1305097312.txt.gz · Last modified: 2023/06/19 17:49 (external edit)