instructional_design:goal_based_scenarios
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instructional_design:goal_based_scenarios [2011/05/11 10:15] jpetrovic [What are goal-based scenarios?] |
instructional_design:goal_based_scenarios [2023/06/19 18:03] (current) |
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| 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. | 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. | ||
| - | 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 Associates, 1999.]])) | + | 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 Associates, 1999.]])): |
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| - | When designing a goal-based scenario, following steps should be followed: | + | |
| - | + | ||
| - | * **Identify target skills** independent of context which should be learned (practical or intellectual). For example cost accounting, or teaching Newton's second law. | + | |
| - | * **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. | + | |
| - | * Choose a **focus**. | + | |
| - | * **Create a story** surrounding tasks or activities. | + | |
| - | * **Build learning environment** to support target skills. | + | |
| - | * Assign roles to the learners in a single or group situation that develops **towards accomplishing the task**. | + | |
| - | * Explain the task to the students and encourage them to pursue its goals. | + | |
| - | * **Help students** as soon as they encounter a problem. | + | |
| + | * **Learning goals** - target skills that students should learn. They can refer to procedural or declarative knowledge. | ||
| + | * **Mission** - motivational and realistic objective students will pursue. | ||
| + | * **Cover story** - a motivating story that will create and explain the need for the mission. | ||
| + | * **Role** - the character a student will play. It has to require target skills. | ||
| + | * **Scenario operations** - all activities students will perform in order to fulfill the mission. | ||
| + | * **Resources** - well organized and accessible information sources students will need to acquire target skills. | ||
| + | * **Feedback** - must be provided just in time by and expert in form of coaching, consequence of actions or stories about similar experiences. | ||
| + | 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? ===== | ===== What is the practical meaning of goal-based scenarios? ===== | ||
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| 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. | ||
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| + | 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 ===== | ||
| Line 59: | Line 57: | ||
| ===== 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. | ||
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