Seren Smith, M;
Warnes, S;
Vanhoestenberghe, A;
(2018)
Scenario-based learning.
In: Davies, JP and Pachler, N, (eds.)
Teaching and Learning in Higher Education: Perspectives from UCL.
(pp. 144-156).
UCL IOE Press: London, UK.
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Abstract
Continuing the theme of using the real world as a teaching resource, Smith, Warnes and van Hoestenberghe describe learning scenarios where students find their own way and make their own choices in exploring an authentic situation. The intended learning outcomes are explained to the students to guide them to what is relevant, but these are thoroughly embedded in the tasks set: they do not have to make a special effort to work out what is being assessed. Again, assessment requires careful thought, which makes having student input to the design all the more relevant; this allows the teaching staff to actively guide students through their learning rather than merely acting as dispensers of knowledge: just as the Connected Curriculum strategy invites, students find things out for themselves.
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