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Engaging students with scenario-based learning in online environments

Engaging students with scenario-based learning in online environments. Lyndon Godsall and Amy Hilbelink. TCC2009. Lyndon Godsall. Assistant Dean of Curriculum, Kaplan University, School of Criminal Justice, Florida Course CJ100 Eight Skills for the Criminal Justice Student

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Engaging students with scenario-based learning in online environments

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  1. Engaging students with scenario-based learning in online environments Lyndon Godsall and Amy Hilbelink TCC2009

  2. Lyndon Godsall • Assistant Dean of Curriculum, Kaplan University, School of Criminal Justice, Florida • Course CJ100 Eight Skills for the Criminal Justice Student • Retention initiative and keeping student engaged!

  3. Amy Hilbelink • Assistant Dean of Curriculum, Kaplan University, School Nursing, Florida • NU304: Health/Wellness and Assessment • Introduction to course • Assessments weren’t done properly • Students were used to having all information • Not at all common in real-life

  4. NU304: Health/Wellness and Assessment

  5. Family members

  6. Lan’s health history in week 4

  7. Assessment • Discussion boards • Group work (wikis soon) • Assessment of health history to date • Note* Students aren’t given all information. They must search for answers.

  8. Murder!

  9. Scenario Based Learning • Why use Scenario Based Learning? By presenting the right type of situation, you can get the learner to think and make decisions which helps them process the course content and make it part of their knowledge. 

  10. Scenario Based Learning

  11. Scenario Based Learning • When you build your next course, instead of just presenting information, figure out how the learner will use it and then build scenarios around it.  • Ask yourself these three questions to help think through, and then build, a scenario.

  12. Scenario Based Learning • What situations require the learner to know this information? Create a circumstance where the learner gets to use the knowledge presented.  The benefit for an experienced learner helps them confirm what they already know, and for a novice learner, you’ll be able to help them learn.

  13. Scenario Based Learning • What choices could they be expected to make in that circumstance? Design with choices that are somewhat right and somewhat wrong and force the learner to pick.  This will allow faculty to address the nuances by providing feedback and offering teaching moments. 

  14. Scenario Based Learning • What are the consequences of those choices? Your design should lead to a healthy level of uncertainty, but not make it seem so difficult that you’re not motivated to learn how to overcome it. What your SBL should do is to leverage tension and curiosity. You want to keep the student engaged!

  15. Scenario Based Learning

  16. Scenario Based Learning

  17. Scenario Based Learning • Findings: We have found that students really enjoy the SBL discussion boards. Typically in a weekly discussion board there is a total of 3 postings per student on a topic. When we introduce SBL and animation, students postings quadrupled. From student survey feedback, students reported that they liked the “CJ Reporter” the best in the class. They didn’t even know they were learning!

  18. Lyndon Godsall • lgodsall@kaplan.edu • Amy Hilbelink • ahilbelink@kaplan.edu

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