Calgary Online Conference 2004

Learn Outside the Box -
Reframing the Questions by Combining Scenario-Based Learning with Online Role Play/Simulation

Introduction

Well, clearly the holy grail of online learning has been the 'Turing Test' (http://plato.stanford.edu/entries/turing-test/), which has as its goal to create online learning indistinguishable from the best forms of learning available in other venues. And some even go further to suggest that it should be possible to surpass those standards. Our goal has been to meet, at least partially, that goal. The next generation of learners could be called the “Now Generation”, they want everything now including their learning. They have been raised on high impact images and audio. They learn using hypertext and multi task more than the generations before them. Not only are they demanding “just in time” education, research is also showing they have signs of “rewired” brains. They are learning differently from the linear text-based way most faculty members have learnt. This is a huge challenge for instructional designers, course developers and staff developers. Role Plays and Simulations developed and continuously upgraded using scenario based learning to “push” students into higher order learning, could hold the keys to a new form of instructional design, because scenarios combine the best of the technology with the best of learning approaches.

Abstracts and Learning Outcomes

Fishwick defines a simulation to be a model of an actual or theoretical physical system. Four years ago the University of Adelaide partnered with the University of Technology Sydney to develop a role play/simulation set in the Mekong region of South East Asia. Part One of this presentation looks at this online learning experience which models civil and environmental engineering in the real world. The Mekong eSim has become a wonderful success recognised by the hundreds of students who have participated as well as receiving multiple learning and teaching awards. Research has also been undertaken to evaluate it within a Community of Inquiry Framework with some interesting results. This presentation then explains how this simulation can move to the next level by incorporating scenario-based learning to capture the richness of learning that happens and replicate it for future participants. Other areas in the University of Adelaide have shown interest in expanding the cross-disciplinary scope of the Mekong eSim. One area is using it to develop another exciting simulated learning experience to be delivered online, which we explore in part two of this presentation.

Outcomes: The participants will be able to:

• List the characteristics of a successful online simulation.
• Define a Community of Inquiry Framework and see how it can be used for evaluation
• Explain how scenario-based learning can be used to improve learning in a simulation

Part Two: Adding Scenario-Based Learning

Scenario-based learning (SBL) is a new kind of education for a new generation of learners. Part Two of this presentation explores Situational Learning and how it works in role play/simulations. It explains what scenario-based learning is and how to use it to capture important learning that happens within a role play/simulation and use it to improve future learning. It compares the characteristics of SBL with the traditional approach to teaching and then showcases an exciting new online simulation called “Through The Fire – a Disaster Down Under eSim”. This is a model of how to manage the Burns Nursing in a disaster of the magnitude of the Bali Bombings of 2002, which changed Australian emergency preparedness forever. The presentation describes the pedagogical architecture and framework of the experience based on a Disaster Management model. The new software Scenariation is introduced and the presentation explains how it was used to build multimedia rich scenarios.

Outcomes: The participants will be able to:

• Define Situational Learning and see how it cycles and can be managed.
• List the characteristics of a Scenario-Based Learning (SBL).
• Explain how scenario-based learning can be used to improve learning in a simulation.
• Discuss how SBL was used to build a simulation on disaster management.

Co Authors

Judi coordinates the Online Education area of the Learning Teaching Development Unit (LTDU) which specialises in the areas of pedagogy, instructional design and multimedia. Prior to this, she has worked in both higher education and as an education consultant, specialising in online and flexible delivery of programs. Judi piloted online delivery of postgraduate management courses and later became Online Director of university offshore programs throughout South East Asia.

Allan Carrington University of Adelaide

Allan is an Instructional Designer with the LTDU and has a background in printing, publishing, web development and educational multimedia. As well he has worked in learning and teaching in the VET sector and higher education. Allan has led schools (courses) in Hawaii and Texas USA, as well as Paraguay. He has taught in communications, marketing and research, print production and using the Internet for education. Allan has extensive experience in online collaboration and facilitation.

Sheila Kavanagh OAM University of Adelaide

Sheila is the nurse in charge of the adult burns unit at the Royal Adelaide Hospital. She has over 20 years clinical burns experience. She is a key instructor for the Australian & New Zealand Burn Associations nationally run ‘Emergency management of Severe Burns’ course. Sheila was the nurse member of the Burns Assessment Team that was sent to Darwin to assist in the management of the mass burns casualties resulting from the Bali bombings 2002