Embedding Graduate Attributes Through Scenario-based Learning

Abstract

Traditionally, tertiary educators have followed models of teaching in which they were themselves taught, and which are still expected by many students: “in large part limited to teacher-directed, transmission-style pedagogies” (Sorin & Klein, 2002). In this model, students are passive recipients of knowledge given to them through direct instruction, and print resources such as textbooks are often implemented (Damoense, 2003).

There are problems with this passive, rote-learning approach, in that students often report a lack of connection between what is learned in university and what they come to encounter in ‘real life’ situations (Sorin, 2002). This lack of connection leaves many students feeling they are unprepared for their future roles. Active learning, however, including problem-based and inquiry learning, leads to “increased motivation, better critical thinking, and the integration of knowledge and problem-solving skills” (Norton, Taylor, Stewart, Blackburn, Jinks, Razdar, Holmes & Marastoni, 2012, p. 1083). Scenario-based learning (SBL) is an important component of a number of active learning strategies (Norton et al., 2012).

The following article documents the collaborative efforts of a team of educators who have challenged traditional teaching methods by implementing an approach known as SBL, a technique which affords learners a more active role in their learning. Norton et al. (2012) note that as active participants in the scenarios, learners “are required to make decisions, which can offer penalties or rewards and open up, or close off, various future options” (p. 1084). Specifically, the paper examines how the authors adapted their teaching repertoire to include scenario-based situations, incorporate the university’s graduate attributes and, in doing so, enhanced both teaching and learning in their subjects.