Welcome to the first blog in BILT’s ‘Picture This…’ series!
Later in this series we’ll be introducing scenarios from teaching and learning contexts and considering different perspectives and insights in response to these scenarios.
What’s some of the thinking behind this?
There is already a good deal of existing pedagogic literature and research around what is often collectively grouped as ‘enquiry-based’, ‘problem-based’ or ‘case-based’ learning on the BILT site, as well as active engagement with this approach across many different programmes in the University.
Scenario-based learning offers opportunities to consider complex issues in nuanced ways and with an approach which values a diversity of perspectives and insights.
Errington (2005, p. 9) suggests there are four kinds of scenarios used for learning purposes: skills-based scenarios; problem-based scenarios; issues-based scenarios; speculative-based scenarios.
Depending on the framing of the scenario, it may well be that there is a degree of overlap between these four kinds.
It could also be suggested that there is another axis on which to consider these scenarios: from one which sees responses for the purpose of evaluative testing (what is the correct response in this scenario), to one which seeks to open up and deconstruct assumptions and challenge existing beliefs and practices; this blog series is focussed on the latter aspect.
A final principle to invoke is that of our own dispositions when responding to scenarios. When considering an issues-based scenario, for example, do we lean towards speculative considerations or problem-based responses, aware that we do not necessarily see the world as it is, but as we are?
In determining different scenarios to present, we can choose to explore precise, local themes, but with some of the critical distance of ‘near world’ thinking, raising awareness of our own biases and the questions which are invited through this form of critical reflection.
The University’s assessment and feedback strategy reflects some of these pedagogic principles, with engagement with scenarios affording opportunities to experience authentic tasks and which allow for integrating a range of different conceptual elements.
Critique and evaluation are likely to form substantial elements of AI-resilient assessments and scenario-based pedagogies represent a valuable activity in this regard.
In some instances, it may be tempting when encountering a complex scenario to present a ‘simple solution’; we should consider whether this simplicity is often borne of expertise, or from typical expectations to resolve issues in the most expedient way.
Equally, with the consideration that there is no imperative to provide a ‘solution’, we can focus our thoughts on considering that complexity necessitates subtlety and nuance, as well as recognition of multiple truths.
With this in mind, we might also suggest that a scenario-based activity may contribute to further developing a sense of pedagogic community, as we invite consideration of responses in a collegial, enquiry-minded manner. We hope to hear from a range of different perspectives from those with an interest in teaching and learning and to gain appreciation of the insights of others.
Finally, this approach also speaks to the University’s own emphasis in many of its teaching and learning approaches on Barnett and Coate’s (2005) learning framework of Knowing, Acting and Being. Consideration of many of these scenarios invites an opportunity to consider different aspects of understanding; from developing the knowledge to engage with aspects of the scenarios to appreciating and recognising others’ experiences.
(How) Can I get involved?
We’ve previously issued a call for contributions which outlines some more of the practical aspects of involvement – the call is still open!
Hopefully reading the scenarios chosen will prompt some initial reflections about your own approaches and experiences. If you are interested in responding to them, you are welcome to contribute in the response sections of the scenarios. Alternatively, if you wish to explore the scenario in more detail, you can contact the BILT team to share this further.
In addition, if you have a scenario you would like to suggest, perhaps a speculation or issue you would like to explore further, then please do let us know.
References:
Barnett, R. & Coate, K. (2004). Engaging the Curriculum in Higher Education. McGraw-
Hill: Maidenhead.
Errington, E. (2005). Creating Learning Scenarios. Palmerston North, New Zealand: Cool Books.
