Interactive scenario design: The value of flowcharts and schemas in developing scenario-based lessons for online and flexible learning contexts
Terry Stewart, Mark Brown, Anna Weatherstone, Massey University
Journal of Open, Flexible, and Distance Learning Volume 13, Number 1, ISSN 1179-7665 e-ISSN 1179-7665 Publisher: Distance Education Association of New Zealand
A web-delivered problem-based scenario was designed for use in a distance education professional development workshop for academics, and also as a stand-alone module. Early scenario design and development was assisted with flowcharts and iterative table-based schemas, which formalised anddocumented the process before authoring in the e-tool, SBL Interactive. It is well established that such planning techniques can scaffold the course development process. While the flowcharts and schemas described in this paper are designed for use with this tool, the methodology described for their use as planning tools applies generally to the design of interactiveelectronically-delivered problem-based scenarios. They also allow scenario descriptions and content to be archived and shared in an easily accessible form. The paper illustrates the basic principle that, when designing a course, there are many choices about what, when, where, and how to teach. It provides an account of how conventional design techniques can beused alongside new e-tools to systematically select and optimise the most appropriate instructional blend for a particular learning context.
Stewart, T., Brown, M. & Weatherstone, A. (2009). Interactive scenario design: The value of flowcharts and schemas in developing scenario-based lessons for online and flexible learning contexts. Journal of Open, Flexible, and Distance Learning, 13(1), 71-90. Distance Education Association of New Zealand.
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