EdTech: Using scenarios for learning
EdTech enables us to deliver scenarios online and bring them to life through the application of technologies such as Augmented Reality (AR), Virtual Reality (VR) role playing and games formats. This module looks at how to create authentic scenarios and apply them to effective learning.
Aim
The characteristics of scenario-based learning and how to use technology to deliver it
Objective
After completing this module, you will be able to: - describe and construct scenario-based learning activities that will engage learners - apply a range of digital media to the creation and delivery of scenario-based activity
Digital Teaching Professional Framework
This module covers the EdTech component - A2 : Designing and adapting activities
- Adapt and edit existing digital resources, where permitted.
- Combine and mix existing digital resources or parts of them, where permitted.
- Create new digital educational resources.
- Jointly create with others digital educational resources.
- Consider the specific learning objective, context, teaching approach, and learner group, when adapting or creating digital learning resources.
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Feedback about this module
Average feedback ratings
Taking note of your feedback
We greatly appreciate the time taken to provide us with feedback on each module. We regularly review all the feedback provided and use it to inform the development of new modules. Subject to funds being available and other constraints, we will amend existing modules where feedback shows this is required.Feedback from other members about this module
Using AR and VR technology has lots of possibilities.
Some very valid points raised within the module.
Very useful resources.
Loved this triple alliteration: "A scenario must be realistic, recognisable and relevant."
Great
Interesting
Interesting theories about learning and unintentional learning. I guess I agree that in many cases you could argue that "learning is unintentional and situated within authentic activity, context and culture." This is useful in terms of reminding oneself that context is very important, vital even, in developing learning.
I would, however, argue that this is not the whole story with regards to learning and that a lot of learning is, in fact, intentional, otherwise why would anyone enrol for classes? So I would treat the learning is unintentional theory as a good tool but not make it the entire basis of my teaching.
This was really useful. Really good advice for getting students to solve different scenarios.
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