Strand 5 - Scenario-Based Learning and ICT

In scenario-based learning participants are involved in a discovery process that resembles real life settings and are asked to reflect upon a variety of elements, including decisions, consequences and outcomes. “Scenarios usually contain human actors, a storyline or plot (often incomplete), an invitation to solve a problem, demonstrate an acquired skill, explore an issue/concern, and/or to speculate on alternative outcomes” (Errington 2005). Successful learning scenarios (such as Problem-based, Project-based, Inquiry-based, Game-based, etc.) require critical engagement by the student. It is the responsibility of the designer to achieve this state of affairs through a set of carefully crafted activities and tools that guide the learner on a knowledge acquisition journey. ICT tools offer tremendous creative opportunities in the designing of successful learning scenarios and in teacher community building. In the context of TEC, a learning platform within the wider Open Discovery Space community will be established in order to facilitate peer learning, mentoring and support by peers, knowledge production and exchange in relation to ethical discussions in schools, engagement with complex classroom realities, thus enabling the transfer of learning and practice from diverse local, regional and national educational settings.