Cross-disciplinary use of scenario-based learning to embed graduate attributes
Conference Contribution ResearchOnline@JCUAbstract
Scenario-based Learning (SBL), founded on situated learning theory and the valuing of contextual knowledge, can provide one stratagem for getting students closer to the realities of their intended profession through the construction and reconstruction of authentic learning experiences and the deliberate embedding of graduate attributes – as building blocks for 'employability'. This paper outlines research on the efficacy of SBL for embedding specific graduate attributes in four discipline areas at James Cook University Australia. Stage 1 of the project incorporated peer review, strategic conversations, and scenario engagement. Team members planned, delivered, evaluated, and critically reflected on their work, observed others and provided collaborative peer review. Stage 2 involved the generation of support materials for JCU academic staff. Stage 3 was project dissemination, in the form of various presentations and the publication of findings in peer reviewed journals. In 2011, the research continues to be a developmental experience for team members and students alike. Findings obtained via student interviews and official student surveys suggest that students' satisfaction has further increased since the project began in 2010; teaching strategies are being optimised; graduate attributes are being achieved; and team members are committed to increasing real-world, scenario examples in preparing graduates for the professions.
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20th International Conference on Learning
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1
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Rhodes, Greece
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Learner Knowledge Community
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Rhodes, Greece
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