Chapter 1: Teaching with Branching Scenarios
1.3 Incorporating Branching Scenarios into the Classroom
To set the stage for success with branching scenarios it is important to provide scaffolding that prepares learners for the decisions they will face. Branching scenarios allow learners to undertake the “do” part of the experiential learning cycle so it is necessary to ensure that learners have built a basis in the “know” stage; that is, they have the necessary knowledge and skills to make good decisions in the scenario.
To maximize effectiveness:
- Prepare students: Provide foundational knowledge through readings, videos, or mini lectures before the scenario.
- Clarify learning goals: Ensure learners understand how the scenario connects to course objectives and professional applications.
- Set expectations: Define skills or competencies learners should demonstrate.
- Provide clear instructions: Ensure learners know how to navigate the scenario.
- Facilitate reflection: Encourage learners to analyze their decisions and learning outcomes.
1.3.1 Course Format Considerations
When using scenario based learning, there are specific considerations based on the course format or modality, as outlined in the table below.
|
Learning Format |
How to provide scenario |
Opportunities for feedback / reflection |
Other considerations |
|
Synchronous |
Index cards laid out to represent branches of the scenario; learners turn over the card with their choice to get next prompt “Choose Your Own Adventure”-style print booklets Digital formats listed below. |
Learners observe each other’s progression through scenarios and provide structured feedback, or ratings based on a rubric. In-person discussions or debriefs about the scenario experience in small or large groups |
Be explicit in terms of how you would like learners to work on the scenario – whether cooperatively or individually. |
|
Asynchronous |
Discussion board or Padlet for learners to share and discuss their experiences. Discussion formats may be specific to one or two decision points in the scenario Learners provide feedback on other learners’ written reflections on their progression and learnings from the scenario. |
You may want to consider having more feedback built into the interaction so that learners get detailed analysis of their decisions or helpful prompts as they go, as there will be no one to provide synchronous feedback. |
1.3.2 Assessment Strategies
Scenario-based learning can be assessed in several ways, as outlined in the table below.
|
Assessment Strategy |
When and Why |
Example |
|
No formal assessment |
Scenarios are used to allow learners to practice their skills and knowledge and prepare for formal or summative assessment.
Ensure that they are given some type of feedback from software, peers, or their instructor that will help them improve their future response in similar scenarios. |
Learners practice assessing and treating plant disease, with feedback built into the scenario, in order to prepare for a final exam. |
|
Assessment of product |
Learners are assessed based on the choices that they make in a scenario; this may be based on observation or a built-in function of the software. This works in scenarios that have clear right and wrong choices. |
Medical students may get points for following the correct order of the CAB (Compression, Airways, Breathing) protocol when providing care to a patient experiencing cardiac arrest. |
|
Assessment of process |
Learners are assessed on the skills that they demonstrate in the process of addressing the scenario not their specific choices. |
Learners acting as a public relations team for a business are assessed based on instructor or peer observation regarding how the team functions together and if it incorporates relevant theoretical constructs into its decision making. |
|
Assessment on reflection only |
Learners may receive feedback or grades based on their ability to analyze, make connections, and apply their learnings about their progress through a branching scenario rather than how they progress through the scenario itself. |
Anthropology students go through a branching scenario making decisions about how to organize a society. They then participate in a graded panel discussion about what they learned from their experience about social organization and growth. |
For ideas on how different assessment methods connect with feedback, refer to section 2.4: Considerations for Feedback.
