About This Guide
Introduction
Welcome to our guide on using branching case scenarios for experiential learning in higher ed! This book is designed to provide educators with practical tools and insights to create dynamic, interactive learning experiences. By leveraging branching scenarios, educators can simulate real-world decision-making processes, fostering critical thinking and engagement among students. Our goal is to empower educators to enhance their teaching practices, making learning more immersive and impactful through experiential learning.
The guide is structured in the following parts:
- Chapter 1: Teaching with Branching Scenarios – Explores why and how branching scenarios enhance learning. It covers their benefits, such as active engagement, decision-making practice, and realistic problem-solving, along with key instructional strategies for effective implementation.
- Chapter 2: Designing Branching Scenarios – Focuses on the planning process, including defining learning outcomes, mapping decision points, and structuring branching paths. It also covers best practices for writing effective prompts, feedback, and ensuring alignment with educational goals.
- Chapter 3: Development and Sharing of Branching Scenarios – Guides users through building scenarios in digital tools (i.e., Twine, H5P), and considerations for integrating media. It also discusses different publishing and sharing options, including embedding in an LMS or distributing as standalone files.
- Next Steps and Connecting to Supports – Supports users through providing resources and where to look for support while building branching scenarios. It provides information on a worksheet to follow and connect with the GMCTL team to book support time.
Authors: Julie Maier, Jamie Mayoh-Bauche, Serena Assie, Aditi Garg
Land Acknowledgment: The authors work and play at the University of Saskatchewan (USask) which is on Treaty 6 Territory and the Homeland of the Métis. We pay our respect to the First Nations and Métis ancestors of this place and reaffirm our relationship with one another.
Author Biographies
Julie Maier is a USask instructional designer with a passion for creating engaging and effective online and tech-enabled learning experiences. Julie has worked extensively in course design in adult education and higher education settings, focusing on the integration of technology in teaching and learning.
Jamie Mayoh-Bauche is a USask educational development specialist with experience in curriculum development and instructional design, having worked on various projects that enhance online learning. Jamie is passionate about creating innovative educational solutions that meet the needs of diverse learners.
Serena Assie is a USask instructional designer with a background in corporate learning and development, specializing in eLearning and course development.
Aditi Garg is a USask educational development specialist who helps educators design courses and programs that allow students to develop competencies for social, environmental, and economic sustainability.
Acknowledgements
The authors extend our thanks to the following people for their support and assistance in developing this guide:
- Dr. Jen Loewen, Western College of Veterinary Medicine, University of Saskatchewan – for graciously allowing her Interactive Cases in Veterinary Medicine to be shared throughout this guide, Jen offers a great example for other educators to follow.
- JR Dingwall, Instructional Designer, MacEwan University – as a former USask ID who generously shares his leadership and expertise in developing branching scenarios with colleagues, JR got many of us started down this path.
- Mehrdad Fazeli-Falavarjani, Graduate Student, Department of Psychology, University of Saskatchewan
- Carla Flogan, Quality, Safety and Continuous Improvement Facilitator, Department of Anesthesiology, College of Medicine, University of Saskatchewan
- Tish King, Instructor, College of Nursing, University of Saskatchewan
- Brennan Lockinger, Graduate Student and Sessional Lecturer, Department of Computer Science, University of Saskatchewan
- Jen Loewen, Western College of Veterinary Medicine, University of Saskatchewan
Licensing Info
This resource is shared by the Gwenna Moss Centre for Teaching and Learning (GMCTL), University of Saskatchewan, under a CC BY-NC-SA license.
Generative AI (GenAI) Disclosure
The Gwenna Moss Centre for Teaching and Learning (GMCTL) uses AI tools as collaborative partners in the early stages of planning and concept development, providing ideas, feedback, and organizational suggestions to refine our initial thoughts and enhance creativity. Generative AI aids in creating new content by elaborating on drafts, ensuring comprehensive and contextually relevant writing aligned with our team’s values and expertise. Additionally, AI helps refine language and improve clarity in our written work, always supported by our team’s expertise and values. This guide was created with the assistance of AI tools, as described in the GMCTL AI Disclosure Statement.
