%0 Journal Article
%T Embedding graduate attributes through scenario-based learning
%A Reesa SORIN
%A Edward ERRINGTON
%A Lynette IRELAND
%A Amanda NICKSON
%J Journal of the NUS Teaching Academy
%D 2012
%I NUS Teaching Academy
%X Traditionally, tertiary educators have followed models of teachingin which they were themselves taught, and which are still expectedby many students: ¡°in large part limited to teacher-directed,transmission-style pedagogies¡± (Sorin & Klein, 2002). In thismodel, students are passive recipients of knowledge given to themthrough direct instruction, and print resources such as textbooksare often implemented (Damoense, 2003).There are problems with this passive, rote-learning approach, inthat students often report a lack of connection between what islearned in university and what they come to encounter in ¡®reallife¡¯ situations (Sorin, 2002). This lack of connection leaves manystudents feeling they are unprepared for their future roles. Activelearning, however, including problem-based and inquiry learning,leads to ¡°increased motivation, better critical thinking, and theintegration of knowledge and problem-solving skills¡± (Norton,Taylor, Stewart, Blackburn, Jinks, Razdar, Holmes & Marastoni,2012, p. 1083). Scenario-based learning (SBL) is an importantcomponent of a number of active learning strategies (Norton etal., 2012).The following article documents the collaborative efforts of a teamof educators who have challenged traditional teaching methodsby implementing an approach known as SBL, a technique whichaffords learners a more active role in their learning. Norton et al.(2012) note that as active participants in the scenarios, learners¡°are required to make decisions, which can offer penaltiesor rewards and open up, or close off, various future options¡±(p. 1084). Specifically, the paper examines how the authors adaptedtheir teaching repertoire to include scenario-based situations,incorporate the university¡¯s graduate attributes and, in doing so,enhanced both teaching and learning in their subjects.
%U http://www.nus.edu.sg/teachingacademy/jnusta/v2n4/v2n4p192_SorinR.pdf