Embedding graduate attributes through scenario-based learning

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.