Pedagogical designs for e-learning
Goal-based (scenario-based) learning
A goal-based scenario (GBS) is a simulation in which learners assume a major role in the pursuit of a mission or task associated with that role in the scenario (Schank, 1997; 1990). In order to achieve this goal the learner needs to acquire particular skills and knowledge. This is where the learning is taking place.
Goals in this context refer to the successful completion of the task, not the achievement of grades. A GBS serves to motivate learners and give them the opportunity to "learn by doing". As long as a goal is of inherent interest to learners, and the skills needed to accomplish those goals are the targeted learning outcomes, we have a match and a workable GBS (Schank & Cleary, 1995).
The important idea here is that a GBS is organized around "performance" skills and the result is a student who can perform the specified tasks (see Clinical decision-making in nursing practice).
Clinical decision making in nursing practice
A goal-based scenario
Goal: The "goal" for the learner in this simulation is to deal
with a crisis and develop an action plan for managing the patient's situation.
Learners response
Phase I: Case encounter
Learners encounter the case at handover where they are explained its
history and pathology.
Phase II: : Understanding problem
| Precipitating event | Identifying its causes | Managing the crisis |
|---|---|---|
| Encounters the precipitating event. | Seeks to locate the causes of the precipitating event. | Attempts to deal with the crisis and contain it. |
Phase III: Seeking solutions
| Making decisions | Listening to stories | Case-based reasoning |
|---|---|---|
| Required to make decisions about patient care. | Listen to experts and ask questions about their experiences. | Attempt to reason based on the experts' stories. |
Phase IV: At the case conference
| Raising issues | Listening to stories | Developing care plan |
|---|---|---|
| Explore new and related issues to the problem by reviewing sources of information. | Ask experts additional questions about their experiences. | Develop their final care plan based on experts' stories. |
Phase V: Developing a care plan
Learners submit their care plan to the supervisor and receive feedback
on their decision-making.
The intent of goal-based scenarios, such as the one above, are to present students with a contrived but an authentic scenario, which offers them an opportunity to learn by making mistakes in a safe environment (see Naidu, Oliver, & Koronios, 1999). Mistakes offer real opportunities for learning when these are accompanied by timely and potent feedback.
How goal-based scenarios can work
As learners enter this learning environment they have explained the learning context and their "goal" within it, which is not the same as a learning outcome but a means to achieving one or more learning outcomes:
Phase I - Case encounter
Learners begin with the handover, a routine event in nursing practice,
where nurses coming on for duty are brought up-to-date by their outgoing
colleagues on the condition of patients who are in their care. After
handover nurses move on to attend to routine nursing care activities
and meeting their patients' needs by administering medications and
ensuring their comfort.
Following the administration of antibiotics to one of the patients, students encounter the "precipitating event". In this instance, this emergency causes a chain of reactions, which requires nurses to make complex decisions under the pressure of time.
Phase II - Understanding the problem
The nurse must do everything that is necessary to manage the crisis before
recommending a care plan. In order to do this, it is necessary to first
understand the crisis, including its causes.
In order to arrive at a correct diagnosis, the nurse can access a whole range of information including documentation on hospital procedures/protocols, stories by expert practitioners (experienced nurses), which also comprise advice on appropriate procedures to follow or not to follow under such circumstances.
Phase III - Seeking solutions
Following this diagnosis, nurses must take appropriate action to manage
the crisis. A number of resources are available to users in the resource
package at this point for them to be able to make informed decisions
about what are the appropriate actions to take in situations like this.
These comprise electronic resources on anaphylaxis including intervention
strategies and case studies of anaphylaxis.
However, the most important resource that users have access to in this learning environment is the stories of experienced nurse practitioners. Users are able to make informed decisions after having listened to the experiences of expert practitioners. This kind of knowledge comes only with experience over many years, and is not normally available in textbooks. Most e-learning environments fail to bring good stories to the learning context.
Phase IV-V Case conference
Once a draft care plan has been developed, users proceed to a case conference.
This is a place where users have the opportunity to reflect upon their
own care plans and that of others. There is the opportunity here to
engage in questioning, critiquing, negotiation of meanings, and commenting
on alternative approaches of care that are deemed appropriate to the
case.