A definition of the goal-based scenario model
To inspire and engage learners, the Goal-Based Scenario Model combines case-based instruction with real world app. Instead of emphasizing theoretical information, this approach emphasizes skills. The model was first introduced by Roger Schank in the 90s, and it immerses students in realistic scenarios that require them to develop critical thinking and problem-solving skills. The goal of this instructional design approach is to help learners understand the subject more deeply by allowing them to apply what they have learned in their daily lives. Let’s find out more about the objective-based scenario model and analyze its most important aspects.
Key Elements of the Goal-Based Scenario Model
Each scenario must be designed according to the specific objectives of the learners. The main question should be what learners are trying to accomplish through the process and create relevant scenarios. The objectives must also be clearly defined and in line with the general objective of the courses.
The design of the scenarios should be realistic and simulate an everyday life situation. Indeed, learners must be confronted with events that they could encounter in their future career or life.
Students should engage in problem-solving activities as they explore the scenarios to quickly achieve their learning goals. This may require them to make decisions, analyze data, or find solutions to complex problems.
At any point in the process, students should receive feedback. They need to know where they need improvement and whether they have understood the subject in order to achieve a successful learning outcome.
Benefits of Goal-Based Scenario Learning
The model provides immediate feedback to students, as they can immediately see the impact of their decisions and actions. As they work on real-world problems, they also receive feedback from their peers and instructors, making improvements and working more efficiently to achieve their goals.
Development of practical skills
Students must use their creativity and imagination to effectively solve the proposed scenarios. They can develop their problem-solving skills, identifying the root of problems. Moreover, they have to think of several options, improving their critical thinking skills. This way, they can assess whether their solutions are working and make any necessary adjustments.
According to the model, students should actively interact with the subject of learning and use what they learn in the classroom to solve problems in the real world. They become more motivated and involved in the learning process when working on realistic situations. As a result, they understand the subject better and can transfer their knowledge to other scenarios.
The goal-based scenario model is highly collaborative as students work as a team to solve problems and achieve a goal. They must therefore learn to work effectively with others and actively listen to contribute as much as possible. However, it is also essential for them to know how to manage and resolve conflicts.
Primary and secondary school
In primary school, the goal-based scenario model can be used by teachers to assign goals to students, helping them improve their understanding of core subjects like math and science. For example, a scenario might involve students working together to create a geometric shape using craft materials and thus applying their knowledge of geometry and creative thinking. In high school, the model can prepare students for their future studies by simulating college environments. For example, educators can create groups of students with the same interest in an area of research and ask them to complete a complementary project.
Higher education professors can help students prepare for future careers by using the model. For example, they can simulate an authentic work environment, such as a marketing agency, and have students create a marketing plan for an imaginary business. This way, they can apply their knowledge in various fields, such as economics, business, and psychology.
The Goal-Based Scenario Model can be used to train employees in new skills. To do this, the company must set organizational goals so that employees know what their training will focus on and what they are expected to accomplish. Next, companies need to motivate their team members and emphasize real-life examples to help them connect to the training material.
3 Goal-Based Scenario Model Challenges
Developing high-quality scenarios can be time-consuming and resource-intensive. However, educators can reuse existing content to develop engaging and effective scenarios that apply to the educational setting and desired learning outcomes. Another option is to hire an eLearning content provider that specializes in creating objective-based scenarios.
2. Evaluation difficulties
Assessing students in this model can be difficult because problem-solving skills and practical abilities are more difficult to quantify. To find their way, educators can use a variety of assessment methods, such as self-reflection, peer feedback, and even written exams.
3. Limits of technology
Some scenarios may require advanced technology or equipment, which may not be available or affordable to many educational institutions. For example, scenarios presented via virtual reality are the most immersive but may be inaccessible to some learners. It is therefore preferable to create content that can be adapted to different technologies and equipment.
The objective-based scenario model is very effective in many educational contexts. All of the valuable skills that students and learners develop through this model, such as deep and active learning and critical thinking, are also beneficial in their daily lives. Educators need to consider the benefits, but also be aware of the challenges and know how to overcome them in order to create meaningful learning experiences. If you want to know more, follow our Instructional Design Models and Theories list to find the perfect theory or model for your goals and target audience.
Schank, RC, Fano, A., Bell, B. and Jona, M. (1993-1994). “Objective-Based Scenario Design.” Journal of Learning Sciences3(4), 305–345.