While Schank’s work in scenario-based learning is well-known, this article expands his approach to encompass a broader design theory he calls goal-based scenarios and a learning theory he terms case-based reasoning; both seem derived from problem-based learning. CBR is postulated as the way in which experts solve problems and is essentially learning from prior experience via analogy: a case is a memory, and experts have large libraries upon which they draw. CBR enables reasoning across contexts, and while it seems obvious that experts organize their libraries through indexing (labeling and filing), little practical design advice is offered. The general suggestion to design roles and goals to create motivational and sensible contexts is tied to Schank’s narrative approach. More generally applicable are the ideas that goals produce expectations, and that expectation failures demand explanations; the necessity of failure as a primer for learning (reminiscent of Wiggins’ misperceptions) suggests building learning experiences with high probability of non-optimal solutions. The most useful aspect of the article came in the editorial comment (not from Schank) that teaching is the transition from learning theory to design theory.
The 7 components of GBS include:
- Goal – process knowledge or content knowledge learning goal
- Mission – performance goal provided for initial motivation
- Story – narrative for immersion and context leading to motivation
- Role
- Operations – activities with decision points leading to consequences
- Resources – well-organized stories to compare with cases in memory
- Feedback – consequences, coaching, and domain expert stories
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