Being offered the chance to learn in a way that motivates and provides opportunity for real life practice, as with the GBS system, makes me wonder why I was not educated that way my entire life. The system calls on higher level thinking skills for tasks such as processing one's role, the cover story, and the mission, and making critical decisions in scenario operations. I recall very few GBS experiences in my education. However, I will refrain from wondering why not. There are probably valid reasons why GBS programs may be administered infrequently in traditional education.
After observing the various programs, such as the Sickle Cell Counselor and the Statistics Specialist, I believe that GBS is the most complex learning system for instructors and designers to develop. It involves multimedia applications such as video and audio. Furthermore, the media is interactive and multiple scenarios and outcomes need to be created for the learner to choose from. This is definitely a very intensive process. If it is to be executed successfully, a team may also be established to evaluate and test the program. One of the paper's authors Chung-Yuan Hsu has a background in game design, and I can see how that would be relevant and applicable to GBS development. The amount of resources, manpower, and time to invest in a GBS program should not be underestimated.
The learner is again the primary focus in this system. Schank states that motivation and interest play a big part in how well the student learns. The lesson shifts away from factual knowledge to more about learning how to do (Schank, 1999, p.166). It equips students with the skills to handle realistic situations that they may possibly encounter. Given these efforts to engage the learner, GBS goes beyond artificial motivators for learning such achieving grades and adhering to social situations and strives to make learning an intrinsic, personally meaningful experience.
I think GBS, if successfully created, is a flexible, multifaceted system that can be used across all disciplines. A realistic role within any subject matter can always be defined for the learner. As Schank explains, stories that build up the topic are much more memorable to learners than decontextualized information on the topic (Schank, 1999, p.177). In Chinese language class, a lesson begins with a list of vocabulary. It is then applied in dialogue practices, short paragraphs, and cultural supplements, which is much more effective than rote learning of only the vocabulary. Keeping with the goals of GBS, it's necessary to ensure that students are interested in the pre-written texts. Composing new passages is also an option.
Technology-wise, there are many capable tools to create video and audio for GBS programs but consideration should be extended to include interactivity. Computer games are ideal but require programming, writing, graphic design, art direction, and a combination of many other specialized skills to create them. Second life may be the most well-known computer game to date that is used for educational purposes.
References:
Schank, R.C., Berman, T.R., & Macpherson, K.A. (1999). Learning by doing. In C.M. Reigeluth (Ed.), Instructional design theories and models (2nd ed., pp. 162-182). Mahwah, NJ. Erlbaum.
Ginny,
ReplyDeleteGoal based scenarios are based on higher level thinking. These are the skills that are necessary for students to succeed in a professional environment. The video and audio intensive nature of goal based strategies could make it difficult for an instructor to choose this type of theory to incorporate within the classroom. However, the benefits of cross disciplinary connections and the possibility to engage students with computer game simulations with goals based scenarios might out way the extensive planning.
Charlotte, looks like we both feel that GBS programs requires a lot of planning and effort to create. I agree that the pros do outweigh the con, and the positive effect on students' learning experience warrant consideration to utilize the system, even if on a smaller scale. One instructor may be able to handle implementation of a simple GBS with a less intricate cover story and goal to focus on developing a few skills. Perhaps a group of teachers and instructional designers can combine efforts to create bigger projects with interactive games.
ReplyDeleteGinny,
ReplyDeleteI think that Goal-Based Scenarios can be used without technology. The students could act out scenarios and have the teacher or the whole class critique their actions based on what they were taught. No audio or video involved. I still think it would be time-consuming to plan such scenarios.
Recognizing the benefits of the GBL model, you bring up a good question of wondering "why [you were] not educated that way [your] entire life." I had to chuckle thinking about the technology that I grew up with... film strip projectors, Apple IIE computers with floppy discs, and reel film projectors... oh, how far we've come! ;)
ReplyDeleteI agree that this model is very labor/time intensive on the planning end. But, the student benefit of all the upfront planning seems worth it. The video, audio, simulation components and ability for students to try, fail, and be redirected are invaluable.
(Julie Jones)