Scenario-based learning asks learners to exercise judgement while applying knowledge. This approach gives a certain freedom to students to engage in realistic decision-making relevant to their study, in a low-stakes environment. In this presentation, we will walk through how decision-based branching scenarios, developed using tools like H5P, enhance critical thinking and reinforce procedural knowledge in a veterinary medicine class.
Through a collaborative design process involving instructional designers and faculty, we developed branching scenarios that shift from traditional knowledge recall to decision-based questioning. These scenarios allow students to practice applying the knowledge and skills developed in classes and labs, offering immediate feedback and emphasizing the consequences of their decisions. Narrative elements, realistic feedback mechanisms, and the integration of characters further immerse learners in simulations that mirror professional practice.
Often, digital simulations may be cast as individual learning experiences. While our scenarios are available for students’ independent review, the transformative teaching practice developed involves group participation, reflection and debriefing discussions, and student feedback. Following the pilot, refined features such as a ‘how-to tutorial’ and animations illustrate the iterative design process and the value of collaboration between IDs, a subject matter expert, and user testing.
By sharing lessons learned and our “top tips” for adopting branching scenarios into teaching practice, we will invite educators and designers from various disciplines to consider adopting such scenarios in their own teaching contexts. This instructional method not only promotes critical thinking and provides a means of authentic formative assessment, but also supports self-directed and collaborative learning.
This session will be co-presented by:
- Jen Loewen, DVM, DACVECC, Western College of Veterinary Medicine (WCVM)
- JR Dingwall, Instructional Designer, MacEwan University
- Julie Maier, Instructional Designer, University of Saskatchewan
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