![[external link]](/global/images/nav/external_micro.gif){kind=small}
Situational Learning
Situational learning, as it related to instructional design and online learning, is prominent within current thinking. It is the umbrella term for simulations, scenario-based learning, and case studies. An audio-narrated presentation which explains more about situational learning is available at: New Instructional Design: The Learning Theories (this resource best viewed with Internet Explorer).
Further resources include:
Online (web-based) roleplay simulations should not to be confused with computer based simulations such as a rule-based flight simulator. Web-based role-play simulations are concerned with engaging learners in a process of interpreting each individual's thinking and decision-making within a social context, and then respond effectively…they have no limitations on the participants' responses or initiatives. Fannon, K. (2002). Needle Stick: A Role-play Simulation, Transformative Learning in complex dynamic social systems, Australian Flexible Learning Framework. p 10. 
An excellent example of an online roleplay simulation is the Mekong e-Sim which forms part of the coursework of Civil and Environmental Engineering at the University of Adelaide. Others universities that have collaborated in this role-play simulation include the University of Technology, Sydney, the University of Sydney and the Sepang Institute of Technology. The e-Sim has been fine-tuned and enhanced over the five years since its inception. Participants adopt the roles of stakeholders and respond to proposed development issues in the Mekong River basin. Through research and interaction with other persona, participants build a case as to whether the proposed development should proceed or not, which they present and defend during an online public inquiry. Throughout the e-Sim, communication is via the interactive features of the online learning environment (including email, group and class discussion board forums). The characteristics of the Mekong e-Sim role-play/simulation include interaction of multiple learners and stakeholders with different points of view, as well as interaction about an issue that does not have a correct outcome and contains sufficient conflict to spark debate.
For further details about the features of the multi-award winning Mekong e-Sim, as well as the findings of indepth evaluations undertaken using a Community of Inquiry framework, see A Community of Inquiry Evaluation of the Mekong e-Sim: an online collaborative simulation .
Scenario based learning is a methodology which aims to promote deep learning and awareness by involving participants in realistic critical incidents where they are forced to consider a wide range of factors, make decisions and reflect on the outcomes and what they have learnt from this. As such, it is a very valuable learning tool for acquiring appropriate behaviours.
There is a web-based application Scenariation available which is open source and free to allow "branching" so that learners can take different paths depending on the decisions they make. This enables learners to explore the consequences of their choices and reflect on what they have learnt - a pedagogical approach encompassing experiential learning, situational learning and other constructivist models of teaching and learning.
The advantage of this approach is that it is very engaging and lifelike. It forces participants to draw on their knowledge and skills and apply them in a "real" situation, dealing with all contingency factors that normally arise in such events. It is highly interactive and can be used for face-to face, blended and totally online delivery situations.
Scenario-based learning example
An example of scenario-based learning at the University of Adelaide is Disaster Down Under: Through the Fire, developed by Clinical Nursing's Burns Unit in conjunction with the Centre for Learning and Professional Development's Online Learning team. It is an online roleplay simulation whereby learners adopt various personas and respond to a disaster. They are provided with a series of scenarios in video, audio and text formats, and then choose from several options on how to proceed via the 'Scenariation' branching software. Where they choose an option that is not the best solution, the participant is given constructive feedback on why there may be a better option which allows them to reflect on this and then make another attempt until the best option is chosen and learning occurs. The subject matter experts (SMEs), staff who created the content for the Through the Fire roleplay simulation are clinical practitioners who have had direct experience working with disasters, including the 2003 Bali Bombing. This is a critical component of successful scenario-based learning as it allows for the integration of real-life experiences which cannot always be obtained from textbooks. Interactive media assists in making the online roleplay simulations realistic and collaboration with other learners via discussion boards and groups as well as virtual classrooms allows for construction of meaning and an understanding of multiple perspectives of emergency management. A VET Quality Forum presentation provides more information about the development of Through the Fire.
