📘 Scenario-Based Learning Activity Design

 

📘 Scenario-Based Learning Activity Design

Course: Perspektif Global / Kompetensi Profesional Guru SD di Era AI
Level: Pre-service Elementary School Teachers (PGSD)
Topic: Integration of Artificial Intelligence (AI) in Elementary Education
Learning Method: Scenario-Based Learning (SBL)

1. Learning Objectives

Upon completion of this activity, students will be able to:

• Analyze the role of AI tools in elementary classroom settings.

• Demonstrate decision-making skills in ethical and inclusive technology integration.

• Reflect on key teaching competencies required in the AI era, including adaptability, digital literacy, and communication with stakeholders (e.g., parents and administrators).

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2. Scenario Title

"The AI Assistant in Grade 5: Help or Hurdle?"

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3. Scenario Description

Students are placed in the role of a novice elementary teacher in a school that has adopted “SmartBuddy,” an AI-powered learning assistant. The tool adapts tasks to students’ learning levels and tracks their performance.

During classroom implementation, several challenges emerge:

• Engagement Gaps: Some students excel while others struggle with digital access and comprehension.

• Equity Concerns: Students with special needs or limited tech access fall behind.

• Parental Feedback: Some parents raise issues around screen time and data privacy.

• Teacher Dilemma: The principal requests evidence that SmartBuddy improves outcomes.

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4. Student Tasks

Learners must navigate a branching series of decisions:

Decision Point	Student Must Decide
DP1	How to introduce or adapt SmartBuddy in class.
DP2	How to support students with low digital literacy or special needs.
DP3	How to address parental concerns ethically and professionally.
DP4	How to evaluate learning outcomes when using SmartBuddy.

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5. Learning Activities

• Discussion: Small group analysis of scenario outcomes.

• Role-play: Simulate a parent-teacher meeting.

• Reflection Journal: Individual submission on key competencies and lessons learned.

• Class Debrief: Collective review on ethical and practical use of AI in elementary education.

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6. Assessment Criteria

Criterion	Description
Relevance	Solutions align with AI-integrated classroom realities.
Inclusivity	Consideration for all students, especially those with disadvantages.
Professionalism	Ethical handling of stakeholders (e.g., students, parents, school leaders).
Reflection	Depth of insight on teaching competencies and future preparedness.

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7. Framework Linkage

This activity aligns with:

• TPACK (Technological Pedagogical Content Knowledge) Framework.

• UNESCO Competency Framework for Teachers in the Digital Age.

• Merdeka Belajar Curriculum Goals, especially flexibility, inclusivity, and tech literacy.

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8. Delivery Options

Mode	Tool/Strategy
Online	H5P, Google Forms (branching logic), Moodle quiz.
Offline	Printed role-play scripts and discussion guides.
Hybrid	Scenario presented online, followed by in-person reflection.

🧪 Scenario-Based Learning Activity Design

 

🧪 Scenario-Based Learning Activity Design

🎓 Course: Professional Competence of Elementary School Teachers in the AI Era

🧑‍🏫 Target: Pre-service Elementary School Teachers (PGSD students)

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✅ Learning Objective

By the end of the scenario, students will be able to:

• Identify core teaching competencies needed in the AI era.

• Make decisions about integrating AI tools in a classroom setting.

• Apply ethical and inclusive strategies when using AI-based educational technologies.

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📘 Scenario Title

"The AI Assistant in Grade 5: Help or Hurdle?"

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🖼️ Scenario Summary

You are a new elementary school teacher assigned to a Grade 5 classroom. Your school just introduced an AI-powered learning assistant called "SmartBuddy", which provides personalized reading and math exercises for students.

In your first week, you observe:

• Some students are highly engaged and progressing rapidly.

• Others are struggling to use the tool, especially students with limited digital literacy or those with special needs.

• A few parents express concerns about data privacy and over-reliance on technology.

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💡 Task for Learners

As the teacher, you must make a series of decisions:

1. Decision Point 1: Do you fully adopt SmartBuddy, partially integrate it, or use traditional methods instead?

2. Decision Point 2: How do you support students who are left behind due to AI tool usage?

3. Decision Point 3: How do you respond to parents' concerns?

4. Decision Point 4: How can you evaluate if the AI tool is improving learning outcomes?

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📋 Assessment Criteria

Students will be evaluated on:

• Relevance of their choices to current teacher competencies in the AI era.

• Awareness of ethical, social, and inclusive teaching considerations.

• Justification and reflection on their decisions.

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🗨️ Reflection Questions

After completing the scenario, students discuss:

• What competencies did you use to make decisions in this scenario?

• How can AI improve or challenge equity in the classroom?

• What would you do differently in the future?

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🔧 Implementation Options

• Online: Use branching scenarios in H5P or Google Forms.

• Offline: Role-play or printed decision tree discussion.

• Hybrid: Start online, follow up with small group reflection.

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📎 Optional Extension

Link this to national frameworks like Merdeka Belajar or TPACK, or the UNESCO Framework for AI in Education to connect local and global competencies.

Scenario-Based Learning (SBL)

 Scenario-Based Learning (SBL) is an instructional strategy that uses realistic and context-rich narratives to actively engage learners in problem-solving and decision-making. It’s commonly used in fields like medicine, law, business, and teacher education, but is adaptable to nearly any subject. Here’s a detailed breakdown:

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🔍 What is Scenario-Based Learning?

Scenario-Based Learning is a form of experiential learning where learners are placed in a simulated real-world situation (a scenario) and asked to navigate challenges or make decisions based on the given context.

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🎯 Key Features

• Realistic context: Scenarios reflect authentic situations that learners may encounter in their professional or daily lives.

• Problem-solving: Learners must analyze the situation, evaluate options, and make informed decisions.

• Feedback-rich: Scenarios provide immediate or delayed feedback based on learner choices.

• Active learning: Encourages critical thinking, collaboration, and engagement.

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🧠 Why Use Scenario-Based Learning?

• Promotes deeper understanding and knowledge retention.

• Develops transferable skills (e.g., communication, ethical reasoning, collaboration).

• Enhances learner motivation by linking learning to real-life relevance.

• Encourages self-reflection and learning from mistakes in a safe environment.

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🏫 Example in Teacher Education (PGSD/Elementary Ed.)

Scenario: A future teacher is assigned to a Grade 4 classroom where some students are consistently distracted during tech-based lessons.
Task: As the teacher, how would you address this challenge to ensure effective learning for all students?

Learner must:

• Identify possible causes.

• Consider strategies (classroom management, lesson design, student engagement).

• Justify chosen strategy.

• Reflect on ethical and inclusive practices.

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🧰 Steps to Create an Effective Scenario-Based Learning Activity

1. Define learning objectives
   (e.g., managing classroom behavior, integrating technology).

2. Create a realistic scenario
   (use characters, setting, conflict).

3. Embed decision points
   (include dilemmas with consequences).

4. Provide consequences and feedback
   (e.g., "You chose to ignore the behavior. Engagement dropped further.").

5. Encourage reflection
   (via discussion, journaling, or debriefs).

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🖥️ Tools You Can Use

• LMS branching tools (Moodle, Canvas)

• Interactive platforms (Twine, Articulate Storyline, H5P)

• Simple paper-based role-play or discussion

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📚 References (For Academic Work)

• Herrington, J., & Oliver, R. (2000). An instructional design framework for authentic learning environments. Educational Technology Research and Development.

• Clark, R. C. (2009). Scenario-Based e-Learning: Evidence-Based Guidelines for Online Workforce Learning. Pfeiffer.

9 juni 25 senen

 

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