Scenario Development as a Teaching Strategy in Two Different Design Fields

By Cindy Beacham and Neal Shambaugh.

Published by The Design Collection

Format Price
Article: Print $US10.00
Article: Electronic $US5.00

Scenarios provide a teaching strategy to promote reflection on design tasks. Carroll (2000) defines a scenario as a written description of a setting, an intervention designed to improve upon an existing situation, and the results of that design. Scenario descriptions envision a continued cycle of design and reflection, and reduce the time between the two, what Carroll calls the task-artifact cycle. Two cases of scenario use are described in an interior design course and an instructional design course. Summarized are the similarities, differences, and recommendations scenarios as a teaching strategy.

Keywords: Scenarios, Design Thinking, Instructional Design, Interior Design, Task-artifact Cycle, Reflection

Design Principles and Practices: An International Journal, Volume 2, Issue 3, pp.21-28. Article: Print (Spiral Bound). Article: Electronic (PDF File; 577.815KB).

Dr. Cindy Beacham

Assistant Professor, Program Chair, Interior Design, Division of Design & Merchandising, West Virginia University, Morgantown, WV, USA

I worked as a corporate designer, construction manager, and project manager prior to my work in academia. I have been teaching at the college level for over 15 years, and my teaching areas include contract design, codes and construction, and design theory and concepts. My research interests include design pedagogy, developmentally appropriate design for children, and sustainable design. I am also a co-author of a textbook on interior design professional practices.

Dr. Neal Shambaugh

Associate Professor, Program Coordinator, Instructional Design and Technology, Department of Technology, Learning, & Culture, West Virginia University, Morgantown, WV, USA

I have been a radio announcer, training program consultant, and video producer. I have taught in higher education for 14 years. My teaching areas include educational psychology, instructional technology, and teacher education. My research interests include novice problem solving, instructional design, and visual literacy. I am the co-author of two books on instructional design.


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