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|
Assistant Professor, Program Chair, Interior Design, Division of Design & Merchandising, West Virginia University, Morgantown, WV, USA
Associate Professor, Program Coordinator, Instructional Design and Technology, Department of Technology, Learning, & Culture, West Virginia University, Morgantown, WV, USA
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