Getting on the Same Page Using Scenario-Based Learning: An Alignment of Education and Industry Goals for Technician Education.

摘要

This report indicates the central tension between the two cultures. Educators emphasize the need for structured developmental opportunities to learn or measure knowledge or a skill in instructional and assessment materials. By contrast, industry representatives emphasize the need for complex challenging opportunities to learn or measure knowledge and skill in instructional and assessment materials. The tensions around this dialogue were evident in this alignment task. Educators were most outspoken when they perceived the materials as failing to offer clear guidance or too much complexity. Industry representatives were most outspoken when materials appeared too easy and low-level. When these types of professionals work together, this basic difference in perspective may threaten mutual understanding. This study points to a promising direction for future collaboration between educators and industry. As was clear in a review of the ratings, both educators and industry experts tend to agree on the essential technical, social-technical, and social knowledge and skills required in the field. Using such industry-specific standards may serve as a potentially powerful tool for negotiating disagreements around instructional program design between these two communities. Further, this detailed, standards-specific procedure contrasts from popular efforts to simplify the alignment and validation processes around instructional materials by focusing mostly education-based experts on presumably easier to rate general skills such as critical thinking, problem solving, or brainstorming. This research indicates that domain-specific standards may present the shortest and easiest path for developing agreement around workforce instructional and assessment material