Designing, developing and implementing a software tool for scenario based learning

  • Geoff Norton The University of Queensland
  • Mathew Taylor The University of Queensland
  • Terry Stewart Massey University
  • Greg Blackburn The University of Queensland
  • Audrey Jinks The University of Queensland
  • Bahareh Razdar The University of Queensland
  • Paul Holmes The University of Queensland
  • Enrique Marastoni The University of Queensland


The pedagogical value of problem-based and inquiry-based learning activities has led to increased use of this approach in many courses. While scenarios or case studies were initially presented to learners as text-based material, the development of modern software technology provides the opportunity to deliver scenarios as e-learning modules, providing learners with a more accessible and engaging learning experience. Scenario Based Learning - interactive (SBLi) has been specifically developed to provide teachers and trainers with a generic tool that enables them to easily build interactive, multimedia scenarios without requiring programming skills. The software consists of a builder and player application, for constructing and playing scenarios from hard drives or from a CD/DVD, and a server-based player and manager, for deploying scenarios on the web, either for public use or for restricted and managed use in specific courses. This paper describes the history of SBLi, its design and operational features, how SBLi is being used to achieve innovative and effective learning experiences, and the practical issues that need to be addressed in supporting and sustaining e-learning software such as SBLi.


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Author Biography

Terry Stewart, Massey University
Institute of Natural Resources, College of Sciences, Massey University
How to Cite
Norton, G., Taylor, M., Stewart, T., Blackburn, G., Jinks, A., Razdar, B., Holmes, P., & Marastoni, E. (2012). Designing, developing and implementing a software tool for scenario based learning. Australasian Journal of Educational Technology, 28(7).