Abstract

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.