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How to
save the world
             with
      elearning
      scenarios
This is an adapted version of talks I gave at
Australian Flexible Learning Framework
events in 2009.

 The original slides had little text. I’ve
 summarized my spiel and tacked it onto
 the slides in a box like this one.
You and I work for an elearning design
firm. Our client is a government
agency that wants us to overhaul a
safety course for teen workers. The
current course isn’t changing learners’
behavior.




        Our client
Typical learner
They work in restaurants.
Our goal

If our course reduces injuries...
...we’ll get to overhaul all 22 of their safety courses!
With the money we make, we’ll...
...buy everyone a laptop and become
a 100% telecommuting organization!
Let’s look at the course we’re
supposed to overhaul.

Try to ignore the visual design. Look
instead at the instructional design--
how the course tries to change
learners’ knowledge and behavior.
Organization
 We’ll probably keep this organization, so
 learners can be assigned the material that’s
 relevant to their job.
Organization
           Content




 What can we say about the content?
 Will it reduce injuries?
Organization
           Content




 The content is just a list of rules.
 It’s tempting to skim them and
 forget them.
Organization
           Content


 What can we say about the
 assessments?

        Assessment
Organization
           Content

 They ask learners to regurgitate
 facts, including facts that probably
 aren’t going to have a big impact.

        Assessment
The original designers took a
traditional approach.
What’s our real goal?
Reduce serving-related
 injuries 8% by 2012
Real-world actions that
learners need to take


           Move the glass                      Put heavier items in
                                               the center of the tray

                             Reduce serving
     Have people in booths      injuries
     pass plates                              Carry trays with elbows
                                              close to body

                 Don’t count cash
                 in front of customers
Realistic online activity that
Fiona serves booths. Her back hurts.  helps learners practice those
Watch her serve and then give advice. actions


                Move the glass                      Put heavier items in
                                                    the center of the tray

                                  Reduce serving
          Have people in booths      injuries
          pass plates                              Carry trays with elbows
                                                   close to body

                      Don’t count cash
                      in front of customers
Fiona serves booths. Her back hurts.           Sid has a big order. Help him fill the
Watch her serve and then give advice.          tray and decide how to carry it.


                  Move the glass                      Put heavier items in
                                                      the center of the tray

                                    Reduce serving
            Have people in booths      injuries
            pass plates                              Carry trays with elbows
                                                     close to body

                         Don’t count cash
                         in front of customers
Fiona serves booths. Her back hurts.    Sid has a big order. Help him fill the
Watch her serve and then give advice.   tray and decide how to carry it.




          What do these activities have in common?
Fiona serves booths. Her back hurts.    Sid has a big order. Help him fill the
Watch her serve and then give advice.   tray and decide how to carry it.




                   A character faces a challenge
Our job is to help people learn.
solve problems
Our job is to help people learn.
solve problems
Our job is to help people learn.
What real-world problems
do your learners need to solve?
Great summary of research
showing why scenarios work

        www.work-learning.com
        Using Linguistically, Culturally,
        and Situationally Appropriate
        Scenarios to Support Real-
        World Remembering
        by Will Thalheimer
Realistic decision-making scenarios
   help us practice retrieving information
Realistic decision-making scenarios
   help us practice retrieving information

   “Well-designed decision-making scenarios
   are particularly potent in creating
   long-term remembering.”
                                  -Will Thalheimer
Alpha is competing
                with us for the
                safety courses!
                We’re DOOMED!




Our colleague
Alpha Elearning, our biggest
competitor, has deep pockets.
They also have Mortimer King, the
best Flash developer in the industry.
Our client has asked Alpha to
overhaul their agricultural
safety course. If Alpha’s course
reduces injuries, ...
...Alpha gets to rework all the
safety courses!
Alpha has Mortimer King.
We just have this cheap digital
camera and access to the teens
who work at Buddy Bill’s Burger
Barn.
Our instructional design will have
to be strong to compete against
the bling that Mortimer will bring
to Alpha’s course.
Fiona serves booths. Her back hurts.    Sid has a big order. Help him fill the
Watch her serve and then give advice.   tray and decide how to carry it.


           How we plan to approach the activities

                   A character faces a challenge
How the original course designers did it

   Where should you put the
   heaviest object on a tray?
       A.In the center
       B.Close to your body
       C.Far from your body
Where should you put the
heaviest object on a tray?
    A.In the center
  x B.Close to your body
    C.Far from your body
Incorrect. The tray could spill
its contents on you. Try again.
Prototype!




Sid
What’s the difference?
Show   Don’t tell
When you give
someone advice, do
they immediately
obey?
Make learners justify
                                               their choices. This
                                               challenges their
                                               assumptions & makes
                                               them think deeply
                                               about the material.




A. You can support it      A. It looks best to have   A. It counterbalances the
   with your chest.           the tallest thing in       weight of the turkey.
B. It makes your triceps      the middle.             B. It keeps the hot liquid
   help your biceps.       B. It centers the weight      away from you.
                              on your hand.
Contextual feedback
here will help
learners see where
they went wrong.
solve problems
Our job is to help people learn.
“Welcome to your
                         new job! I’ve
                         been driving a
                         tractor since I
                         was 15. I guess
                         that’s why the
                         boss wants me to
                         tell you how to
                         be safe on your
Our spy at Alpha has     tractor. First,
sent us this prototype   you need to...”
of Tim, an animated
talking avatar.
“Welcome to your
                        new job! I’ve
                        been driving a
                        tractor since I
                        was 15. I guess
                        that’s why the
                        boss wants me to
                        tell you how to
                        be safe on your
                        tractor. First,
                        you need to...”
Tim’s pretty slick!
Should we be worried?
“Welcome to your
                                     new job! I’ve
                                     been driving a
Original version                     tractor since I
                                     was 15. I guess
                                     that’s why the
                                     boss wants me to
                                     tell   you how
                                     to be safe on
                                     your tractor.
                   Alpha’s version   First, you need
                                     to...”
“Welcome to your
                                             new job! I’ve
                                             been driving a
Original version                             tractor since I
                                             was 15. I guess
                                             that’s why the
                                             boss wants me to
We’re not worried,
because Tim just tells                       tell   you how
learners the rules. So                       to be safe on
                                             your tractor.
far, Alpha hasn’t really
changed the design of      Alpha’s version   First, you need
                                             to...”
the original course...
“Welcome to your
                                              new job! I’ve
                                              been driving a
Original version                              tractor since I
                                              was 15. I guess
                                              that’s why the
                                              boss wants me to
...and since the original                     tell   you how
course didn’t work                            to be safe on
well, the mere addition                       your tractor.
of Tim won’t make it        Alpha’s version   First, you need
much better.                                  to...”
It’s the design, not the technology.
Get this book to learn what types of
media help and what types don’t help.


Elearning and the Science of Instruction
   by Ruth Clark and Richard Mayer
“Traditional” elearning: info followed by activity.
Blah blah blah   Quiz!
Blah blah blah   Quiz!


Blah blah blah   Quiz!


Blah blah blah   Quiz!


Blah blah blah   Quiz!
Try this instead! Immerse learners in a stream
of activities that contain the necessary info.
Michael Allen’s Guide to Elearning

          Get this book!
Privacy course: before


      1.
Never put a TDA
form in the recycling
bin. TDA forms
should be shredded.
2.


      1.
Never put a TDA
form in the recycling
bin. TDA forms
should be shredded.
2.


      1.
Never put a TDA
form in the recycling
bin. TDA forms
should be shredded.




              The activity tests short-term memory
              more than real understanding.
1.




Instead, plunge learners
straight into the activity.
1.




Learners evaluate the form
themselves. Does it ask for
private info?
                                           Ask a human
                    See a TDA form


                 See a summary of
                 the privacy policy
Mockup of our tray activity
We don’t list rules. Instead,
Sid briefly describes his
problem and asks for help
with the first step.
Feedback provides the
necessary info, since our
information is basic.
There’s a huge crowd at
the table, and they look like
big tippers--motivation!
More from our spy at
Alpha! It’s an activity that
was in the original course
but that Mortimer is going
to make really slick.
How it works:
1. Click a tile. The tile
reveals an image (e.g.,
airplane).
2. Click the image that
matches.
3. You see a quiz question. If
your answer is correct, the
tile flips again to reveal part
of a larger picture.
Mortimer will make this
look really impressive.
Will it change learners’
behavior? Should we be
worried?
We’re not worried,
because this is just a
slightly more engaging
quiz about facts. Like
most game-show
quizzes, it doesn’t test
whether learners can
apply the information.
solve problems
Our job is to help people learn.
solve problems
Our job is to help people learn.
        in the real world
Reduce injuries 8%
    by 2012
                     We’re done! Alpha and our
                     firm have submitted our
                     courses, and they’ve been
                     used in the field for one
                     quarter. Which course
                     reduced injuries the most?
Reduce injuries 8%   When the old courses
    by 2012          were being used, the
                     restaurant and agriculture
                     sectors each had about
                     180 injuries per quarter.
Alpha’s course reduced injuries a bit. Tim
                     and the extra bling provided by Mortimer
                     probably improved completion rates.
Reduce injuries 8%
    by 2012
We win! Our scenarios actually changed
                     learners’ behavior. Our instructional
                     design was stronger than Alpha’s slick
Reduce injuries 8%   production.
    by 2012
We get to overhaul all the safety courses
and...
...become telecommuters!
Mortimer liked our ideas, so
he’s leaving Alpha to join our
firm.
solve problems
Our job is to help people learn.
        in the real world
Our job is to design information.
an experience
Our job is to design information.
Want more?
                    MakingChangeBlog.com
                      More ideas like the ones
                      in this slideshow




                             ElearningBlueprint.com
                              Interactive job aid that
                              helps anyone create
                              lively elearning



   © 2009 by Cathy Moore | cathy@cathy-moore.com

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How to save the world with elearning scenarios

  • 1. How to save the world with elearning scenarios
  • 2. This is an adapted version of talks I gave at Australian Flexible Learning Framework events in 2009. The original slides had little text. I’ve summarized my spiel and tacked it onto the slides in a box like this one.
  • 3. You and I work for an elearning design firm. Our client is a government agency that wants us to overhaul a safety course for teen workers. The current course isn’t changing learners’ behavior. Our client
  • 5. They work in restaurants.
  • 6. Our goal If our course reduces injuries...
  • 7. ...we’ll get to overhaul all 22 of their safety courses! With the money we make, we’ll...
  • 8. ...buy everyone a laptop and become a 100% telecommuting organization!
  • 9. Let’s look at the course we’re supposed to overhaul. Try to ignore the visual design. Look instead at the instructional design-- how the course tries to change learners’ knowledge and behavior.
  • 10.
  • 11.
  • 12.
  • 13.
  • 14.
  • 15. Organization We’ll probably keep this organization, so learners can be assigned the material that’s relevant to their job.
  • 16. Organization Content What can we say about the content? Will it reduce injuries?
  • 17. Organization Content The content is just a list of rules. It’s tempting to skim them and forget them.
  • 18. Organization Content What can we say about the assessments? Assessment
  • 19. Organization Content They ask learners to regurgitate facts, including facts that probably aren’t going to have a big impact. Assessment
  • 20. The original designers took a traditional approach.
  • 21.
  • 22.
  • 25. Real-world actions that learners need to take Move the glass Put heavier items in the center of the tray Reduce serving Have people in booths injuries pass plates Carry trays with elbows close to body Don’t count cash in front of customers
  • 26. Realistic online activity that Fiona serves booths. Her back hurts. helps learners practice those Watch her serve and then give advice. actions Move the glass Put heavier items in the center of the tray Reduce serving Have people in booths injuries pass plates Carry trays with elbows close to body Don’t count cash in front of customers
  • 27. Fiona serves booths. Her back hurts. Sid has a big order. Help him fill the Watch her serve and then give advice. tray and decide how to carry it. Move the glass Put heavier items in the center of the tray Reduce serving Have people in booths injuries pass plates Carry trays with elbows close to body Don’t count cash in front of customers
  • 28. Fiona serves booths. Her back hurts. Sid has a big order. Help him fill the Watch her serve and then give advice. tray and decide how to carry it. What do these activities have in common?
  • 29. Fiona serves booths. Her back hurts. Sid has a big order. Help him fill the Watch her serve and then give advice. tray and decide how to carry it. A character faces a challenge
  • 30. Our job is to help people learn.
  • 31. solve problems Our job is to help people learn.
  • 32. solve problems Our job is to help people learn. What real-world problems do your learners need to solve?
  • 33. Great summary of research showing why scenarios work www.work-learning.com Using Linguistically, Culturally, and Situationally Appropriate Scenarios to Support Real- World Remembering by Will Thalheimer
  • 34. Realistic decision-making scenarios help us practice retrieving information
  • 35. Realistic decision-making scenarios help us practice retrieving information “Well-designed decision-making scenarios are particularly potent in creating long-term remembering.” -Will Thalheimer
  • 36. Alpha is competing with us for the safety courses! We’re DOOMED! Our colleague
  • 37. Alpha Elearning, our biggest competitor, has deep pockets.
  • 38. They also have Mortimer King, the best Flash developer in the industry.
  • 39. Our client has asked Alpha to overhaul their agricultural safety course. If Alpha’s course reduces injuries, ...
  • 40. ...Alpha gets to rework all the safety courses!
  • 42. We just have this cheap digital camera and access to the teens who work at Buddy Bill’s Burger Barn.
  • 43. Our instructional design will have to be strong to compete against the bling that Mortimer will bring to Alpha’s course.
  • 44. Fiona serves booths. Her back hurts. Sid has a big order. Help him fill the Watch her serve and then give advice. tray and decide how to carry it. How we plan to approach the activities A character faces a challenge
  • 45. How the original course designers did it Where should you put the heaviest object on a tray? A.In the center B.Close to your body C.Far from your body
  • 46. Where should you put the heaviest object on a tray? A.In the center x B.Close to your body C.Far from your body Incorrect. The tray could spill its contents on you. Try again.
  • 48.
  • 49.
  • 51. Show Don’t tell
  • 52. When you give someone advice, do they immediately obey?
  • 53.
  • 54. Make learners justify their choices. This challenges their assumptions & makes them think deeply about the material. A. You can support it A. It looks best to have A. It counterbalances the with your chest. the tallest thing in weight of the turkey. B. It makes your triceps the middle. B. It keeps the hot liquid help your biceps. B. It centers the weight away from you. on your hand.
  • 55. Contextual feedback here will help learners see where they went wrong.
  • 56. solve problems Our job is to help people learn.
  • 57. “Welcome to your new job! I’ve been driving a tractor since I was 15. I guess that’s why the boss wants me to tell you how to be safe on your Our spy at Alpha has tractor. First, sent us this prototype you need to...” of Tim, an animated talking avatar.
  • 58. “Welcome to your new job! I’ve been driving a tractor since I was 15. I guess that’s why the boss wants me to tell you how to be safe on your tractor. First, you need to...” Tim’s pretty slick! Should we be worried?
  • 59. “Welcome to your new job! I’ve been driving a Original version tractor since I was 15. I guess that’s why the boss wants me to tell you how to be safe on your tractor. Alpha’s version First, you need to...”
  • 60. “Welcome to your new job! I’ve been driving a Original version tractor since I was 15. I guess that’s why the boss wants me to We’re not worried, because Tim just tells tell you how learners the rules. So to be safe on your tractor. far, Alpha hasn’t really changed the design of Alpha’s version First, you need to...” the original course...
  • 61. “Welcome to your new job! I’ve been driving a Original version tractor since I was 15. I guess that’s why the boss wants me to ...and since the original tell you how course didn’t work to be safe on well, the mere addition your tractor. of Tim won’t make it Alpha’s version First, you need much better. to...”
  • 62.
  • 63. It’s the design, not the technology.
  • 64. Get this book to learn what types of media help and what types don’t help. Elearning and the Science of Instruction by Ruth Clark and Richard Mayer
  • 65. “Traditional” elearning: info followed by activity.
  • 66. Blah blah blah Quiz!
  • 67. Blah blah blah Quiz! Blah blah blah Quiz! Blah blah blah Quiz! Blah blah blah Quiz!
  • 68. Try this instead! Immerse learners in a stream of activities that contain the necessary info.
  • 69. Michael Allen’s Guide to Elearning Get this book!
  • 70. Privacy course: before 1. Never put a TDA form in the recycling bin. TDA forms should be shredded.
  • 71. 2. 1. Never put a TDA form in the recycling bin. TDA forms should be shredded.
  • 72. 2. 1. Never put a TDA form in the recycling bin. TDA forms should be shredded. The activity tests short-term memory more than real understanding.
  • 74. 1. Learners evaluate the form themselves. Does it ask for private info? Ask a human See a TDA form See a summary of the privacy policy
  • 75. Mockup of our tray activity
  • 76. We don’t list rules. Instead, Sid briefly describes his problem and asks for help with the first step.
  • 77. Feedback provides the necessary info, since our information is basic.
  • 78. There’s a huge crowd at the table, and they look like big tippers--motivation!
  • 79. More from our spy at Alpha! It’s an activity that was in the original course but that Mortimer is going to make really slick.
  • 80. How it works: 1. Click a tile. The tile reveals an image (e.g., airplane). 2. Click the image that matches. 3. You see a quiz question. If your answer is correct, the tile flips again to reveal part of a larger picture.
  • 81. Mortimer will make this look really impressive. Will it change learners’ behavior? Should we be worried?
  • 82. We’re not worried, because this is just a slightly more engaging quiz about facts. Like most game-show quizzes, it doesn’t test whether learners can apply the information.
  • 83. solve problems Our job is to help people learn.
  • 84. solve problems Our job is to help people learn. in the real world
  • 85. Reduce injuries 8% by 2012 We’re done! Alpha and our firm have submitted our courses, and they’ve been used in the field for one quarter. Which course reduced injuries the most?
  • 86. Reduce injuries 8% When the old courses by 2012 were being used, the restaurant and agriculture sectors each had about 180 injuries per quarter.
  • 87. Alpha’s course reduced injuries a bit. Tim and the extra bling provided by Mortimer probably improved completion rates. Reduce injuries 8% by 2012
  • 88. We win! Our scenarios actually changed learners’ behavior. Our instructional design was stronger than Alpha’s slick Reduce injuries 8% production. by 2012
  • 89. We get to overhaul all the safety courses and...
  • 91. Mortimer liked our ideas, so he’s leaving Alpha to join our firm.
  • 92. solve problems Our job is to help people learn. in the real world
  • 93. Our job is to design information.
  • 94. an experience Our job is to design information.
  • 95. Want more? MakingChangeBlog.com More ideas like the ones in this slideshow ElearningBlueprint.com Interactive job aid that helps anyone create lively elearning © 2009 by Cathy Moore | cathy@cathy-moore.com