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Building Effective Scenarios
- 2. updates • Curriculum Development Resources on www.HITeducation.org • Activity templates • Upcoming deadlines – – HeW Infusion Primary Health Program Overview Dissemination Template – HeW Infusion HIT Modules Dissemination Template
- 3. questions?
- 4. Clark and Mayer (2008) you can teach by… 1. show & tell (receptive) 2. show & do (directive) 3. guided discovery SCENARIOS!
- 5. what is a scenario?
- 6. why use scenarios? • improves job skills significantly more than traditional face-to-face training (Clark &Mayer 2008) • apply knowledge in realistic situations • encourages analytical thinking (not just retrieving information) • creates long-term memory (Cathy Moore) • engages & motivates learners
- 7. “3C” Model – Tom Kuhlman challenge what situations require the learner to know this information? choice what choices could they be expected to make in that circumstance? consequence what are the consequences of those choices?
- 8. “3C” Model Scenario Bob wants to work on the salary data at home. He has a long commute on a train. How should he carry the data with him? A. On his laptop B. On a USB drive chained to his wrist C. On a CD titled “The Chipmunks Sing Disco Duck” Consequence for A: Bob falls asleep during the commute, and a thief steals his laptop and sells the data. Try again. Consequence for B: Bob falls asleep during the commute. A thief sits next to him, plugs his USB drive into his laptop while Bob is unconscious, and later sells the data. Try again. Consequence for C: Bob falls asleep during the commute, and a thief steals all his belongings. The thief breaks the CD into pieces in disgust and no one ever sees the data. This is the best choice.
- 9. branching scenarios Instructional Video – How to create a scenario template
- 10. what do branch scenarios look like? patient management scenario medical fraud connect with Haji Kamal
- 12. tips from Tom Kuhlman… • ask industry experts the 3C questions • focus on desired results • tap into learners’ motivation – make it relevant • make it accurate and realistic
- 13. …and more tips • have learners discover information • have learners do something with the information • include useful resources throughout • keep it simple • keep it interesting – balancing learner’s skills with challenge (Csikszentmihalyi’s “flow channel”)
- 15. resources Tom Kuhlman’s Blog http://www.articulate.com/rapid-elearning/ Cathy Moore’s Blog http://blog.cathy-moore.com/ Clark, R. & Mayer, R. (2008). e-Learning and the Science of Instruction. Csikszentmihalyi, Mihaly & Nakamura, Jeanne (2002). “The Concept of Flow.” The Handbook of Positive Psychology. Oxford University Press.
- 16. activity templates • branching scenario • drag and drop • short/open answer
Editor's Notes
- Curriculum development resources – forms, templates, webinar Ppts
- show & tell (receptive) – Demonstration and lectureshow & do (directive) – Demonstration and activityguided discovery SCENARIOS!
- ASK!Probable situation in which different reactions produce different outcomesCan be simple or complex
- Ask participants to type in responseClark & Mayer “E-learning and the science of instruction” (p. 332) – comparison of medical students participating in face-to-face and online case scenarios
- Tom Kuhlman – runs the user community at articulateScenario building is like putting yourself in the shoes of the learner at their future jobChallenge – Setting the stage (context, resources, constraints)Choices – Make them real, not obvious. Need not always be right and wrong, can be somewhat right and somewhat wrong. Allows for opportunity to spin off the consequences into subsequent challenge, choice, consequence.Consequence (Discovery) – Course content, linking to resources, SMEsAN EXAMPLE OF A SIMPLE 3C MODEL…
- Simple 3C modelChallengeChoiceConsequenceVivian
- Blue column on the left, 3CsMiddle column – after consequence, learners is guided to a new challengeRight column, one of the consequences in the previous column becomes the new challengeReflects problem scenarios in real lifeAN EXAMPLE OF A BRANCHING SCENARIO…
- What do you and don’t you like about this scenario?
- Visual to see how this scenario branchesDiamonds – ChallengesFree-text – ChoicesConsequences – More challenges, feedback (fail, poor, acceptable, good)If you make a wrong choice, not game over.
- Useful resource – Chai? could lead to link explaining the importance of tea in Afghani culture
- Flow channel - when learners are most engaged in an activity
- Questions?
- Help you to organize information in a particular activityProvide a complete and consistent format for our Ed. Tech. to transfer information into Storyline