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Using Scenarios in eLearning
This document discusses using scenarios in eLearning to make content more engaging and help learners apply their knowledge. It recommends incorporating characters and scenarios to provide context and allow learners to observe examples or make mistakes in a safe environment. Both linear and branching scenarios are covered, with branching scenarios following a challenge-choice-consequence model. Examples of how to set up branching scenarios in Articulate Quizmaker are provided. Throughout, it encourages making scenarios realistic and personalized to involve the learner.
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Using Scenarios in eLearning
- 1. Using Scenarios toGet Real in eLearning
- 2. A Subject MatterExpert hands you his slide deck.
- 3. You’re the IDwho has to turn that dump into eLearning.
- 4. You’ve got threeshort weeks to build it, but there’s too much to do!
- 5. You want tohook your audience and – gasp – help them learn!
- 6. Incorporate characters andscenarios to create better programs.
- 7. What’s the mostboring eLearning program you’ve ever created? Discuss.
- 8. How do welearn?
- 9. We try something…wemake mistakes.
- 10.
- 11. We make itpersonal.
- 12. When should weuse scenarios?
- 13. To apply contextand create relevance…
- 14. To allow opportunityto observe and even make mistakes.
- 15. When you needa translator.I totally get it. This technique lets me explain things in plain language so it’s more accessible!
- 16. TechnicalPolicies, processes andproceduresDecision-makingSoft skills
- 17. Use people storiesto make your point.
- 18. Turn this... “Inkeeping with the overall control environment and to ensure compliance with internal control guidelines issued by its regulators, AceFinancial has a Global Investment Bank Vacation Policy. In EMEA, the requirements of this policy (which are set out below) also apply to the Private Bank, AceFinancial Partners and the Chief Investment Office. TSS staff are required to comply with their own LOB policy. In summary, the policy requires certain employees in sensitive positions (“Designated Employees”) to be out of the office for a specified period of time each calendar year...”
- 19.
- 20. Provide context (notblank space).
- 21.
- 22. What’s the rightthing to do?
- 23. Help Nate makea sale.
- 24. What about ScreamingRuth?
- 25. Linear ScenarioThe jobinterview.
- 26.
- 27. Put YOU atthe center.
- 28. Make YOU thekey player.
- 29. You be thejudge….
- 30.
- 31. Ask the rightquestions to get the right content.
- 32. What are thefive most common mistakes people make?
- 33. Can you tellme five case studies or stories about the topic?
- 34. Back to thatreally boring eLearning program of yours…
- 35. And now afew words about branching scenarios.
- 36.
- 37. Components of agoal based scenario
- 38. Things to considerHowrealistic should you make it?How many levels of branching should you use?Need for plausible mistakes/critical errorsWhen and how do you give feedback (at the end or during the scenario?)
- 39. Goal based scenariosfollow natural learning
- 40.
- 41. Articulate Quizmaker BranchingExampleDo it in Articulate Quizmaker.
- 42. Articulate Quizmaker HowTo Step 1Setting up Quizmaker 1
- 43. Articulate Quizmaker HowTo Step 2Setting up Quizmaker 2
- 44.
- 45.
- 46. Where do youget images to use for your eLearning?
- 47. Scenario Photo Sourceswww.istockphoto.comwww.elearningart.comSomegood stock photo sources.
- 48. Back to thateLearning program. What could you do? Discuss.
- 49.
- 50.
- 51.
Editor's Notes
- #11 We learn from the mistakes (hopefully) We try it differently next time
- #12 Content that is relevant to ME the learner is ultimately more memorable, more ‘sticky’. Scenarios and character add context and a level of reality. Can you see yourself in this story? Can you see how it matters to you/what’s in it for you?
- #14 Applying learning in context and through mistakes, strong connection with workplace practice – a more inductive learning model (i.e., test and tell)
- #16 Some content is just plain dry and boring – and your legal compliance team insists that it stay that way.Can you book end your content with the voice of the layperson? An employee who is making sense of the content…an employee asking a clarifying question – then you can answer it in simple terms for them…or have them answer it in their own words.
- #19 We’ve all been handed a lengthy PPT or dry source content to start from.
- #23 Simple scenarios with no branching (Articulate) – tell a story and then have the learner reflect on it.
- #24 Simple scenarios with no branching (Flash based eLearning)For this project, we set up a Moodle LMS to serve as a content portal. Although the flow had the content first and the scenario last, the learner could technically take the sections in any order.So this could be a learn and apply model (go through your traditional elearning content first and then try it out yourself) – or flip that around and try your best at the scenario, then go back to learn what you didn’t know.
- #25 Here’s another simple technique. This one is all text and graphics – we call this a “filmstrip” – this one’s done in Flash, but there are similar techniques you can use in Articulate.Upfront you see a short scenario. After each scenario there are a few short questions – was that the right response? Why was it the right response? We call this a tiered approach to let you dive deeper into your thinking and question your instincts.
- #27 Learn the content and then apply it in a café setting… scenario based MCQs. A bit more effective than a question that says, true/false – always start with a smile…
- #28 Yeah…it’s back to me again
- #32 So how do you figure out what stories to tell? How do you figure out the right mistakes? And how can that possibly be rapid?Find out where people make the mistakes – this is the SME interviewing part – extracting the stories – talking to the recent hires to find out what tripped them up when they first got started…
- #34 Photo credit: Story Teller by Nick Piggott http://www.flickr.com/photos/nickpiggott/1388927470/
- #37 Tom Kuhlmann– the three C’s http://www.articulate.com/rapid-elearning/build-branched-e-learning-scenarios-in-three-simple-steps/
- #38 The Goal-based scenario model componentsThe key traits of a simulation are: • Accurate representation of real situations • Opportunities to make realistic choices • Accurate representation of the consequences • Feeback and remediation on suboptimal choices.
- #40 When should you use ‘em?Apply and then learn.Use mistakes as a “focusing objective” – the learner will focus more on specific areas when they know they’ve made a mistake.
- #41 For a more realistic simulation of consequences you might need to create a true branching experience. A great way to create the blur of reality. This example includes a rating or scale…you can see reactions in “real time”This type of scenario best used when you think consequences are a crucial part of the learning, where it’s critical to feel the consequence of your mistakes.If someone thinks, “But I wouldn’t do that..”
- #42 That same branching exercise, simplified using Articulate to do Quizmaker branching.
- #48 Sources of good images for scenarios:iStockFotoliaeLearning Art…