1. Creating Scenario-Based Learning
Using Rapid eLearning Tools
Chicago eLearning & Technology Showcase
August 16, 2011

2. Objectives
• By the end of this session, you should be able to:
– Discuss how scenario based learning fits into adult
learning theory.
– Identify ways to create scenario-based eLearning in a
variety of rapid eLearning tools given client constraints.
2

3. Agenda
• Introduction
• How scenario based learning fits into Adult
Learning Theory
• Design challenges with scenario based learning
• Case study 1: Adobe Presenter
• Case study 2: Webcast
• Case study 3: Articulate
3

4. A Brief Introduction
• Who am I? • What eLearning technology
• What is my Instructional have I used?
Design experience? – Captivate
– Instructor Led – Articulate Suite
– Webcasts – Lectora
– eLearning – Adobe Presenter
• What is my industry – Raptivity
experience?
– Accounting / Financial
Services
– Telecommunications /
Wireless Provider
– Restaurant Industry
– Banking
4

5. Adult Learning Theory
Activities should Activities should be based
demonstrate to Adults
have
a
around real work
the learner need
to
know
experiences.
where he or she why
they
would benefit in Adults
are
should
learn
Present
their jobs. mo=vated
to
something.
training
learn
by
both
Adults
have
a
with as
extrinsic
and
many
deep
need
to
be
options for
intrinsic
self-­‐direc=ng.
learning as
mo=vators.
possible.
Focus Adult
Learning
activities on
Principles
“doing” Adults
enter
into
Design
something
a
learning
Adults
have
a
activities that
with the
experience
with
a
greater
volume
reflect the
information and
different
actual work
rather than task-­‐centered
(or
life-­‐centered)
quality
of
learners
simply Adults
become
perform.
“knowing” it. orienta=on.
experience
than
ready
to
learn
youth.
when
they
experience
“a
need
to
ftp://ftp-fc.sc.egov.usda.gov/NEDC/isd/adult_learning_theory
know”.
Don’t do an information dump.
Adapted from: Knowles, M. (1996). Adult Learning. In Robert L. Craig
(Ed.), The ASTD Training and Development Handbook (pp. 253-264). NY:
McGraw-Hill.
5

6. Scenario Based Learning
Clients are requesting scenarios in their training.
• Traditional scenario based learning…
– Uses real life situations to teach the subject.
• Using real life scenarios heightens the relevance of the e-learning
course because the focus is more on application than plain theory.
– Presents the learner with real life situations.
• The learner is then prompted to respond to the situation. Learning
takes place through the feedback the learner receives based on
their choices throughout the scenario.
– Creates highly engaging and interactive courses.
• The learner becomes an active participant in the learning process.
Adults enter Adults become Adults have a
Adults are greater Adults have
motivated to into a learning ready to learn a need to
volume and Adults have a
learn by both experience when they deep need to know why
with a task- experience different
extrinsic and quality of be self- they should
intrinsic centered (or “a need to directing. learn
life-centered) know”. experience
motivators. than youth. something.
orientation.
6

7. Traditional Scenario Based
eLearning
Choice
1
Feedback
Challenge
Choice
2
Feedback
Choice
3
Feedback
Approximately 120 ID design and
development hours per hour of eLearning.
7

8. Design Challenges with Scenario
Based Learning
Designing and developing within constraints:
1. LMS doesn’t allow for branching
2. Low end eLearning platform – platform itself
can’t branch
3. Not enough time for scenario based design and
development
4. Lack of SME involvement
5. Any others that you have been faced with?
8

9. So What Can We Do?
Do the best we can to incorporate “real world”
scenarios into the learning.
• Can anyone give an example of how they done
this?
9

10. Case Study 1: Adobe Presenter
• The client was a wireless company.
• They were rolling out an industry changing
program that included rewards.
• My deliverable was a 60 minute eLearning course
that introduced the Rewards program.
– The client wanted the course to...
• Teach concepts.
• Provide brand messaging.
• Excite their associates.
10

11. Case Study 1: Adobe Presenter,
continued
Positives:
• Ample time for design and development.
• Great SME involvement.
• Great buy-in from the business.
• Option of using Captivate within the Adobe Presenter
wrapper
Constraints:
• LMS didn’t allow for branching.
• Client could not support audio.
• eLearning platform (Adobe Presenter) did not allow for
increased levels of interactivity.
11

12. Case Study 1: Adobe Presenter
My Design (Very High Level)
• Introduce the Rewards program with a marketing
spin.
• Provide 2 robust “real world” scenarios where an
associate discusses the Rewards program with a
potential customer.
• Debrief the scenario with what the associate did
well.
• Ask knowledge check questions to check the
understanding of the content presented in the
scenario.
12

13. Placeholder for Work Sample
13

14. What About a Webcast?
• Can you think of ways to incorporate scenario
based learning into a webcast?
14

15. Case Study 2: Webcast
• The client was a financial services firm.
• My deliverable was a 60 minute Risk Management
webcast.
– The client wanted the course to...
• Teach concepts.
• Be more exciting and relevant than typical risk
management training.
15

16. Case Study 2: Webcast, continued
Positives:
• Ample time for design and development.
• Good SME involvement.
• Good buy-in from the business.
• SME’s were willing to present live.
• Collaborated with a great manager.
Constraints:
• Webcast platform did not allow for whiteboard.
– Text chat was limited.
16

17. Case Study 2: Webcast
Our Design (Very High Level)
• Introduce our main character, Barbara.
• Demonstrate Barbara’s journey through risk
management.
• Ask knowledge check questions where the learner
is prompted to respond to the scenario.
• Provide the “teach piece” as a debrief.
– “What did Barbara do wrong?”
17

18. Placeholder for Work Sample
18

19. Case Study 3: Articulate or
Lectora
• The client was a banking institution.
• My deliverable was a 90 minute Advice and
Planning eLearning course.
– The client wanted the course to...
• Introduce the Advice and Planning Model.
• Describe how Financial Planning fit into the Advice and
Planning Model.
• Provide audience specific scenarios to bring the content to
life.
19

20. Case Study 3: Articulate or
Lectora, continued
Positives:
• Some existing content.
– A previous version of the course existed, but it needed to be
completely reworked.
• Very knowledgeable SME’s who had great examples.
Constraints:
• Limited phone time with SME’s.
– Only a total of 4 one hour calls.
• Limited overall SME availability to answer emails.
• Limited design and development time.
– Only 80 total hours.
20

21. Case Study 2: Articulate or
Lectora (Very High Level)
• Introduce the Advice and Planning Model.
• Provide mini-examples of what each step in the
model may look and sound like.
• Discuss Financial Planning.
• Provide 3 audience specific scenarios that show
the Advice and Planning Model “in action”.
21

22. Placeholder for Work Sample
22

23. What do you think?
• What do you think worked well?
• Do you see anything that I could have done
better?
• Do you have any questions that I can answer?
23

24. What are Your Success Stories?
• Who wants to share how they’ve designed or
developed scenario based learning using rapid
eLearning tools?
24

25. Creating Scenario-Based Learning
Using Rapid eLearning Tools
Chicago eLearning & Technology Showcase
August 16, 2011