Creating Scenario-Based Learning Using Rapid eLearning Tools Chicago eLearning & Technology Showcase August 16, 2011
Nov 01, 2014
Creating Scenario-Based Learning Using Rapid eLearning Tools
Chicago eLearning & Technology Showcase August 16, 2011
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.
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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
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A Brief Introduction
• Who am I? • What is my Instructional
Design experience? – Instructor Led – Webcasts – eLearning
• What is my industry experience? – Accounting / Financial
Services – Telecommunications /
Wireless Provider – Restaurant Industry – Banking
• What eLearning technology have I used? – Captivate – Articulate Suite – Lectora – Adobe Presenter – Raptivity
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Adult Learning Theory
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Adult Learning Principles
Adults have a need to know why they
should learn something.
Adults have a deep need to be self-‐direc=ng.
Adults have a greater volume and different quality of
experience than youth.
Adults become ready to learn when they experience “a need to know”.
Adults enter into a learning
experience with a task-‐centered (or life-‐centered) orienta=on.
Adults are mo=vated to learn by both extrinsic and intrinsic
mo=vators.
ftp://ftp-fc.sc.egov.usda.gov/NEDC/isd/adult_learning_theory Adapted from: Knowles, M. (1996). Adult Learning. In Robert L. Craig
(Ed.), The ASTD Training and Development Handbook (pp. 253-264). NY: McGraw-Hill.
Activities should be based around real work
experiences.
Present training with as many
options for learning as possible.
Design activities that
reflect the actual work
learners perform.
Don’t do an information dump.
Focus activities on “doing”
something with the
information rather than
simply “knowing” it.
Activities should demonstrate to
the learner where he or she would benefit in
their jobs.
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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 have a need to know why
they should learn
something.
Adults have a deep need to
be self-directing.
Adults have a greater
volume and different quality of
experience than youth.
Adults become ready to learn
when they experience “a need to
know”.
Adults enter into a learning
experience with a task-centered (or
life-centered) orientation.
Adults are motivated to learn by both extrinsic and
intrinsic motivators.
Traditional Scenario Based eLearning
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Challenge
Choice 1 Feedback
Choice 2 Feedback
Choice 3 Feedback
Approximately 120 ID design and development hours per hour of eLearning.
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?
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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?
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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.
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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.
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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.
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Placeholder for Work Sample
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What About a Webcast?
• Can you think of ways to incorporate scenario based learning into a webcast?
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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.
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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.
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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?”
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Placeholder for Work Sample
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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.
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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.
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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”.
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Placeholder for Work Sample
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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?
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What are Your Success Stories?
• Who wants to share how they’ve designed or developed scenario based learning using rapid eLearning tools?
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Creating Scenario-Based Learning Using Rapid eLearning Tools
Chicago eLearning & Technology Showcase August 16, 2011