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Kindley , R.W.(2002). Scenario-based e-learning: A step beyond traditional e-learning. ASDT online magazine Learning-Circuits,3(5),from: http://www.learningcircuits.com/2002/may2002/kindley.html
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Scenario-Based E-Learning: A Step Beyond Traditional E-Learning
Learning styles Can be multiple, but usually less kinesthetic
Usually highly visual and highly kinesthetic
Design process Systematic prototyping Action research
Subject types best suited to
Relatively simple, well-known, and well-structured topics often with high knowledge requirementsKnowledge-focused
Complex topics with high interaction or practice requirementsPerformance-focused
Direct participants to address three general areas: content, style, and media.
Content : ask participants to
share experiences about the subject event
describe desirable outcomes
create indicators of successful outcomes…
Style : Through iteration, establish a set of paths and data needs.(a process)
Media : assure the best motivation for the learner.
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Design scenarios using appropriate interactive discovery techniques
You can use simple animated GIF’s, Macromedia Flash, digital video, and so forth.
The important thing is to follow the storyboard and to be creative about the display of information.
A goal is to have the learner step into the situation and perceive correct responses as behaviors, which will best help him or her achieve the desired outcomes.
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Begin the alpha design and programming of the scenario
Outcome measures and performance behaviors will constitute the evaluative criteria for assessing performance in the scenario.
A panel of human assessors can process a tremendous amount of data through simple observation, allowing an individual to make a large number of possible decisions and to take paths with scarcely a second notice by the panel.
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Test learner performance in the scenario by assessing behaviors
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Simple Scenario Example
A Simple Scenario Expressed in Normal Form
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Simple Scenario Example
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Simple Scenario Example
Obtain open-ended qualitative data from the learner about the experience and review the data with the stakeholder-designers.
Revisions shouldn't needlessly complicate the scenario or the technology needed to employ it.
Before any revision, affirm the original purpose statement and the categorization of learning elements.
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Review, obtain learner feedback, and revise.
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Scenario-based e-learning (SBeL) is situated in a real context and is based on the idea.
SBeL accords with a performance improvement and behavior change philosophy of the learning function.
All e-learning solutions should employ both traditional and scenario-based e-learning.
Use interactive discovery techniques with stakeholder-designers to establish the purpose and outcomes of scenarios, create the scenarios and appropriate strategies and performance behaviors, and develop learner evaluation criteria.
The main points
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Scenarios are most effective when illustrated with advanced interactive media and when they have a game-like appearance.
Scenario-based learning occurs by following success and failure paths through a realistic situation. Typically, these paths must be limited to stress the main learning objective. Otherwise the scenario can become too complex and unwieldy.
Open-ended qualitative learner feedback is key to successful scenario revision, but revisions shouldn't further complicate the scenario unless highly justified.