Using Scenarios to Get Real in eLearning
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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 to Get Real in eLearning
- 1. Using Scenarios to Get Real in eLearning
- 2. A Subject Matter Expert hands you his slide deck.
- 3. You’re the ID who has to turn that dump into eLearning.
- 4. You’ve got three short weeks to build it, but there’s too much to do!
- 5. You want to hook your audience and – gasp – help them learn!
- 6. Incorporate characters and scenarios to create better programs.
- 7. What’s the most boring eLearning program you’ve ever created? Discuss.
- 8. How do we learn?
- 9. We try something…we make mistakes.
- 10. We try again...
- 11. We make it personal.
- 12. When should we use scenarios?
- 13. To apply context and create relevance…
- 14. To allow opportunity to observe and even make mistakes.
- 15. When you need a translator. I totally get it. This technique lets me explain things in plain language so it’s more accessible!
- 16. Technical Policies, processes and procedures Decision-making Soft skills
- 17. Use people stories to make your point.
- 18. Turn this... “In keeping 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. …into this.
- 20. Provide context (not blank space).
- 21. Make it real.
- 22. What’s the right thing to do?
- 23. Help Nate make a sale.
- 24. What about Screaming Ruth?
- 25. Linear Scenario The job interview.
- 26. It’s showtime!
- 27. Put YOU at the center.
- 28. Make YOU the key player.
- 29. You be the judge….
- 30. What should you do?
- 31. Ask the right questions to get the right content.
- 32. What are the five most common mistakes people make?
- 33. Can you tell me five case studies or stories about the topic?
- 34. Back to that really boring eLearning program of yours…
- 35. And now a few words about branching scenarios.
- 36. Challenge Choice Consequence The Three C’s
- 37. Components of a goal based scenario
- 38. Things to consider How realistic should you make it? How many levels of branching should you use? Need for plausible mistakes/critical errors When and how do you give feedback (at the end or during the scenario?)
- 39. Goal based scenarios follow natural learning
- 41. Articulate Quizmaker Branching Example Do it in Articulate Quizmaker.
- 42. Articulate Quizmaker How To Step 1 Setting up Quizmaker 1
- 43. Articulate Quizmaker How To Step 2 Setting up Quizmaker 2
- 44. Setting up Quizmaker 3
- 45. Setting up Quizmaker 4
- 46. Where do you get images to use for your eLearning?
- 47. Scenario Photo Sources www.istockphoto.com www.elearningart.com Some good stock photo sources.
- 48. Back to that eLearning program. What could you do? Discuss.
- 49. Questions?
- 51. Thanks!
Notes de l'éditeur
- We learn from the mistakes (hopefully) We try it differently next time
- 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?
- Applying learning in context and through mistakes, strong connection with workplace practice – a more inductive learning model (i.e., test and tell)
- 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.
- We’ve all been handed a lengthy PPT or dry source content to start from.
- Simple scenarios with no branching (Articulate) – tell a story and then have the learner reflect on it.
- 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.
- 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.
- 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…
- Yeah…it’s back to me again
- 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…
- Photo credit: Story Teller by Nick Piggott http://www.flickr.com/photos/nickpiggott/1388927470/
- Tom Kuhlmann– the three C’s http://www.articulate.com/rapid-elearning/build-branched-e-learning-scenarios-in-three-simple-steps/
- 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.
- 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.
- 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..”
- That same branching exercise, simplified using Articulate to do Quizmaker branching.
- Sources of good images for scenarios:iStockFotoliaeLearning Art…