Scenario–based e–Learning: Evidence–Based Guidelines for Online Workforce Learning

Scenario–Based e–Learning

Scenario–Based e–Learning offers a new instructionaldesign approach that can accelerate expertise, build criticalthinking skills, and promote transfer of learning. This bookfocuses on the what, when, and how of scenario–basede–learning for workforce learning. Throughout the book, Clarkdefines and demystifies scenario–based e–learning by offering apractical design model illustrated with examples from veterinaryscience, automotive troubleshooting, sales and loan analysis amongother industries. Filled with helpful guidelines and a wealth ofillustrative screen shots, this book offers you the informationneeded to:

Identify the benefits of a SBeL design for learners andlearning outcomes Determine when SBeL might be appropriate for your needs Identify specific outcomes of SBeL relevant to commonorganizational goals Classify specific instructional goals into one or more learningdomains Apply a design model to present content in a task–centeredcontext Evaluate outcomes from SBeL lessons Identify tacit expert knowledge using cognitive task analysistechniques Make a business case for SBeL in your organization

Praise for Scenario–Basede–Learning

"Clark has done it again with her uncanny ability to makecomplex ideas accessible to practitioners, the guidelines in thisbook provide an important resource for you to build your ownonline, problem–centered instructional strategies."

M. David Merrill, professor emeritus at Utah StateUniversity; author, First Principles of Instruction

"Clark′s wonderful book provides a solid explanation of the how,what, and why of scenario–based e–learning. The tools, techniques,and resources in this book provide a roadmap for creating engaging,informative scenarios that lead to tangible, measurable learningoutcomes. If you want to design more engaging e–learning, you needto read this book."

Karl M. Kapp, Professor of InstructionalTechnology, Bloomsburg University; author, The Gamification ofLearning and Instruction

Foreword (Frank Nguyen)

Acknowledgments

Chapter 1: What Is Scenario–Based e–Learning

Scenario–Based e–Learning: A First Look

What Do You think?

Scenario–Based e–Learning Defined

Scenario–Based vs. Directive Training Environments

What Scenario–Based e–Learning Is Not

Six Reasons to Consider Scenario–Based e–Learning Now

What Do You Think? Revisited

Coming Next

Additional Resources

Scenario–Based e–Learning and You: Why Now?

Chapter 2: When to Use Scenario–Based e–Learning

Consider Scenario–Based Learning for Strategic Tasks

What Do You Think?

Situations That Call for Scenario–Based e–Learning

Eight Scenario–Based Learning Domains

Scenario–Based Multimedia Interfaces

Meet the Scenario–Based e–Learning Samples

Coming Next

Additional Resources

Scenario–Based e–Learning and You: Your Scenario–Basede–Learning Opportunities

Chapter 3: Design of Scenario–Based e–Learning

Overview of a Scenario–Based e–Learning Design Model

Modes and Media in Scenario–Based e–Learning

Coming Next

Additional Resources

Scenario–Based e–Learning and You: Your Draft Design Model

Chapter 4: Defining Scenario Outcomes

Outcome Deliverables for Learning Domains

Assess the Complexity of your Outcome Responses

What Do You Think?

Translate Your Learning Objectives

Scenario Outcomes and Multimedia Interfaces

What Do You Think? Revisited

Coming Next

Additional Resources

Scenario–Based e–Learning and You: Translating YourObjectives

Chapter 5: Designing the Trigger Event and Case Data

What Do You Think?

Planning the Trigger Event

Defining Case Data

What Do You Think? Revisited

Coming Next

Scenario–Based e–Learning and You: Defining Your Trigger Eventand Case Data

Chapter 6: Building Guidance in Scenario–Basede–Learning

What Do You Think

What Is Guidance?

Option 1: Fade Support from High to Low

Option  2: Move from Simple to Complex

Option 3: Consider Open vs. Closed Response Options

Option 4: Consider Interface/Navigation Design

Option 5: Add Training Wheels

Option 6: Incorporate Coaching and Advisors

Option 7: Embed Worksheets

Option 8: Adjust Feedback

Option 9: Make Learning Collaborative

What Do You Think? Revisited

Coming Next

Additional Resources

Scenario–Based e–Learning and You: Defining Guidance

Chapter 7: Putting the L in Scenario–Basede–Learning

What Do You Think?

Integrating Knowledge and Skill Resources

Tutorials

Reference

Examples

Instructors

What Do You Think? Revisited

Coming Next

Resources

Scenario–Based e–Learning and You: Defining InstructionalResources

Chapter 8: Designing Feedback and Reflection

The Power of Feedback

Learning from Mistakes

Types of Feedback

What Do You Think?

Feedback in a Nutshell

Feedback and Reflection in Learning Domains

What Do You Think? Revisited

Coming Next

Additional Resources

Scenario–Based e–Learning and You: Defining Feedback

Chapter 9: Evaluation of Scenario–Based e–Learning

What Do You Think?

Focusing Your Evaluation

Back to the Basics: Test Reliability and Validity

Test Items for Scenario–Based e–Learning

Did I Pass the Test?

Testing with Online Scenarios

What Do You Think? Revisited

Coming Next

Additional Resources

Scenario–Based e–Learning and You: Planning Your Evaluation

Chapter 10: Does Scenario–Based e–Learning Work?

Does It Work?

Is It Efficient?

Does It Motivate?

What Features Make a Difference?

What Do You Think?

Limits of Research

Discovery Learning Does Not Work

Guided Discovery Can Have Learning Advantages over Traditional Instruction

Learning Scaffolding Is Essential for Success

Guided Discovery Can Be More Motivating Than Traditional Instruction

Feedback and Reflection Promote Learning

Visual Representations Should Be Congruent with Your LearningGoals

Can Scenario–Based e–Learning Accelerate Expertise?

Research on Scenario–Based e–Learning The Bottom Line

What Do You Think? Revisited

Coming Next

Additional Resources

Scenario–Based e–Learning and You: Evidence–Based Decisions

Chapter 11: Eliciting Critical Thinking Skills forScenario–Based e–Learning

What Is Knowledge Elicitation?

What Do You Think?

Three Approaches to Knowledge Elicitation

Which Elicitation Method Should You Use?

Types of Knowledge and Skill to Elicit

Incorporating Critical Thinking Skills into Your Lessons

Guidelines for Success

What Do You Think? Revisited

Coming Next

Additional Resources

Scenario–Based e–Learning and You: Eliciting Tacit Knowledge

Chapter 12: Implementing Scenario–Based e–Learning

What Do you Think?

Four Steps to Project Success

Step One: Present a Strong Business Case

Step Two: Plan Your Project

Step Three: Design Your Approach

Step Four: Develop Your First Scenario

What Do You Think? Revisited

Coming Next: Your Scenario–Based e–Learning Project

Additional Resources

Scenario–Based e–Learning and You: Planning YourImplementation

Appendix A: An Introduction to the Scenario–Based e–LearningExamples

Appendix B: Repeated Figures

Appendix C: Reliability and Validity for Learning Measures forScenario–Based e–Learning

List of Figures and Tables

Glossary

References

About the Author

Index

Dr. Ruth Colvin Clark has worked for over 20 years with trainingprofessionals assigned to design, develop, and select effectivetraining for classroom or computer delivery. She is widelypublished in training and performance improvement periodicals andwas recently bestowed a Distinguished Professional Service Awardfrom ISPI. She is the co–author of the best–selling e–Learningand the Science of Instruction.