Scenario-based e-Learning Evidence-Based Guidelines for Online Workforce Learning

Scenario-Based e-Learning

Scenario-Based e-Learning offers a new instructional design approach that can accelerate expertise, build critical thinking skills, and promote transfer of learning. This book focuses on the what, when, and how of scenario-based e-learning for workforce learning. Throughout the book, Clark defines and demystifies scenario-based e-learning by offering a practical design model illustrated with examples from veterinary science, automotive troubleshooting, sales and loan analysis among other industries. Filled with helpful guidelines and a wealth of illustrative screen shots, this book offers you the information needed to:

• Identify the benefits of a SBeL design for learners and learning outcomes
• Determine when SBeL might be appropriate for your needs
• Identify specific outcomes of SBeL relevant to common organizational goals
• Classify specific instructional goals into one or more learning domains
• Apply a design model to present content in a task-centered context
• Evaluate outcomes from SBeL lessons
• Identify tacit expert knowledge using cognitive task analysis techniques
• Make a business case for SBeL in your organization

Praise for Scenario-Based e-Learning

"Clark has done it again—with her uncanny ability to make complex ideas accessible to practitioners, the guidelines in this book provide an important resource for you to build your own online, problem-centered instructional strategies."

—M. David Merrill, professor emeritus at Utah State University; 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 learning outcomes. If you want to design more engaging e-learning, you need to read this book."

—Karl M. Kapp, Professor of Instructional Technology, Bloomsburg University; author, The Gamification of Learning and Instruction

Foreword xiii

Acknowledgments xvii

Chapter 1: What is Scenario-based e-learning 1

Scenario-Based e-Learning: A First Look 2

What Do You think? 4

Scenario-Based e-Learning Defined 5

Scenario-Based vs. Directive Training Environments 7

What Scenario-Based e-Learning Is Not 10

Six Reasons to Consider Scenario-Based e-Learning Now 12

What Do You Think? Revisited 14

Coming Next 15

Additional Resources 15

Scenario-Based e-Learning and You: Why Now? 16

Chapter 2: When to Use Scenario-based e-learning 17

Consider Scenario-Based e-Learning for Strategic Tasks 18

What Do You Think? 18

Situations That Call for Scenario-Based e-Learning 19

Eight Scenario-Based Learning Domains 22

Scenario-Based Multimedia Interfaces 26

Meet the Scenario-Based e-Learning Samples 31

Coming Next 31

Additional Resources 31

Scenario-Based e-Learning and You: Your Scenario-Based e-Learning Opportunities 32

Chapter 3: Design of Scenario-based e-learning 35

Overview of a Scenario-Based e-Learning Design Model 35

Modes and Media in Scenario-Based e-Learning 42

Coming Next 44

Additional Resources 44

Scenario-Based e-Learning and You: Your Draft Design Model 45

Chapter 4: Defining Scenario Outcomes 47

Outcome Deliverables for Learning Domains 48

Assess the Complexity of your Outcome Responses 48

What Do You Think? 52

Translate Your Learning Objectives 53

Scenario Outcomes and Multimedia Interfaces 56

What Do You Think? Revisited 58

Coming Next 59

Additional Resource 59

Scenario-Based e-Learning and You: Translating Your Objectives 60

Chapter 5: Designing the Trigger Event and Case Data 63

What Do You Think? 64

Planning the Trigger Event 64

Defining Case Data 66

What Do You Think? Revisited 69

Coming Next 70

Scenario-Based e-Learning and You: Defining Your Trigger Event and Case Data 71

Chapter 6: Building Guidance in Scenario-based e-learning 73

What Do You Think 73

What Is Guidance? 75

Option 1: Fade Support from High to Low 77

Option 2: Move from Simple to Complex 79

Option 3: Consider Open vs. Closed Response Options 79

Option 4: Consider Interface/Navigation Design 80

Option 5: Add Training Wheels 81

Option 6: Incorporate Coaching and Advisors 82

Option 7: Embed Worksheets 83

Option 8: Adjust Feedback 84

Option 9: Make Learning Collaborative 85

What Do You Think? Revisited 85

Coming Next 86

Additional Resources 86

Scenario-Based e-Learning and You: Defining Guidance 87

Chapter 7: Putting the “L” in Scenario-based e-learning 89

What Do You Think? 89

Integrating Knowledge and Skill Resources 90

Tutorials 93

Reference 94

Examples 96

Instructors 97

What Do You Think? Revisited 98

Coming Next 99

Additional Resources 99

Scenario-Based e-Learning and You: Defining Instructional Resources 100

Chapter 8: Designing Feedback and Reflection 103

The Power of Feedback 103

Learning from Mistakes 104

Instructional vs. Intrinsic Feedback 104

What Do You Think? 105

Feedback in a Nutshell 106

Feedback and Reflection in Learning Domains 109

What Do You Think? Revisited 115

Coming Next 116

Additional Resources 116

Scenario-Based e-Learning and You: Defining Feedback 117

Chapter 9: Evaluation of Scenario-based e-Learning 119

What Do You Think? 122

Focusing Your Evaluation 122

Back to the Basics: Test Reliability and Validity 126

Test Items for Scenario-Based e-Learning 126

Did I Pass the Test? 128

Testing with Online Scenarios 131

What Do You Think? Revisited 132

Coming Next 133

Additional Resources 133

Scenario-Based e-Learning and You: Planning Your Evaluation 134

Chapter 10: Does Scenario-based e-learning Work? 137

Does It Work? 137

Is It Efficient? 138

Does It Motivate? 138

What Features Make a Difference? 138

What Do You Think? 139

Limits of Research 139

Discovery Learning Does Not Work 140

Guided Discovery Can Have Learning Advantages over “Traditional” Instruction 141

Learner Scaffolding Is Essential for Success 143

Guided Discovery Can Be More Motivating Than “Traditional” Instruction 149

Feedback and Reflection Promote Learning 149

Visual Representations Should Be Congruent with Your Learning Goals 150

Can Scenario-Based e-Learning Accelerate Expertise? 151

Research on Scenario-Based e-Learning—The Bottom Line 153

What Do You Think? Revisited 154

Coming Next 155

Additional Resources 155

Scenario-Based e-Learning and You: Evidence-Based Decisions 156

Chapter 11: Eliciting Critical Thinking Skills for Scenario-based e-learning 157

What Is Knowledge Elicitation? 158

What Do You Think? 158

Three Approaches to Knowledge Elicitation 158

Which Elicitation Method Should You Use? 162

Types of Knowledge and Skill to Elicit 164

Incorporating Critical Thinking Skills into Your Lessons 168

Guidelines for Success 171

What Do You Think? Revisited 172

Coming Next 172

Additional Resources 173

Scenario-Based e-Learning and You: Eliciting Tacit Knowledge 174

Chapter 12: Implementing Scenario-based e-learning 177

What Do you Think? 178

Four Steps to Project Success 178

Step One: Present a Strong Business Case 178

Step Two: Plan Your Project 184

Step Three: Design Your Approach 187

Step Four: Develop Your First Scenario 188

What Do You Think? Revisited 190

Coming Next: Your Scenario-Based e-Learning Project 191

Additional Resources 191

Scenario-Based e-Learning and You: Planning Your Implementation 192

Appendix A: An Introduction to the Scenario-Based e-Learning Examples 197

Appendix B: Repeated Figures 207

Appendix C: Reliability and Validity for Learning Measures for Scenario-Based e-Learning 215

List of Figures and Tables 221

Glossary 225

References 229

About the Author 233

Index 235

Dr. Ruth Colvin Clark has worked for over 20 years with training professionals assigned to design, develop, and select effective training for classroom or computer delivery. She is widely published in training and performance improvement periodicals and was recently bestowed a Distinguished Professional Service Award from ISPI. She is the co-author of the best-selling e-Learning and the Science of Instruction.