Scenario Based Learning Interactive (SBLi) Software for creating interactive e-Learning scenarios.
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Transcript of Scenario Based Learning Interactive (SBLi) Software for creating interactive e-Learning scenarios.
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Standard Teaching Elements
Objectives Course Content Assessment
Starting point
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Standard Teaching Approach
Objectives
Assessment
Section 1
• Information
• Knowledge check
Section 2
• Information
• Knowledge check
Section 3
• Information
• Knowledge check
Typical course structure
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Problem Based Learning Approach
Objectives
Assessment
Content
Learner choses relevant content
Content
Content
Content
Content
Content
Create a reason to use the content
The learner is assessed as the content is used
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How do you get the learners to find the information?
Well designed scenarios should create a need for the learners to select relevant information. Well designed scenarios should create a need for the learners to select relevant information.
All content for learner to
absorb
Get the learner to chose relevant
content
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Instigating PBL approach
Standard approach:
X is the best remedy for swollen lymph glands.
Or PBL:
I have swollen lymph glands. What’s the best remedy?
The main consideration when designing your scenario, is to ask why the user needs the info and how will it be used. Then build your scenario in that context.
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Problem Based Learning Approach
Don’t need to have big case studies
Present some simple questions or problem-solving activities that require a solution
Essentially, create a need for the information
Once the learner has a need, then they’re motivated to fulfil it
By changing your focus from standard to PBL, you can share the same information and at the same time create a learning experience that is somewhat unique to the learner
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Scenario Based Learning
“Scenario- based learning is learning that is embedded in the context, within which learners live and work. It's based on the concept of situated cognition, which is the idea that knowledge can not be developed and fully understood independent of its context .
(Kindley, 2002).”
“Scenario-based learning takes the form of a storyline in which learners are required to assume a key role.”
(Schank & Cleary, 1995).
“A widely held belief is that high quality of pedagogical design is possible by engaging the learner in the learning process.”
(Schank, Fano, Jona, & Bell, 1994).
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Scenario Based Learning
“The roles need to be carefully selected, preferably something that a learner might actually perform in real life. Supporting materials and resources in the form of readings, and other forms of resource materials can wrap around the scenario for deeper understanding of the concepts.
A well designed Scenario can offer learners and teachers a highly interactive and engaging learning and teaching environment that is imperative in open and distance educational settings.
The scenario- based learning can be used for teaching of any kind of subject matter, at any level of education and training and via any delivery mode. Scenario- based learning has particular advantages for practice- based discipline areas where the experience of practitioners is especially relevant to what constitutes knowledge and understanding in the field.”
(Naidu et al, 2005).
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The use of technology
“Technology leads us to a new idiom.The new idiom is about educators moving from being delivers of information, to facilitators of information flow; which inspire critical thinking.”Digital bridges - Harriett Wakelam
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Instructional Design
Figure 1. Example of a scenario-based learning design
Don't let the term instructional design intimidate you.
Here are a few simple steps:
•immerse learners in a realistic scenario,
•provide them with a list of potential decisions,
•give them a description of the outcome of their choices, and
•then branch them into additional decisions and outcomes until they reach the end of the problem
Don't let the term instructional design intimidate you.
Here are a few simple steps:
•immerse learners in a realistic scenario,
•provide them with a list of potential decisions,
•give them a description of the outcome of their choices, and
•then branch them into additional decisions and outcomes until they reach the end of the problem
Preferred PathPreferred Path Alternate PathAlternate Path Branch ends no other options
LegendLoop back to reselect
Intro to scenarioIntro to scenario
Branch 1Branch 1
Branch 2Branch 2
Branch 3Branch 3
Branch 4Branch 4
Branch 1.1Branch 1.1
Branch 3.1Branch 3.1
Branch 4.1Branch 4.1
Branch 1.2Branch 1.2
Branch 3.2Branch 3.2
Branch 4.2Branch 4.2
Branch 1.1.1Branch 1.1.1
Branch 3.2.1Branch 3.2.1
Branch 4.2.1Branch 4.2.1
Branch 1.1.2Branch 1.1.2
Branch 3.2.2Branch 3.2.2
Branch 4.2.2Branch 4.2.2
Branch 1.1.3Branch 1.1.3
Branch 3.2.2Branch 3.2.2
Branch 4.2.3Branch 4.2.3
Branch 3.2.1.1Branch 3.2.1.1
Branch 3.2.1.2Branch 3.2.1.2
Branch 4.2.3.2Branch 4.2.3.2
Branch 1.1.3.1Branch 1.1.3.1
Branch 3.2.1.2Branch 3.2.1.2
Branch 4.2.3.1Branch 4.2.3.1
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Commit to Engaging E-Learning
eLearning requires a commitment to making it more engaging
Find creative ways to place the course content in a context that is relevant to the learner
If you do these two things, you’re on your way to creating effective and engaging eLearning
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Visual & Graphic Design
You’ve heard you can’t judge a book by its cover. But the truth is, if a book doesn’t have a good cover, most people won’t even reach for it.
The same can be said about eLearning. Good visual design compels the learner to go deeper and learn more; and it reassures them the course is valuable and worth their time.
The course’s visual design is a powerful tool for: setting the tone, communicating key concepts, and engaging your audience