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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Create a Course That is Visually Appealing

What looks more interesting

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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