Reflecting on my past work, I realize that almost everything I have developed that called itself "branching" was not true branching. At most, we would create what I now know as parallel content which shares a common prerequisite that then divides users at a decision point, each leading to different content. Currently, we are building a module to test compliance understanding that asks users to select their area of occupation: clinical, academic, or corporate. We then lead learners through a series of "scenarios" based on the context of their area. I use the word scenario in quotes there to signify that they are not true scenarios where learners have different decisions that can lead to different content. They are descriptions of situations that ask learners "What would you do?" Learners are presented with two choices, one right and one wrong. Whichever they choose leads to the same feedback for both. The paths converge towards the end to continue delivering the same content regardless of previous choices.

Parallel Content

Example of linear and parallel content used in compliance training

The opportunity to use true scenario-based eLearning is not lost on me. According to Cathy Moore (n. d.), branching scenarios can help learners practice skills such as: challenging their own assumptions; recovering from mistakes in a long complex process; navigating extended and ambiguous situations; deciding when to stop gathering information and act. Practicing how to stay compliant to a corporation's ethics standards and when to act fully lends itself to a scenario-based eLearning to support these goals.

My favorite example of a true scenario-based eLearning is the Haji Kamal module. This was the first time I saw what scenario-based eLearning could truly be. Not only does the existence of realistic options pull learners into the world, but experiencing consequences allows users to learn from their choices. Truly an exemplary example.

This week, I reviewed Conversations that Work!

This module is an example of a branching scenario because the learner has the potential to view different content to make a path to the end. There are dozens of ways to navigate through this course by giving different answers to the posed questions. Branching scenarios are ideal for this learning module because the learner is honing a skill that is applicable to ambiguous situations. It is more like real life than a straightforward linear object would be because it allows you to answer incorrectly, try and do better, maybe correct your actions, and overall succeed or fail. I specifically appreciated the access to the STATE Resource to give some guidance to the learner as they move along. The module directs learners to this specific button so they can access the resource when they need it.

Conversations that Work is suitable for use by learners on computers ideally. and mobile devices. I suggest computer because the graphics and text weren’t responsive or scaleable and learners could potentially spend a long time working through the scenarios. Mobile delivery is ideal for small chinks of information spanning 3-7 minutes, meaning this scenario would have to be shortened significantly (Giacumo, 2022). The gestures utilized by the module are only click-based so a user could navigate through it via mobile if they were in a pinch. I discuss more about computer versus mobile design here.

References

Giacumo, L. A. Week 4 Lecture Notes.

Moore, C. (2013, July 7). 4 reasons to use branching scenarios in training. Training Design - Cathy Moore. https://blog.cathy-moore.com/2013/07/when-do-you-need-a-branching-scenario/