I found this object by googling elearning scenario branching example "storyline". I found a few that were over 7 years old and were no longer supported by flash, so I decided to search for something more recent. I specified that I wanted to only view results from the last five years. I liked this article because it included links to examples, including one of my favorite examples, Haji Kamal. The description of “A Support Net” specified that it was a “choose your own adventure” style scenario eLearning, which interested me.
Analysis
What workplace performance does this scenario-based e-learning support? (Clark 2013, ch 1)
Accelerate expertise
Build critical thinking skills
Build skills impossible/impractical to gain on the job performance
Promote learning transfer
Gain a return-on-investment
Motivate learning
Exploit technological resources effectively
Engage a target audience that already has basic job familiarity
What are the instructional goals? (Clark 2013, ch 1)
This course is part of a larger curriculum, “Making Sense of Mental Health Problems,” designed to help social workers engage and understand mental health problems. These modules encourage learners to explore all possible causes and influences in a mental health diagnosis and allow learners to practice some challenges they may encounter in the field.
Who are the learners? (Clark 2013, ch 4)
Novice
Some experience
Apprentice
Experienced
Mixed
Other
What are the scenario-learning domain(s)? (Clark 2013, ch 2)
Interpersonal skills
Compliance
Diagnosis and repair
Research, analysis, and rationale
Tradeoffs
Operations
Design
Team coordination
Other
What are the terminal learning objectives? (Clark 2013, ch 4 & 7)
The terminal learning objectives of “Making Sense of Mental Health Problems” are:
describe key theories and concepts that have informed debates about mental health diagnosis
outline how diagnostic systems have been developed and implemented
explain why diagnostic systems are challenged in the mental health field
(from https://www.open.edu/openlearn/health-sports-psychology/making-sense-mental-health-problems/content-section---learningoutcomes)
For this specific module, the terminal learning objective is to respond to mental health problems in impactful and optimal ways.
What are the enabling learning objectives? (Clark 2013, ch 4 & 7)
Review patient history and personal situations
Respond to questions, actions, or objections from patients in the appropriate manner that impacts patient
Complexity of responses (Clark 2013, ch 4)
Number of outcomes
One outcome
Multiple outcomes: each scenario has four different outcomes of varying patient impact based on the decisions made
Outcome precision
High solution precision: there are right and wrong answers that impact how the patient feels
Low solution precision
Interface response options
Limited interface response options: typically two multiple choice response options
Multiple interface response options
Social presence
High social presence
Medium social presence
Low social presence: self-paced, selt-study environment
Scenario settings (Clark 2013, ch 5)
Office, meeting room
Computer
Technical shop, laboratory
Clinic, hospital, surgical suite
Equipment and instrument panels
Factory
Field site: each scene takes place in a different setting where individuals encounter those in need
Other
Trigger event (Clark 2013, ch 5)
Phone call
E-mail, text message
Interview
Failure or crisis
Murphy’s Law scenario
Other: each scene shows a person in crisis and the triggering event is them acting out their anger in an inappropriate way
Does your scenario outcome require identification and analysis of data? (Clark 2013, ch 5)
No
Yes
Types of guidance provided (Clark 2013, ch 6)
Faded support
Simple to complex scenarios
Open vs. closed response option: response options are limited
Interface navigation options: there are very few options at any time
Training wheels
Coaching and advisors
Worksheets
Feedback: feedback about the choices made are given at the end of the scenario where learners can assess their choices by comparing to other potential paths
Collaboration
Instructional approaches (Clark 2013, ch 7)
Tutorials
Expert solution demonstrations
Questions in demonstrations to promote engagement
Cognitive modeling examples to illustrate tacit knowledge
Example repositories linked to organizational knowledge base
Traditional instructor
Socratic instructor
Scenario facilitator
Other: from what I can gather, this module did not offer any instructional approaches. Because this module does not apply to just experts and can be offered to a wider audience, I don’t think the designers included any instruction and allows the learner to use their own personal experiences.
Feedback features (Clark 2013, ch 8)
Specificity
Specific: this course gives learners specific feedback about their decisions while also allowing them to see other possible outcomes
General
Type
Instructional
Intrinsic: this module is built around giving intrinsic feedback to learners’ choices. Media in the form of video allows learners an immersive environment to see with effects of their choices.
Frequency
Immediate: this module contains both types of feedback frequency. The immediate feedback is given in the form of an impact meter that always shows above a patient video.
Delayed: the module gives details and personal feedback at the end of the module so that the learner can see the overall impact of their choices.
Focus
Solution: while the module recognizes that solutions to mental health crises are varied, it does base its feedback on the ideal response.
Process: even though there is an ideal solution, this module allows learners to make mistakes during the process and practice asking the right questions.
Learning
Assessment Rubric
| Criteria | Exemplary | Minor Concerns | Serious Concerns | Score |
|---|---|---|---|---|
| 3 points | 2 points | 1 point | Enter | |
| Use of scenario-based eLearning | Scenario-based e-learning content is for learners with some prior experience and supports one or more of the following: rare occurrence tasks, critical thinking skills training, strategic tasks, compliance-mandates, to compress time, or manage risk | e-Learning content may support learners with no prior experience but does support at least one of the following: rare occurrence tasks, critical thinking skills training, strategic tasks, compliance-mandates, compresses time, manages risk. | It is unclear why a scenario-based e-learning design was chosen. | 3 |
| Complexity of responses | The complexity of responses are appropriate for the learning goal, learners expertise, and motivation levels | The complexity of responses are on target for the learning goal but not for the learners expertise and motivation levels | The complexity of responses are not appropriate for the learning goal, learners expertise, or motivation levels | 2 |
| Interface response options | The interface response options are appropriate for the learners’ expertise level and learning objectives | The interface response options are a bit of a stretch for the learners’ expertise level and learning objectives | The interface response options are inappropriate for the learners’ expertise level and learning objectives | 3 |
| Scenario settings | The scenario setting(s) is/are appropriate for the scenario-learning domains, learners, and learning goals. | The scenario setting(s) is/are a bit of a stretch for the scenario-learning domains, learners, and learning goals. | The scenario setting(s) are inappropriate for the scenario-learning domains, learners, and learning goals. | 3 |
| Trigger event | The trigger event is appropriate for the scenario-learning domains and goals | The trigger event is a bit of a stretch for the scenario-learning domains and goals | The trigger event is missing or inappropriate | 3 |
| Types of guidance | The types of guidance are varied and appropriate for the learners’ expertise levels, scenario-learning domains and goals | The guidance is appropriate for the learners’ expertise levels, scenario-learning domains, and goals | The guidance is not the best match for the learners’ expertise levels, scenario-learning domains, and goals | 1 |
| Instructional approaches | The instructional approaches are appropriate and varied for learners’ expertise levels, motivation, prior knowledge, scenario settings, domains, learning goals, objectives | The instructional approaches are appropriate for learners’ expertise levels, motivation, prior knowledge, scenario settings, domains, learning goals, objectives | The instructional approaches are not the best for learners’ expertise levels, motivation, prior knowledge, scenario settings, domains, learning goals, objectives | 1 |
| Critical thinking | Actions taken, decisions made, cues used, rationale, rules of thumb, and monitoring, are used throughout the e-learning to support learners’ critical thinking. | Multiple different content-sensitive learner actions, decisions, or rationale, are required throughout the e-learning. | Content-sensitive learner actions or decisions are only required in one or two spots in the e-learning. | 3 |
| Feedback | All feedback (i.e., Intrinsic, instructional, delayed, immediate, specific, general, solution, process, learning, reflection, checklists, rubrics) designs are all appropriately provided for learner actions and feedback is integrated throughout the scenario. | A variety of feedback types are provided and appropriate for learner actions. | Feedback is limited or not appropriate. | 3 |
| Interface | Navigation is intuitive | Navigation instructions are clearly explained | Navigation is difficult | 3 |
| Interactions | All function properly. | --- | Do not all function properly. | 3 |
| Chucks | Content is chunked into small enough pieces that you can easily follow but doesn’t interrupt the flow. | Chunks are large but you can easily navigate to where you left off. | Chunks are large and there is no way to get back to where you left off or so small the flow suffers. | 3 |
| Progression | Is logical and elegant throughout the object | Is logical throughout the object | Seems disjointed or does not build on previous screens | 3 |
| Engagement | Multiple motivational engagement elements are used (e.g., stories, images, examples, narration) | Only one or two cases or story is/are used but it/they include(s) multiple relevant images. | Stories or cases are not used, only brief examples. Images may or may not be relevant. | 3 |
| Images or video | Good quality (e.g., focus, lighting, background) | Mediocre quality; you can generally tell what they are but one or more is/are difficult to see or interpret | Poor quality; at least one image or video is too small or very blurry. | 3 |
| Audio | Good quality (e.g., volume, tone, pace, inflection, no distractions) | Mediocre quality; you can make adjustments that allow you to access the information | Poor quality; you can’t hear some or all of the audio | 3 |
| Length | Module(s) is/are 6 - 15 minutes | Module(s) is/are 15:01 - 20 minutes | Module(s) is/are longer than 20 minutes | 3 |
| Accessibility minimums | Screen descriptions, closed captions, image alt tags, are provided and logical. | Closed captions, image alt tags, are provided. | No clear evidence of accessibility considerations in e-learning object. | 3 |
| Total point score | 49 (Better, or best) |
Qualitative scoring guide
Better, or best = 47 - 54 points
This module is an e-learning exemplar demonstrating significant evidence of effective instructional design.
Good, accomplished = 38 - 46 points
This module meets the basic criteria for e-learning instructional design.
Needs work = less than 38 points
I bet you could offer some suggestions to help improve the instructional design significantly for this e-learning.
Based on Clark, R. C. (2013). Scenario-based e-learning: Evidence-based guidelines for online workforce learning. San Francisco, CA: John Wiley & Sons.
ID Review
Below, I commented on my review of each of the criteria that were determined to be below Exemplary.
-
Done well: The responses were easy to understand and matched the tone of the scenarios.
Improvements to consider: While it complicates the branching, I think the responses could include more choices to cover the gambit of expected responses.
Why you think these improvements are needed: It makes the responses more believable and realistic to a learner in the field.
Guidance on how to make the improvements: Ask novice learners what their responses would be to the scenario and use the popular answers as potential responses.
-
Done well: The interface is intuitive and simple.
Improvements to consider: Offer an option that explains how to navigate through the course.
Why you think these improvements are needed: Some learners may not be familiar enough with eLearning to comfortably navigate.
Guidance on how to make the improvements: Include a “help” button (question mark or information icon) or navigation directions at the beginning that displays navigation directions.
-
Done well: The feedback given at the end of the scenario is detailed and actionable.
Improvements to consider: Consider adding in additional instructional approaches.
Why you think these improvements are needed: Learners could learn from instruction and comparison to how experts would handle patients.
Guidance on how to make the improvements: Add a section in the feedback that describes how an expert would navigate through the scenarios.
References
Clark, R. C. (2013). Scenario-based e-learning: Evidence-based guidelines for online workforce learning. (Links to an external site.) San Francisco, CA: John Wiley & Sons.
Adapted from Giacumo, L. Template for your analysis, critique, and assessment.
