Tag: scenarios

In part 1 of this series, we looked at what a learning scenario is, its basic structure, capabilities and applications. In part 2 we saw how simple scenarios could be used to help learners to undertake principle-based tasks. In part 3 we looked at how you could use simple scenarios to help learners to practise rule-based tasks. In this final part, we turn our attention to branching scenarios, which provide a more immersive approach to learning principle-based tasks. This builds on what we covered in part 2, so you might want to check back on that first. Our focus us here is on what it means for a scenario to be branching.

Why branching?

To understand the value of branching, you first need to understand how a scenario looks when it doesn’t branch:

The diagram shows the learner being presented with a situation (S) and three choices. The learner is then immediately provided with feedback (F), related directly to the choice that they have made, pointing out positive aspects and correcting any misunderstandings or errors. All learners then proceed to the second stage of the scenario. Although the feedback can be considered to be branching, the overall path is linear.
While a linear scenario works well it many situations, it doesn’t resemble real life, where you get to experience the results of your decisions, for better or for worse.
With a branching scenario, it will be possible for different learners to progress along different routes through the scenario and to experience different end points. Where you arrive depends on the decisions you make along the way.

The diagram shows only the initial two stages in the scenario – there could, of course, be many more. As you can imagine, if at every stage the scenario trebled in size (assuming three choices) it would soon become unmanageable. In practice, many branching scenarios return to a common narrative at key points or kick the learner out early if their initial choices represent fatal mistakes.

Providing the learner with feedback

Looking at the second flow chart above, you might wonder where all the feedback went! Well, first and foremost, feedback is implicit in the branching that occurs. If you shouted at the customer in situation 1, you’ll get your payback in situation 2.
Another way that feedback can be provided is with some sort of visual indicator, as the following examples show:

Thanks to Cathy Moore for this one. You might also be interested in the flowchart that Cathy created to help her design and test this scenario.

And thanks to Garin Hess at Rapid Intake for this example, which shows how comprehensive feedback can be provided at the end of the scenario.

Deciding on the look and feel

You can use any combination of still images, text, audio and video to present the situations in your scenarios, although the evidence is stacked against using text and speech simultaneously. Your decision is likely to be made on the basis of (1) how much realism is needed to adequately convey the situation, and (2) how much time and money you have got available to you.
Cathy Moore, along with her friends at Kinection, turned to a comic book approach for the acclaimed Haji Kamal scenario:

Tools for developing branching scenarios
It is perfectly possible to build simple branching scenarios in PowerPoint and then convert to Flash using a tool that supports branching such as Articulate Presenter. General purpose desktop authoring tools, such as Adobe Captivate and Lectora, or online tools such as Rapid Intake’s Unison, have all the functionality you need. There is also talk of Articulate having a specialist scenario-building tool, called Storyline, in the pipeline for later in 2011.
Enjoy your story-telling.
A PDF version of this Practical Guide is now available.
Next up in the series is a Practical Guide to producing learning videos.

In part 1 of this series, we looked at what a learning scenario is, its basic structure, capabilities and applications. In part 2 we saw how scenarios could be used to help learners to undertake principle-based tasks. In this third part we look in more detail at the steps involved in creating simple scenarios to help learners to practise rule-based tasks. Although scenarios are usually thought of as tools to support more complex problem-solving and decision-making, as we shall see, they can as easily be used as a technique for practising more routine, everyday tasks.

When we talk about ‘rule-based tasks’ we mean those activities that can be carried out repeatedly according to clearly laid-out instructions. The job holder is not required to make a judgement, just to follow the rules – if this … do that. In the developed world, it would be fair to say that less and less tasks are of this nature, because routine tasks that obey strict rules can often be undertaken by robots or computers, transferred off-shore where the labour is cheaper or just looked up from some reference source as and when needed. Having said that, everybody’s job involves some rule-based elements, and some tasks simply can’t be carried out by a machine or at a distance.

Step 1: Teach the rules

Principle-based scenarios are typically used as an element in a process of guided discovery. The  scenario brings out issues which can then be reflected upon and discussed, hopefully resulting in learner insights. A task-based scenario is much more likely to be used within an instructional strategy – you teach the rules, then have the learner practise applying them in realistic situations.
So, before building the scenario, be clear about what the steps are in the procedure you want to teach and the rules that need to be applied at each step. Then create some content to get all this across:

• provide an overview of the task and why it is important
• demonstrate each step, explaining the rules that need to be applied and why these are necessary

Don’t over-teach. The idea is to provide the minimum information necessary for learners to be able to have a go themselves. The detail can be filled in later, either as feedback within the practise scenarios or as further reading.

Step 2: Develop a storyline

You can then set about designing your scenarios. The idea is to provide the learner with the most realistic experience of the task that you can. For more difficult tasks, start with a simple initial practice that will allow the learner to build their confidence by applying the most basic rules. Then move on to provide more difficult scenarios that require the learner to apply more complex rules. Aim to provide enough opportunities for practice that any learner will be able to gain confidence in applying the rules to real tasks.
You will not always be able  to provide completely  authentic practice opportunities. Sometimes your scenarios will be just a first step to be followed up by more realistic practice away from the computer.

Step 3: Develop your script

As with principle-based scenarios, use whatever media are necessary to convey the storyline. Text and images will often suffice, but if you need a more realistic experience, you have the option of richer media – perhaps even 3D graphics.
As ever, your hardest job will be to develop suitable questions. Where possible, these should match the real-life experience, so if the real task requires someone to type a code into a form field on a computer, then have them do the same thing in your scenario.

Ideally every option should have its own feedback. This allows you to correct any misundertandings that might have led to an incorrect answer and to add little details that you might have held back from your initial demonstration.

Step 4: Test and revise

As early as you can, have some sample learners try out your scenarios. Find out from them whether the scenarios are sufficiently realistic, whether they understand clearly what they have to do, whether the questions are set at the right level of difficulty, and whether the feedback is helpful. Be prepared to make lots of refinements until you get it right.

Coming in part 4: creating more complex branching scenarios

In part 1 of this series, we looked at what a learning scenario is, its basic structure, capabilities and applications. We move on now to look in more detail at the steps involved in creating simple scenarios to support learners in understanding the principles underlying everyday problem-solving and decision making. Scenarios are well suited to this type of learning problem, because they provide learners with the opportunity to experiment with different responses to the sorts of situations that they could encounter in their jobs and to gain insights into the dynamics which can determine success and failure.

When we talk about ‘principle-based tasks’ we mean those jobs that cannot be accomplished by following simple rules – ‘if this happens then do that’. Principle-based tasks require you to make judgements on the basis of the particular situation you happen to be facing. They require you to understand cause and effect relationships, i.e. principles:

• Projects with unclear objectives are more likely to fail.
• Irritable behaviour can be caused by lack of sleep.
• You’ll find it easier to cope if you don’t look at each email as soon as it comes in.
• An impolite greeting will turn the customer against you before you’ve begun.

Principles such as these are relevant to just about any job you can imagine, although clearly some more than others. They are rarely black and white – in fact they are often the subject of differing opinion. Principle-based tasks, therefore, require a very different treatment and this is where scenarios come into their own.

Step 1: Decide what principles you want to bring out through the  scenario

A scenario needs a clear purpose – don’t use it just to lighten up what would otherwise be a boring piece of e-learning.  Be realistic about what you can achieve in one scenario. You may be able to tackle a simple principle with a single question, but often a whole series of questions will be required to bring out all the elements and to compare different perspectives. A lot depends on your learner. Novices will want to look at a single issue at a time, whereas more experienced practitioners may feel comfortable immersing themselves in a complex situation with all sorts of competing pressures. If in doubt, keep it short and simple.

Step 2: Develop a storyline

Your next task is to develop a storyline that will bring out the principles you have chosen to focus on. It is really important that this storyline is credible with your audience. They must be able to relate to the situation and the characters. If you are struggling for ideas, ask a sample of your potential learners to describe the situations they face in their own day-to-day work. As with TV drama, be careful not to base your plot too closely on a real-life incident in case you reveal the identity of the protagonists.
The problems that you set should be challenging yet achievable. Remember that what is challenging for a beginner may be completely obvious to an old hand, so adapt your scenario to your audience. With beginners, it’s a good idea to start with relatively straightforward and routine problems, and move gradually to the more complex cases in which right and wrong is not so easy to establish.

Step 3: Develop your script

Use whatever media are necessary to convey the storyline. More often than not text will do the trick, but some situations will be hard to get across without richer media.

Without doubt, your hardest job will be to develop plausible options for your questions. Every option should be tempting to at least a minority of your target audience. Throwaway options, which are clearly not going to work, will devalue the whole process.

Assuming this is not a branching scenario (and we’ll be dealing with these later in the series), every option should have its own feedback. Writing this feedback will not be as simple as “Correct – well done” or “Sorry, incorrect.” Every answer deserves a considered response, weighing up all the pros and cons. If the feedback won’t fit on the same screen as the question, jump to a new screen where you have more room. Remember that this feedback will be the primary source of new learning, so it shouldn’t be wasted.
Again, assuming you are not creating a branching scenario, you should allow the learner to explore any and all of the options before moving on. A scenario is not an assessment, so don’t follow assessment rules.

Step 4: Test and revise then do it again

You’ve probably got the message by now that a scenario needs to be authentic. The only way you will tell whether you’ve got this right is to try it out with typical learners. Bring them in early. Have them provide a verbal commentary to you as they attempt the questions. Act on their feedback and then test again. You are not admitting a mistake by changing your script – you are showing how much you want to make it work.

Coming in part 3: creating simple scenarios for rule-based tasks

A learning scenario consists of a description of a realistic situation (usually fictional), accompanied by one or more questions that challenge the learner to respond to some aspect of that situation. At its simplest, a scenario could consist of a single description followed by a single question, but it could also develop in stages with one or more questions at each stage. In the case of a branching scenario, the information depicted at each stage will vary depending on the answers the learner made at previous stages.
The information that describes a scenario could be presented using a wide range of media elements, including text, images, animations, audio and video, in various potential combinations. What is more important than the media mix is that the situation described to the learner seems relevant and authentic.
Although, in theory, a variety of different question formats could be employed to challenge the learner about aspects of the situation, the most common and the most versatile is the simple multiple-choice question:

Note that scenarios can be presented in the third person, as in the example above, where you are an observer to the situation, but they can also be delivered in the first person, with you as an active participant in the situation:

What would you do first?

Feedback plays a very important role in a learning scenario. This could be explicit and immediate, as in the example above. However, in a branching scenario, the feedback occurs implicitly, by what happens next – you learn by seeing the potential results of your decisions.
In this practical guide, we’ll be exploring scenarios in all of these forms.

Media elements

As we have seen, a scenario has three core components:

1. A description of a situation
2. A question with various options
3. Feedback on the options selected or, in the case of a branching scenario, a jump to the next stage in the scenario

The first and third of these could be presented in a wide variety of forms:

1. Simple text
2. Text with one or more images
3. Audio with images or animations
4. Video

The question and options will normally be presented textually, to provide the learner with as much time as they need to reflect on their decision.

Interactive capability

A learning scenario is by nature interactive – a case study with questions built in. Although, in this Practical Guide, we are focusing on fully-interactive scenarios, it is worth mentioning that very similar results could be obtained by combining a more conventional case study with some means for collaboration, such as a forum, a blog or a classroom discussion.

Applications

Principle-based tasks: A learning scenario is most commonly used to help a learner gain insight into key principles that influence the problem-solving and decision making elements of their work. The focus here is on tasks that cannot always be accomplished through the application of a few simple rules – there is a need for critical judgement to be applied. In these cases, a strategy of guided discovery is usually applied. The scenario is positioned early in the solution, before the formal presentation of learning material. It provides a chance for the learner to experiment with different approaches and to reflect upon the possible outcomes.
Rule-based tasks: However, a scenario could also be used as a means for practising a simpler, rule-based task. Here the strategy is more likely to be instructional, with the scenario coming later in the solution, after the rules have been explained.

Scenario-building tools

Scenarios can be produced quite simply in tools such as PowerPoint, using hyperlinks to jump from slide to slide depending on the learner’s selections. Further functionality can be added by converting the slides into Flash, using tools such as Articulate or Adobe Presenter.

For maximum flexibility, use a fully-fledged e-learning authoring tool, such as Adobe Captivate or Lectora.

Coming in part 2: creating simple scenarios for principle-based tasks