指導教授： Chen, Ming-puu 報 告 者： Tsai, Yu-ting 報告日期： 2006/12/19 Kathleen, I. & Deborah, C. (2004). Scenario-based e-learning design. Performance Improvement,43(1)16-23 Scenario-Based E-Learning Design

A new design model Collaborative? Constructive? Contextual? Metacognitive? Learning is …

Learning is Collaborative  One defining principle of adult education is that of building on the combined experience and skills of adult learners, something that can be accomplished through collaboration (Brookfield, 1991).  One of the most effective elements of collaborative learning is people simultaneously experiencing the active construction of knowledge (Dede, 1990).

Learning is Constructive  A major theme of constructivist theory is that learning is an active process in which learners construct new ideas based on prior knowledge and experience (Bruner, 1966).  Constructivists also hold that learning is promoted when relevant previous experience is activated so it might serve as a foundation for new knowledge (Andre, 1986).  We give e-learners the opportunity to construct their own understanding by first activating their prior knowledge and then involving them in meaningful, work-related tasks that are both intellectually and emotionally engaging.

Learning is Contextual  Contextual learning extends constructivism to further address the life experiences or work-based experiences of adult learners (Sandlin, 2000).  Contextual instruction creates a necessary link between the classroom and the workplace.  Contextual learning emphasizes higher-level thinking; knowledge transfer; and collecting, analyzing, and synthesizing information and data from multiple sources and viewpoints.

Learning is Metacognitive  To increase success, learners must employ metacognitive skills that incorporate both knowledge of their cognitive process and the ability to monitor and control these processes (Metcalfe & Shimamura, 1994).  If our goal is to foster metacognition, we should not only teach learners how to problem solve, but also how to reflect on the cognitive processes they use as they search for solutions.

step1: Identify the organizational goals  scenario-based design focuses on improved outcomes.  As we assess organizational goals, it is necessary to examine goals and initiatives that are compelling, measurable, and strategic with the actual experiences that demonstrate their achievement.

step2: Analyze Performance Gaps  Analysis is an important component of the design process, but the scenario-based training approach requires a shift in practice.  Audience analysis  Content analysis  Electronic delivery requires  …

step3: Create goal-based scenarios  In addition to carefully mapping the scenario content to the organizational and task requirements, we must also consider the style in which the narrative is presented.  Drama: A good scenario has drama.  New elements: A good scenario reveals something new.  Purpose: A good scenario has a clear purpose.  A hook: A good scenario is engaging.

step4: Deliver and Facilitate  Delivery can be as simple as text-based delivery or as sophisticated as a medium that incorporates streaming video and audio vignettes.  An opportunity for peer communication is also a key requirement. Ideally, trainees will work in groups to resolve the problem.  The trainer's role is that of a guide who observes progress, provides feedback, clarifies issues, and is available electronically or face to face for individual or group consultations.

step5: Implement and Evaluate As in most training situations, reaction and learning are measured immediately after training. a fact-based quiz is not an appropriate measure of learning outcomes A more qualitative approach to evaluation should be undertaken.

Conclusion  The essence of this process ： → identifying the key strategic issues in the scenario solution → engaging the learners to actively seek out opportunities in the workplace → to apply the solutions to real-time problems.  The real value is in the changes and improvements that are taken directly to the workplace.