1. Scenario-Based E-Learning: A Step Beyond Traditional E-Learning
指導教授：Chen, Ming-puu
學 生：Tsai, Yu-ting
報告日期：2007/03/17
Kindley , R.W.(2002). Scenario-based e-learning: A step beyond traditional e-learning. ASDT online magazine Learning-Circuits,3(5),from:

2. Introduction
Scenario-based learning moves developers and learners off that plateau.
scenario-based learning is learning that occurs in a context, situation, or social framework.
Scenario-based learning is similar to the experiential model of learning.
→ how people learn

3. Introduction
Learning occurs because we immerse ourselves in a situation in which we're forced to perform.
We get feedback from our environment and adjust our behavior.
We do this automatically and with such frequency in a compressed timeframe that we hardly notice we're going through a learning process.

4. Developing scenario-based e-learning
High-level design considerations required before building scenario-based learning are…
an open learning philosophy encompassing blended learning, with strong connections to other organizational development activities
a performance improvement imperative behind the training function
rewards and reinforcements that ensure the transfer of training.

5. A comparison of traditional and scenario-based learning approaches
Characteristics
Traditional Approach
(Linear/Systematic)
Scenario-Based Approach
(Iterative/Intuitive)
Scope
Deductive
Inductive
Learning objectives
based on judgments about knowledge and skills required
based on use of device or interaction
Nature of learning and structure of learning experience
Hierarchical, linear, rule-based
‧branching points
‧instructor control
‧examples/contrived context
‧few paths
‧low data availability
‧grading
‧right and wrong answers
‧scoring
Systemic, non-linear with multiple feedback, evaluative
‧decision points
‧learner control
‧realistic context
‧controlled and multiple paths
‧high data availability
‧advice and guidance
‧problematic solutions
‧performance feedback

6. A comparison of traditional and scenario-based learning approaches
Characteristics
Traditional Approach
(Linear/Systematic)
Scenario-Based Approach
(Iterative/Intuitive)
Learning styles
Can be multiple, but usually less kinesthetic
Usually highly visual and highly kinesthetic
Design process
Systematic prototyping
Action research
Subject types best suited to
Relatively simple, well-known, and well-structured topics often with high knowledge requirements
Knowledge-focused
Complex topics with high interaction or practice requirements
Performance-focused

7. Design scenarios using appropriate interactive discovery techniques
Direct participants to address three general areas: content, style, and media.
Content：ask participants to
share experiences about the subject event
describe desirable outcomes
create indicators of successful outcomes…
Style：Through iteration, establish a set of paths and data needs.(a process)
Media：assure the best motivation for the learner.

8. Begin the alpha design and programming of the scenario
You can use simple animated GIF’s, Macromedia Flash, digital video, and so forth.
The important thing is to follow the storyboard and to be creative about the display of information.
A goal is to have the learner step into the situation and perceive correct responses as behaviors, which will best help him or her achieve the desired outcomes.

9. Test learner performance in the scenario by assessing behaviors
Outcome measures and performance behaviors will constitute the evaluative criteria for assessing performance in the scenario.
A panel of human assessors can process a tremendous amount of data through simple observation, allowing an individual to make a large number of possible decisions and to take paths with scarcely a second notice by the panel.

10. Simple Scenario Example
A Simple Scenario Expressed in Normal Form

11. Simple Scenario Example

12. Simple Scenario Example

13. Review, obtain learner feedback, and revise.
Obtain open-ended qualitative data from the learner about the experience and review the data with the stakeholder-designers.
Revisions shouldn't needlessly complicate the scenario or the technology needed to employ it.
Before any revision, affirm the original purpose statement and the categorization of learning elements.

14. The main points
Scenario-based e-learning (SBeL) is situated in a real context and is based on the idea.
SBeL accords with a performance improvement and behavior change philosophy of the learning function.
All e-learning solutions should employ both traditional and scenario-based e-learning.
Use interactive discovery techniques with stakeholder-designers to establish the purpose and outcomes of scenarios, create the scenarios and appropriate strategies and performance behaviors, and develop learner evaluation criteria.

15. The main points
Scenarios are most effective when illustrated with advanced interactive media and when they have a game-like appearance.
Scenario-based learning occurs by following success and failure paths through a realistic situation. Typically, these paths must be limited to stress the main learning objective. Otherwise the scenario can become too complex and unwieldy.
Open-ended qualitative learner feedback is key to successful scenario revision, but revisions shouldn't further complicate the scenario unless highly justified.