idesignx 2017: learner engagement vs learning experience - scenarios in elearning design

Engagement & Scenarios in eLearning Design

Dr. Melissa A. Bordogna

iDesignX

February 23, 2017

Which is the Problem? Learner Engagement or Learning Experience

#futureoflearning & @savvyacademic or @DrMelisBordogna

Engagement vs Experience

Experience IS the co-created, contextual conditions within which learners experience the learning environment including the instructor, physical or virtual surroundings, course and content design as well as the established institutional (and “classroom”) cognitive and emotional cultures.

Engagement IS a the outcome of the learner’s perceived value of the learning experience interplaying with their own degree of self-efficacy [growth of confidence].


Engagement vs Experience


WHICH DO YOU HAVE MORE INFLUENCE OVER???

We don’t have a learner engagement problem; we have a learning experience

problem.

The Science of MotivationA Snapshot


Source: (Pink 2009; May et al 2004; Korobova & Starobin 2015; Deci & Ryan 2006)


The balance between the skill level and the challenge motivates learners.

Intrinsically Motivated Learners

• employ strategies that demand more effort• process information more deeply• prefer tasks that are more challenging • will to put in greater effort• show long-term retention of what was learned• apply their knowledge more often than others• perceive themselves as more competent

Other Factors

• identifying relevance of learning goals heightens motivation

• contextualising learning & applicability of skills

(Lepper 1988; Simons 2004; Ryan & Deci 2000)


THIS IS WHAT ENGAGEMENT LOOKS LIKE...

Creating the Condition for Intrinsic Motivation

• Curiosity• Creativity & Fun• Autonomy & Control• Challenge & Mastery• Contextualisation & Purpose• Interactivity


Source: (Pink 2009; May et al 2004; Korobova & Starobin 2015; Deci & Ryan 2006)

THESE ARE THE CONDITIONS TO CREATE OR INFLUENCE...

Designing the ExperienceScenario Based Learning (SBL)


Scenario Based Learning (SBL)

Improving analytical thinking skillsEncouraging problem-solving

Formulating strategies

Generating sensitivity to change

*Improving soft skills

Practicing newly acquired skills in a safe context


SCENARIO BASED LEARNING (SBL)

Realistic & Informative• Involve experienced people to identify

objectives and activities

• Make it relatable

• Model characters after real people

• Avoid using irrelevant details just for the sake of entertainment. [cognitive overload or distraction]

Learner-centric• Draw upon learners’ core strengths

• Focus on performance improvement NOT correct answers

• Provide feedback (remediation/reinforcement)

Key Characteristics



Applied learning strategies

• Requires learner to have a basic knowledge of the topic(s) prior to SBL

• Provides opportunities to analyse, evaluate, and finally to create a solution based on their knowledge

• Allow learners to learn through their mistakes with plausible consequences.

Key Characteristics



Key Characteristics

Interactive

• Requires the selection of responses to move learners through the lessons [instead of answers to content questions]

• Supplies information only as needed

• Uses images and sound to enhance the experience—example: Change facial expressions & backgrounds

• Interweaves a compelling narrative throughout

1. Involve subject matter experts & other stakeholders

• discovery sessions should be a min of 1 day up to 5 days with SMEs


CONDUCT A DISCOVERY & COLLABORATION SESSION(S)

2. Analysis to Determine

where learners are making real-world errors

why learners are making these mistakes

what behaviours need to be changed to avoid these errors

what are the metrics needed to demonstrate the impact on the business

what resources can assist learners to navigate the optimal path



3. Collaborate to Build

what realistic scenarios ‘look like’ [contextualization]

what are descriptions of successful and fail behaviours

what are indicators of an ‘on par’ or ‘optimal’ response/outcomes

what are indicators of a ‘subpar’ or ‘sub-optimal’ response/outcome

what are indicators of ‘non par’ or ‘non-optimal’ response/outcome



SCENARIO 1 BACKGROUND: The new instructional designer has been tasked with creating scenario-based

eLearning about the organisation’s new ethics practices. Help the new ID navigate the scenario-building

process. The new ID seeks advice along the way from an experienced L&D trainer as well as from the

organisation’s HR manager.

Challenge Choices Consequences Conclusion Next Steps

INSERT FIRST

PROBLEM/ISSUE:

Advisor #1

comment:

Advisor #2

comment:

On par/ Optimal

Subpar/Sub-

optimal

Non par/Non-

optimal

BE SURE to reflect on the appropriateness of the questions in relation to the scenario


Screens devoted

• a brief situational description,

• the posing of a decision problem,

• an opportunity to consult ‘advisors’ [optional]

• and a request for the learner to select a behavior that represents the best course of action


THE BUILD

Storyboarding

Storytelling & Narrative Ingredients

Authentic storyline (aka a plot)

Credible characters

A twist or motivator

Challenge

Emotional dimension

High points

Resolution


THE BUILD

Make it Adaptive

• Pre-testing required basic knowledge

• Have learner complete prerequisite course if necessary

• Scenarios can be standalone OR integrate using various interconnected decision-points

TAKING IT TO THE NEXT LEVEL

Introduction Scenario: A customer enter the golf club to become a member.

On-Par Response Subpar Response Non-Par Response

Choices Good afternoon, my name is Jane.

What brings you to ABC Golf Club

today? (smile, friendly)

Hi, I'm Jane. How can I help

you? (smiling, friendly)

Hi, how can I help you?

Consequences Hi, I'm Amanda. I would like to

become a member.

Hi, I'm Amanda. I would

like to become a member.

I would like to become a

member.

Feedback to

Learner

This area can be coded to match the

outcomes (skills identified in the

learning outcomes)

Choices Great Amanda, I can help you with

that! Are you new to the area?

Great, I can help you with

that. Are you new to the

area?

Cool, I can do that.

Consequences We have just moved here from

Melbourne because of work.

Yes, we just moved here. Ok, great. Will this take

long? I have some other

jobs to do since we just

moved here and just need

to grab a bite of lunch.

Feedback to

Learner

Food For ThoughtExamples to Spur Creativity

COMIC BUILD EXAMPLE

Source: eLearner Engaged


ADVISORS BUILD EXAMPLE

The Characters

Source: http://bit.ly/2l5T4k7



The Advisors

The Objective




The Scenario Unfolds




A Choice is Made & Consequences Transpire



Source: http://bit.ly/2mapmeX


Source: http://bit.ly/2kIzsoy


Source: http://bit.ly/2l4X7R4

Focus on designing the Experience

Create the conditions for Intrinsic Motivation to be ignite and emerge

Collaborate closely with SMEs

Be meticulous—be sure the questions and responses match the goal

Have some fun & get creative!

IN SUMMARY

“All you can do, like a farmer,

is create the conditions under

which they [the learners] will

begin to flourish.”

― Sir Ken Robinson

@DrMelisBordogna

Dr. Melissa A Bordogna

LET’S CONNECT!

GEdNeT – Full service L&D consulting, design & development

www.gednet.com.au

The Savvy Academic – Professional Development for Learning Professionals

www.thesavvyacademic.com

Katalysis X – The Future of Work thought leadership and professional

development www.katalysisx.com

[email protected]

https://twitter.com/DrMelisBordogna

http://au.linkedin.com/pub/dr-melissa-a-bordogna/1b/a26/942

http://www.gednet.com.au/

http://www.gednet.com.au/

http://www.thesavvyacademic.com/

http://www.thesavvyacademic.com/

http://www.katalysisx.com/

mailto:[email protected]

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idesignx 2017: learner engagement vs learning experience - scenarios in elearning design

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