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Scenario-Based e-Learning
Scenario-Based e-Learning offers a new instructional design approach that can accelerate expertise, build critical thinking skills, and promote transfer of learning. This book focuses on the what, when, and how of scenario-based e-learning for workforce learning. Throughout the book, Clark defines and demystifies scenario-based e-learning by offering a practical design model illustrated with examples from veterinary science, automotive troubleshooting, sales and loan analysis among other industries. Filled with helpful guidelines and a wealth of illustrative screen shots, this book offers you the information needed to:
- Identify the benefits of a SBeL design for learners and learning outcomes
- Determine when SBeL might be appropriate for your needs
- Identify specific outcomes of SBeL relevant to common organizational goals
- Classify specific instructional goals into one or more learning domains
- Apply a design model to present content in a task-centered context
- Evaluate outcomes from SBeL lessons
- Identify tacit expert knowledge using cognitive task analysis techniques
- Make a business case for SBeL in your organization
Praise for Scenario-Based e-Learning
"Clark has done it again—with her uncanny ability to make complex ideas accessible to practitioners, the guidelines in this book provide an important resource for you to build your own online, problem-centered instructional strategies."
—M. David Merrill, professor emeritus at Utah State University; author, First Principles of Instruction
"Clark's wonderful book provides a solid explanation of the how, what, and why of scenario-based e-learning. The tools, techniques, and resources in this book provide a roadmap for creating engaging, informative scenarios that lead to tangible, measurable learning outcomes. If you want to design more engaging e-learning, you need to read this book."
—Karl M. Kapp, Professor of Instructional Technology, Bloomsburg University; author, The Gamification of Learning and Instruction
- Sales Rank: #371596 in Books
- Brand: Brand: Pfeiffer
- Published on: 2012-12-17
- Original language: English
- Number of items: 1
- Dimensions: 9.22" h x .52" w x 7.00" l, .95 pounds
- Binding: Paperback
- 272 pages
- Used Book in Good Condition
From the Back Cover
Scenario-Based "e"-"Learning"
"Scenario-Based e-Learning "offers a new instructional design approach that can accelerate expertise, build critical thinking skills, and promote transfer of learning. This book focuses on the what, when, and "how" of scenario-based e-learning for workforce learning. Throughout the book, Clark defines and demystifies scenario-based e-learning by offering a practical design model illustrated with examples from veterinary science, automotive troubleshooting, sales and loan analysis among other industries. Filled with helpful guidelines and a wealth of illustrative screen shots, this book offers you the information needed to: Identify the benefits of a SBeL design for learners and learning outcomesDetermine when SBeL might be appropriate for your needsIdentify specific outcomes of SBeL relevant to common organizational goalsClassify specific instructional goals into one or more learning domainsApply a design model to present content in a task-centered contextEvaluate outcomes from SBeL lessonsIdentify tacit expert knowledge using cognitive task analysis techniquesMake a business case for SBeL in your organization
"Praise for" Scenario-Based "e"-"Learning"""
"Clark has done it again--with her uncanny ability to make complex ideas accessible to practitioners, the guidelines in this book provide an important resource for you to build your own online, problem-centered instructional strategies."
--M. David Merrill, professor emeritus at Utah State University; author, "First Principles of Instruction"
"Clark's wonderful book provides a solid explanation of the how, what, and why of scenario-based e-learning. The tools, techniques, and resources in this book provide a roadmap for creating engaging, informative scenarios that lead to tangible, measurable learning outcomes. If you want to design more engaging e-learning, you need to read this book."
--Karl M. Kapp, Professor of Instructional Technology, Bloomsburg University; author, "The Gamification of Learning and Instruction"
About the Author
Dr. Ruth Colvin Clark has worked for over 20 years with training professionals assigned to design, develop, and select effective training for classroom or computer delivery. She is widely published in training and performance improvement periodicals and was recently bestowed a Distinguished Professional Service Award from ISPI. She is the co-author of the best-selling e-Learning and the Science of Instruction.
Most helpful customer reviews
4 of 4 people found the following review helpful.
A Must-Have for Every Instructional Designer's Desktop
By RobF
Ruth Colvin Clark is our foremost translator of research on instructional design into practical, plain-language guidance for instructional design practitioners. In this book, Dr. Clark takes on the daunting challenge of making sense out of a generation of groundbreaking research on teaching of complex problem-solving and expertise. This is the high-value segment of the training enterprise: at every level of every organization, there is a handful of “MVP’s” who are capable of solving the non-standard problems: the problems that have the highest value to the organization – and the highest cost, if they are not solved efficiently and effectively. The conventional wisdom is that this kind of expertise can’t be taught; it can only be learned through a decade of apprenticeship and experience. Yet often, the enterprise’s need for this kind of expertise isn’t even recognized by the training specialists, who instead focus on grinding out low-level information and procedure training – ever faster, and ever cheaper, often with little attention to its ultimate value to the enterprise.
Dr. Clark shows us how advances in our understanding of complex problem solving and expertise have led to practical approaches to problem-based learning and assessment. She refers to the family of learning environments with this purpose as scenario-based e-Learning. These learning environments have the potential to teach what was formerly considered unteachable, and to accelerate and regularize the development of expertise for the highest-value competencies found in each level of the enterprise, from the call center and the sales team, to the manufacturing and maintenance groups, to the design and consulting teams, and to the corporate leaders: arguably, the “secret sauce” of any enterprise.
This is not your father’s training design. Well-designed scenarios accurately capture the way an expert thinks about problem-solving: what they notice, what principles they use to make decisions as they weigh cost, risk, and benefit of multiple options (often with no uniquely “right” solution). They place trainees in a relatively unstructured, more realistic environment, and give them the opportunity to work their way to a solution in much the way an expert does. This is a far cry from the usual tell-show-do strategy employed for procedure training. Instead, the training is typically built around a progression of simple to complex problem solving activities, each of which involves multiple decision paths and choices among alternative strategies. The problem solutions may or may not converge on a single “answer.” In this kind of training, trainees learn from their mistakes, by reflecting on how they thought about the problem.
Dr. Clark lays out in a simple format the key properties of problem-solving environments. She is careful to contrast these environments from the familiar direct instruction models. Equally important, she weighs carefully the available research on best practices in design, and the options for various design approaches to matters such as defining the goal of the training, defining the problem, rendering it in a learning environment, and designing the various forms of structure and feedback available. She is careful not to go beyond available research by advocating for some design options over others, but simply describes the options and their properties and the benefits suggested from research. Perhaps most important, she repeatedly cautions that the design practices she describes can be implemented at almost any level of media production, from a loose-leaf binder with tabs, to an elaborately realistic multimedia piece.
The easiest thing to build is the wrong problem-based learning activity. All you have to do is to make unjustified assumptions about the skills you are teaching and your instructional design. Some of the most crucial parts of scenario-based e-learning design, however, are left for the “advanced” chapters at the end of the book. Readers who want their training products to be effective must take care not to overlook these final chapters, especially those on eliciting expert knowledge, on what we know about what makes e-Learning work, and on evaluation strategies.
Unlike so many authors of training textbooks, Dr. Clark follows her own advice and presents numerous screen captures of actual products, to provide multiple examples of the most important characteristics of these products. Considering how difficult it is to obtain examples and to capture their complexity on the pages of a book, the examples alone earn for the book a place on every instructional designer’s desk.
Dr. Clark succeeds masterfully in her goal of introducing design of problem-based learning to instructional design professionals. Of necessity, topics such as use of rapid prototyping for early validation of designs, use of problem-based environments for assessment, representation of knowledge structures and their translation into problem activities, and options for implementing these designs in software, receive only a light treatment. The larger the project, and the more complex and ill-structured the problem-solving skills being taught, the more important topics such as these become. However, Dr. Clark implicitly assumes that her readers will start small: perhaps a 20-minute problem solving activity embedded in an e-learning course would be something readers of this book might want to tackle at first.
And finally, Dr. Clark’s careful reading of the research literature with a pragmatic instructional designer’s viewpoint simultaneously demonstrates how much we have learned about this family of instructional strategies – and how much more there is to learn. We can only hope that researchers who read the book will take the hint.
7 of 8 people found the following review helpful.
Great Book
By Fun Cooking
I love most of Ruth Colvin Clark's books, and this book was no exception. Unlike some of her previous books, this one focuses on a very specific type of training: scenario-based elearning. The strategies and suggestions are useful for this type of elearning, but if you're looking for strategies that apply to a broader swath of training types, I'd suggest E-Learning and the Science of Instruction or Evidence-Based Training Methods instead.
6 of 7 people found the following review helpful.
Look for a better source to help you
By margaret linville
Strange book. Looks outdated.
Cd is useless. And not interactive.
Overpaid for this book. Articulate online has better examples. Good luck.
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