Table Of ContentCONTENTS
Foreword
Acknowledgments
Chapter 1: What Is Scenario-Based e-Learning
Scenario-Based e-Learning: A First Look
What Do You think?
Scenario-Based e-Learning Defined
Scenario-Based vs. Directive Training Environments
What Scenario-Based e-Learning Is Not
Six Reasons to Consider Scenario-Based e-Learning Now
What Do You Think? Revisited
Coming Next
Additional Resources
Chapter 2: When to Use Scenario-Based e-Learning
Consider Scenario-Based e-Learning for Strategic Tasks
What Do You Think?
Situations That Call for Scenario-Based e-Learning
Eight Scenario-Based Learning Domains
Scenario-Based Multimedia Interfaces
Meet the Scenario-Based e-Learning Samples
Coming Next
Additional Resources
Chapter 3: Design of Scenario-Based e-Learning
Overview of a Scenario-Based e-Learning Design Model
Modes and Media in Scenario-Based e-Learning
Coming Next
Additional Resources
Chapter 4: Defining Scenario Outcomes
Outcome Deliverables for Learning Domains
Assess the Complexity of your Outcome Responses
What Do You Think?
Translate Your Learning Objectives
Scenario Outcomes and Multimedia Interfaces
What Do You Think? Revisited
Coming Next
Additional Resource
Chapter 5: Designing the Trigger Event and Case Data
What Do You Think?
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Planning the Trigger Event
Defining Case Data
What Do You Think? Revisited
Coming Next
Chapter 6: Building Guidance in Scenario-Based e-Learning
What Do You Think
What Is Guidance?
Option 1: Fade Support from High to Low
Option 2: Move from Simple to Complex
Option 3: Consider Open vs. Closed Response Options
Option 4: Consider Interface/Navigation Design
Option 5: Add Training Wheels
Option 6: Incorporate Coaching and Advisors
Option 7: Embed Worksheets
Option 8: Adjust Feedback
Option 9: Make Learning Collaborative
What Do You Think? Revisited
Coming Next
Additional Resources
Chapter 7: Putting the “L” in Scenario-Based e-Learning
What Do You Think?
Integrating Knowledge and Skill Resources
Tutorials
Reference
Examples
Instructors
What Do You Think? Revisited
Coming Next
Additional Resources
Chapter 8: Designing Feedback and Reflection
The Power of Feedback
Learning from Mistakes
Instructional vs. Intrinsic Feedback
What Do You Think?
Feedback in a Nutshell
Feedback and Reflection in Learning Domains
What Do You Think? Revisited
Coming Next
Additional Resources
Chapter 9: Evaluation of Scenario-Based e-Learning
What Do You Think?
Focusing Your Evaluation
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Back to the Basics: Test Reliability and Validity
Test Items for Scenario-Based e-Learning
Did I Pass the Test?
Testing with Online Scenarios
What Do You Think? Revisited
Coming Next
Additional Resources
Chapter 10: Does Scenario-Based e-Learning Work?
Does It Work?
Is It Efficient?
Does It Motivate?
What Features Make a Difference?
What Do You Think?
Limits of Research
Discovery Learning Does Not Work
Guided Discovery Can Have Learning Advantages over “Traditional” Instruction
Learner Scaffolding Is Essential for Success
Guided Discovery Can Be More Motivating Than “Traditional” Instruction
Feedback and Reflection Promote Learning
Visual Representations Should Be Congruent with Your Learning Goals
Can Scenario-Based e-Learning Accelerate Expertise?
Research on Scenario-Based e-Learning—The Bottom Line
What Do You Think? Revisited
Coming Next
Additional Resources
Chapter 11: Eliciting Critical Thinking Skills for Scenario-Based e-Learning
What Is Knowledge Elicitation?
What Do You Think?
Three Approaches to Knowledge Elicitation
Which Elicitation Method Should You Use?
Types of Knowledge and Skill to Elicit
Incorporating Critical Thinking Skills into Your Lessons
Guidelines for Success
What Do You Think? Revisited
Coming Next
Additional Resources
Chapter 12: Implementing Scenario-Based e-Learning
What Do you Think?
Four Steps to Project Success
Step One: Present a Strong Business Case
Step Two: Plan Your Project
Step Three: Design Your Approach
Step Four: Develop Your First Scenario
What Do You Think? Revisited
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Coming Next: Your Scenario-Based e-Learning Project
Additional Resources
Appendix A: An Introduction to the Scenario-Based e-Learning Examples
Appendix B: Repeated Figures
Appendix C: Reliability and Validity for Learning Measures for Scenario-
Based e-Learning
List of Figures and Tables
Glossary
References
About the Author
Index
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About This Book
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Why is this book important?
This is a book about a new instructional design approach that I call “scenario-based e-learning.” You may
have heard other names, such as immersive learning, problem-based learning, or whole-task instruction.
What’s important is not the name—but how you design, develop, and deploy a learner-centered instructional
environment that can accelerate expertise, build critical thinking skills, and promote transfer of learning. In
this book you will learn the what, when, why, and how of scenario-based e-learning lessons, ranging from
simple branched scenarios to complex simulated environments.
You can apply the guidelines in this book to design of e-learning lessons intended to be self-study or self-
study with online collaboration, or to instructor-led settings that use the scenario-based e-learning lessons as
case study resources.
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What can you achieve with this book?
The guidelines and examples in this book will help you:
Distinguish between scenario-based e-learning and traditional instructional approaches
Identify the benefits of a scenario-based e-learning design for your learners and instructional goals
Determine when scenario-based e-learning is appropriate in your context
Identify specific outcomes of scenario-based e-learning relevant to your organizational goals
Classify your instructional goals into one or more of eight learning domains that are good candidates for
scenario-based e-learning
Apply a design model to your own content and learning objectives
Evaluate outcomes from your scenario-based e-learning course
Apply current research on scenario-based e-learning to your own courses
Identify tacit expert knowledge using cognitive task analysis techniques
Make a business case for scenario-based e-learning in your organization
To help you achieve these goals, each chapter ends with a worksheet in which you can apply the guidelines
and examples in that chapter to your own projects. You can find the worksheets online at
www.pfeiffer/go/scenario. The password is Professional.
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How is the book organized?
The first two chapters focus on the what, why, and when of scenario-based e-learning. Based on examples
from diverse scenario-based multimedia lessons, you will see the unique features and benefits of this approach
and identify situations in your organization that could profit from it. As you start to consider potential
candidates for scenario-based e-learning in your organization, you can review eight knowledge and skill
objectives, along with eight learning domains that represent the most common applications and will guide
your design process.
Chapters 3 through 8 make up the heart of the book and focus on a design model for a scenario-based e-
learning lesson, starting with an overview in Chapter 3 and proceeding with detailed guidelines and examples
for each of the seven components of the design. In these chapters you will define the following key elements:
general and specific intended outcomes, trigger events, case data, guidance and instructional resources, and
feedback-reflection components.
In the last third of the book I summarize strategies to evaluate outcomes from scenario-based e-learning
with an emphasis on testing to assess the instructional quality of and learning from your lessons. Although
scenario-based e-learning is relatively new, in Chapter 10 I summarize recent research evidence followed by a
chapter on supplementing your traditional job analysis with cognitive task analysis. In the final chapter you
will find a brief discussion of how to make a business case for a scenario-based e-learning design project to
include cost-benefit analysis.
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Appendices
Please take a look at Appendices A and B, as they will guide your understanding of the examples in the book.
Appendix A introduces the main samples used throughout the book, giving you a little background on each
lesson. Appendix B is a repeat of all of the screen-capture figures in the sequence shown throughout the book.
Because of space limitations, I refer back to many figures appearing in previous chapters. To make your access
of these easier, you can bookmark Appendix B and look there to quickly find a specific figure. Note that all
screen capture figures also appear online at www.pfeiffer.com/go/scenario.
Appendix C is adjunct information related to Chapter 9. It summarizes guidelines on ways to evaluate your
scenario-based e-learning project. To measure learning outcomes, you will need to construct reliable and valid
tests. In Appendix C you will find a review of test reliability and validity, essential concepts to any test
development process. Review Appendix C if you plan to develop tests to assess knowledge and skill gains from
your scenario-based e-learning course and if you need a refresher on these concepts.
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