**Challenges of Creating High-Quality Scenario-Based Distance Learning**

**Instructional Technologies Unit, Professional Development Program,
University at Albany**\
Edward Skawinski, Multimedia Specialist and Rebecca Stanley, Director

**Continuing Education, University at Albany School of Public Health**

Cheryl R. Reeves, MLS, Associate Director and Carol D. Young, PhD,
Director

## What is our goal? {#what-is-our-goal .Style-Heading-2-+-Not-Bold}

Mindful engagement of the learner

## What is scenario-based learning?

"...learning that occurs in a context, situation, or social framework.
It's based on the concept of situated cognition, which is the idea that
knowledge can't be known or fully understood independent of its
context."

"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."

Kindley, Randall W. "Scenario-Based E-Learning: A Step beyond
Traditional E-Learning," Learning Circuits, May 2002

## Who is our audience?

Adult learners: Self-directed, self-paced. Their experiences are a
resource. Problem-based learning. Immediate feedback. Focused on job
performance.

## What are we talking about?

Asynchronous e-learning. Anytime, anywhere computer-based learning. Not
instructor-led. Discrete 60-90 minute modules. Database-driven web pages
that allow for learner tracking & dynamic course pages.

## Why did we choose the scenario-based approach?

-   Avoid duplication of "traditional" e-learning

-   Teach the application of skills & knowledge; critical thinking

-   Making the content "real" -- duplicate practice environment

## What is the framework?

1.  Content & context

2.  Skill application with appropriate feedback (instructional
    strategies)

3.  Aesthetics -- visual representations, interface

## Content & context -- the process

### Working with Subject-Matter Experts

-   SMEs are usually practitioners, not instructors

-   Availability of SMEs determines involvement

-   IDs must ask the right questions

    -   Provide both content & context

    -   Share failures, as well as successes (multiple outcomes,
        "what-ifs")

    -   Get multiple perspectives

-   SMEs should provide continuous feedback

### The Scenario

-   Don't forget your objectives!

-   Multiple paths? Learners may not see them all!

-   Solutions may be elusive. Scenario reflects reality!

-   Realistic data

-   How much "story" is necessary to engage the learner? How much is
    "too much?" Is the story making the learning too slow?

## Skill application with appropriate feedback -- the process

### Choosing relevant and engaging instructional strategies

-   Narrow down objectives to specific skills

-   Types of interactions

    -   Look at traditional exercises in new ways

    -   Be creative in setting exercises in context

    -   Don't be afraid to take risks

    -   Learner input may be required to continue scenario (decision
        points)

-   Use of characters to interact with learner

-   Is all the necessary information contained in the program? Does the
    learner have to choose?

-   Help system: "Wizard" or "traditional" content

-   Content in the feedback (feedback from the environment)

-   Open-ended questions -- learning from others; social networking in
    asynchronous environment

## Development challenges

-   Continuum of complexity

-   Media needs: photos, video, audio, etc.

-   Interface can be complex -- attempt to replicate reality

-   Flowchart, other tools

-   Quantity and quality of decision points

-   Much more testing required

-   Build in "breaks" for the user

-   Usability -- test early and often

-   Rapid prototyping

## Rapid prototyping

-   Process is iterative

-   "Tollgates" -- ID critique

-   Be flexible, and willing to let go \[desire to experiment vs.
    practical application\]

-   Encourage questions, criticism

## Conclusions

-   Take risks

-   Be flexible

-   Emerging field -- lots of possibilities

-   Assess the impact

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