With the increase importance of online learning nowadays but with the lack of instructional design applications available have limit and de-motivate most of the instructors to continue using learning management system. In this paper, we propose an interactive, scenario-based e-learning platform namely RAPIDS where users can create the scenarios easily and learners can solve realistic problems by understanding the concepts and not just memorizing facts and steps thus allowing learners to apply the knowledge gained to problems encountered in the real world for better instructional and learning experience and processes. Usability tests with the first prototype of RAPIDS are also summarized in this paper.

1. Delivering Scenario-based Learning with RAPIDS Teresa B.Y. Liew, Eric Tsui, Patrick S.W. Fong, Adela Lau

2. Rapid Authoring Platform for Instructional Design of Scenarios A Platform that let you create your own interactive scenarios, stories, animations, games, music, art etc with quizzes & assessments, easily and rapidly

3. The learning environment and process Learning Paradigm shifts from predominantly teacher-lead classes to a mix of lectures, group discussions, reflections, in personal and group learning environments

4. Learning theories (Adapted from J. Jim Pettiward, University 2.0, June, 2010) “social learning is based on the premise that our understanding of content is socially constructed through conversations about that content and through grounded interactions, especially with others, around problems or actions. The focus is not so much on what we are learning but on how we are learning” (Seely Brown, J. & Adler, R, 2008)

5. Scenario-based Learning (SBL) The BIG Picture Based on the concept of Situated Cognition KNOWLEDGE cannot be known and fully understood independent of its context. “Learning occurs as a component of authentic activities that are common to the community of practice in which the learner is involved”. (Orey and Nelson, 1997)

6. Scenario-based E-Learning(SBeL) The BIG Picture Paulus, Horvitz and Shi (2006) believe; learning must be provided in a context in which a story offers useful advice or modeling that helps students to achieve their goals of solving tasks. Scenario-based e-learning (SBeL) environments can fit this model since they usually present a story (video, animation or audio-based) to be followed by students, in order to perceive reallife actions and attitudes, which will serve the basis in tasks accomplishment and further discussions. In this way SBeL can also offer an interactive environment with authentic and meaningful tasks distributed in a non-linear way, where students can focus on contextualized activities. Paulus, T.M.; Horvitz, B.; Shi, M.: ‘Isn’t it just like our situation?’ Engagement and learning in an online story-based environment. ETR&D, v. 54, n. 4, pp. 355–385, 2006.

7. Traditional approach Vs SBL approach

8. Traditional approach Vs SBL approach

9. Benefits of Scenario-based Learning Reinforce the learning of a concept Reduce the learn and practice gaps Overcome learning blockades Change a learner’s behaviour Prepare learners for better observation & problem solving skills Save time and/or money by replicating complex, dangerous or expensive experiments SBL is Good ! Yeah!

10. What problems do teachers encounter when they develop and integrate content into an online course?

11. E-learning = E-book/Upload of PPTs, Docs, PDFs Lack of required tools Steep learning curve for some tools What to do with existing material? Appropriate use of instructional design and pedagogy Cannot devote sufficient time and energy to moderate discussions Keeping content up to date Need to cater for a varying degree of IT literacy among the learners Need to maintain the learner’s interest …………….

13. Advantages of RAPIDS Reusable Artefacts Real and imaginary scenes, characters, icons Rapid Authoring Ease of Creation Mix & Match different scenes to compose a new scenario Competency profiling with Quizzes & Scorecard

19. **LPH scenarios

21. RAPIDS Workshops & Feedback

22. Workshops Conducted:

23. First Pilot Testing – 8 Jul 2009 On 8th July 2009, we had conducted our first pilot testing in CF 401. In this 2 hour sessions, we had covered the following: An introduction of the tool, potential applications, demonstration and illustrations Hands on experience for every participant to use the tool to create/reconstruct KM scenarios Gathering of feedback on participants' experience about using the tool

24. Second Trial – October 2009 On October 2009, we had conducted 2nd trial in CF 401. In this 2 hour sessions, we had covered the following: An introduction of Scenario-based learning Hands on experience for every participant on scenario-based learning Gathering of feedback on participants' experience about using the tool

25. Participants Statistics – 13 subjects and 39 students attended the trial

26. Reflection of User Hands-on Experience Reflection of participants from the trials Easy to use User friendly Reusable Artifacts Shorter learning curve Complements & reinforces concepts from the books/ texts Improve learning process More motivated to learn with SBL Understand of self competencies

27. Potential uses of RAPIDS Capture & share project lessons learnt, good practices, reflections etc. Digital Storytelling Refresher training Role play with analytical processing Turns paragraphs of texts into a talking & animated E-book; brings “live” to existing E-Learning content Transition from a Behavioural to a Constructivism approach to learning Massive participation and bottom-up sharing (Web/Enterprise 2.0)

28. Deployed in ISE, Nursing, Social Work, EDC with SD, HKCC, Health Sciences, ELC & others to follow

29. MTR, Census & Statistics Dept, CIC, Langham Place Hotel & MIMOS (Malaysia) have decided to use RAPIDS

30. RAPIDS Exhibition Booth & Web site http://www.rapids.edc.polyu.edu.hk/

31. Comparisons of Second Life and RAPIDS

32. Delivering Scenario-based Learning with RAPIDS Teresa B.Y. Liew, Eric Tsui (Eric.Tsui@polyu.edu.hk, 2766 6609), Patrick S.W. Fong, Adela Lau