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
Motivation
A 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
Experience
Scenario Based Learning (SBL)

Scenario Based Learning (SBL)
Improving analytical thinking skills
Encouraging 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
Thought
Examples 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
melissa@gednet.com.au

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