Scenario-based e-learning evidence-based guidelines for online workforce learning
"Scenario-Based Learning offers a wealth of ideas for improving critical thinking skills, problem solving, and includes suggestions for promoting opportunities for practicing scenario-based learning on the job. The book contains a wealth of kick-off alternative research-based examples and descr...
| Autor principal: | |
|---|---|
| Formato: | Libro electrónico |
| Idioma: | Inglés |
| Publicado: |
San Francisco, Calif. :
Pfeiffer
2013.
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| Edición: | 1st ed |
| Materias: | |
| Ver en Biblioteca Universitat Ramon Llull: | https://discovery.url.edu/permalink/34CSUC_URL/1im36ta/alma991009849129406719 |
Tabla de Contenidos:
- Intro
- Scenario-Based e-Learning: Evidence-Based Guidelines for Online Workforce Learning
- Copyright
- Contents
- 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
- The Learner Is an Actor Responding to a Job-Realistic Situation
- The Environment Is Preplanned
- Learning Is Inductive Rather Than Instructive
- The Instruction Is Guided
- Scenarios Incorporate Instructional Resources
- The Goal Is to Accelerate Workplace Expertise
- What's in a Name?
- Scenario-Based vs. Directive Training Environments
- Learning from Mistakes
- Scenarios to Lead or to Culminate?
- Target Audience
- What Scenario-Based e-Learning Is Not
- Not a Game
- Not a Scenario with Questions
- Not a Simulation
- Not About a Delivery Mode or Media
- Not About Specific Technology
- Six Reasons to Consider Scenario-Based e-Learning Now
- 1. Scenario-Based e-Learning Can Accelerate Expertise
- 2. Scenario-Based e-Learning Can Offer Return on Investment
- 3. Learners Like Scenario-Based e-Learning
- 4. Scenario-Based e-Learning Has Better Transfer Potential
- 5. Scenario-Based e-Learning Can Build Critical Thinking Skills
- 6. Technology Can Facilitate Scenario-Based e-Learning Development
- What Do You Think? Revisited
- Coming Next
- Additional Resources
- Scenario-Based e-Learning and You: Why Now?
- 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
- Rare Occurrence Tasks
- Critical Thinking Skills Training
- Compliance-Mandated Training
- Learner Expertise and Scenario-Based e-Learning
- Lengthy Timeline Tasks
- Risk-Adverse Tasks
- Eight Scenario-Based Learning Domains.
- 1. Interpersonal Skills
- 2. Compliance Policies and Procedures
- 3. Diagnosis and Repair
- 4. Research, Analysis, and Rationale
- 5. Tradeoffs
- 6. Operational Decisions and Actions
- 7. Design
- 8. Team Coordination
- Scenario-Based Multimedia Interfaces
- Branched Scenarios
- Menu-Driven
- Full Screen Active Object
- Virtual Worlds
- Meet the Scenario-Based e-Learning Samples
- Coming Next
- Additional Resources
- Scenario-Based e-Learning and You: Your Scenario-Based e-Learning Opportunities
- Chapter 3: Design of Scenario-Based e-Learning
- Overview of a Scenario-Based e-Learning Design Model
- Component 1: The Task Deliverable
- Core Component 2: The Trigger Event
- Core Component 3: Scenario Data
- Core Component 4: Guidance and Instruction
- Core Component 5: Feedback
- Core Component 6: Reflection
- Modes and Media in Scenario-Based e-Learning
- Coming Next
- Additional Resources
- Scenario-Based e-Learning and You: Your Draft Design Model
- Chapter 4: Defining Scenario Outcomes
- Outcome Deliverables for Learning Domains
- Assess the Complexity of your Outcome Responses
- 1. Number of Outcomes
- 2. Outcome Precision
- 3. Interface Response Options
- 4. Social Presence
- What Do You Think?
- Translate Your Learning Objectives
- Multimedia Response Options
- Scenario Outcomes and Multimedia Interfaces
- What Do You Think? Revisited
- Coming Next
- Additional Resource
- Scenario-Based e-Learning and You: Translating Your Objectives
- Chapter 5: Designing the Trigger Event and Case Data
- What Do You Think?
- Planning the Trigger Event
- Defining Case Data
- Formats for Case Data
- Saving and Tracking Case Data
- What Do You Think? Revisited
- Coming Next
- Scenario-Based e-Learning and You: Defining Your Trigger Event and Case Data
- 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
- Use SMES to Identify Complexity Factors
- 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
- Scenario-Based e-Learning and You: Defining Guidance
- Chapter 7: Putting the "L" In Scenario-Based e-Learning
- What Do You Think?
- Integrating Knowledge and Skill Resources
- Tutorials
- Reference
- Examples
- Make Examples Engaging
- Instructors
- Give Your Learners an Instructional Role
- What Do You Think? Revisited
- Coming Next
- Additional Resources
- Scenario-Based e-Learning and You: Defining Instructional 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
- 1. Be Specific
- 2. Provide Intrinsic and Instructional Feedback
- 3. Adjust Feedback Frequency Based on Guidance Needs and Learning Goals
- 4. Focus the Feedback Based on Your Goals
- Embed Reflection Opportunities for Learners
- Feedback and Reflection in Learning Domains
- Interpersonal Skills
- Compliance
- Diagnosis and Repair-Research and Analysis
- Tradeoffs
- Operational Decisions
- Design
- Team Coordination
- What Do You Think? Revisited
- Coming Next
- Additional Resources
- Scenario-Based e-Learning and You: Defining Feedback
- Chapter 9: Evaluation of Scenario-Based e-Learning
- What Do You Think?
- Focusing Your Evaluation
- Do the Learners Like It?
- Is Instruction Effective?.
- Is the Learning Environment Efficient?
- Does Learning Transfer?
- Is There a Good Return on Investment?
- Plan Evaluation in Stages
- 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
- Scenario-Based e-Learning and You: Planning Your Evaluation
- 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
- The Evolution from Single Experiments to Meta-Analysis
- What's in a Name?
- Discovery Learning Does Not Work
- Guided Discovery Can Have Learning Advantages over "Traditional" Instruction
- Learning Excel in Scenario-Based Versus Directive Lessons
- Learner Scaffolding Is Essential for Success
- Should Domain Information Come Before or After Problem Solving?
- Assign Problems First-Then Provide Explanations
- Provide Explanations Before and During Learning
- Use Collaboration for More Challenging Scenarios
- Make the Instructional Interface Easy to Use
- Guided Discovery Can Be More Motivating Than "Traditional" Instruction
- Feedback and Reflection Promote Learning
- Provide Detailed Instructional Feedback
- Provide Opportunities to Compare Answers with Expert Solutions
- Visual Representations Should Be Congruent with Your Learning Goals
- Use Visual Representations Rather Than Text Alone When Visual Discrimination Is Important
- Can Scenario-Based e-Learning Accelerate Expertise?
- Accelerating Orthopedic Expertise
- Accelerating Electronic Troubleshooting Expertise
- Research on Scenario-Based e-Learning - The Bottom Line
- What Do You Think? Revisited
- Coming Next
- Additional Resources.
- Scenario-Based e-Learning and You: Evidence-Based Decisions
- Chapter 11: Eliciting Critical Thinking Skills for Scenario-Based e-Learning
- What Is Knowledge Elicitation?
- What Do You Think?
- Three Approaches to Knowledge Elicitation
- Concurrent Verbalization
- After-the-Fact Stories
- Reflections on Recorded Behaviors
- Which Elicitation Method Should You Use?
- Evidence on Knowledge Elicitation Methods
- Types of Knowledge and Skill to Elicit
- Actions and Decisions
- Cues
- Rationale and Rules of Thumb
- Monitoring
- Questions to Elicit Knowledge Needed During the Interview
- Incorporating Critical Thinking Skills into Your Lessons
- Use of Actions Taken
- Use of Decisions Made
- Use of Cues Identified
- Use of Rationale and Rules of Thumb
- Teaching Monitoring Skills in Your Scenario-Based e-Learning
- Guidelines for Success
- 1. Take Care in Selecting Experts
- 2. Don't Over-Extend
- 3. Work in a Team
- What Do You Think? Revisited
- Coming Next
- Additional Resources
- Scenario-Based e-Learning and You: Eliciting Tacit Knowledge
- Chapter 12: Implementing Scenario-Based e-Learning
- What Do you Think?
- Four Steps to Project Success
- Step One: Present a Strong Business Case
- Visualize Scenario-Based e-Learning for Stakeholders
- Determine the Magnitude of the Performance Gap
- Incident-Driven Training
- Compliance Training
- Identify Tradeoffs to Diverse Solution Options
- Delivery Media Tradeoff Analysis for Automotive Troubleshooting
- Highlight Opportunities to Build Expertise That Are Unavailable or Impractical in Workplace
- Leverage the Motivational Potential of Scenario-Based e-Learning
- Present Evidence on the Benefits of Scenario-Based e-Learning
- Estimate Your Production Costs
- Step Two: Plan Your Project
- Plan and Secure Your Resources.
- Define and Classify the Target Knowledge and Skills.
