Let us consider a situation. You need to teach learners about Internet Fraud. The possible two ways of doing this are:
- You get right to the business and tell the learners about Internet Fraud. In this approach, you define the concept, then list the types of fraud, and then explain how to avoid such frauds.
- You describe a scenario with a fraudster in action. Then you show several scenarios using the fraudster to help learners understand about Internet Fraud and the types of frauds. Using similar scenarios, you also explain how learners can avoid such frauds.
What according to you sounds more interesting? Which approach do you think will increase learner motivation to learn more? Which approach do you think will ensure effective learning? The first approach is a traditional approach to teaching a concept while the second approach is a scenario-based teaching approach. Remember, none of these approaches are a single solution to designing effective courses. Depending on the learner profile and learning objectives, you need to see which approach will be most effective. The main aim of this article is to help you understand the effectiveness of scenario-based learning. We know how traditional approach works. What is the difference between the two approaches?
| Traditional Learning | Scenario-Based Learning |
| 1. The mode of instruction is deductive and theoretical in nature. | 1. The mode of instruction is inductive and practical in nature. |
| 2. The course becomes text heavy as there is a lot to read. The biggest challenge is to ensure that it does not become a page turner. | 2. The course can use different forms of media, such as audio, visual graphics and animations, and text. The biggest challenge is to ensure that the theme does not take over the learning. |
| 3. The learner may have trouble relating to the content due to lack of practical examples. | 3. The learner can clearly relate to the scenarios/situations and are able to understand the concepts better. |
| 4. The approach tends to become more content-centered. | 4. The approach tends to become more learner-centered. |
| 5. Unnecessary stress is given on definitions and concepts. (Is it really important for your learner to know the definition of Internet fraud or would it suffice to know what it means?) | 5. The learning is more holistic as the learner can relate to how these concepts are connected to his/her daily life. |
| 6. The assessments tend to be extremely direct, simple, and forced. | 6. Assessments are fun and provide an opportunity for the learner to explore the concepts in greater detail. |
| 7. The course is less realistic and highly structured in nature. It can tend towards passive learning. | 7. The course is more realistic and fluid in terms of structure. It can tend towards active learning. |
| 8. The focus is on knowledge gained. | 8. The focus is on knowledge applied. |
| 9. This is most effective when the learners are self-motivated and prefer information upfront. | 9. This is most effective when the learner motivation is low and the learner does not have the patience to learn. |
So what exactly is scenario-based learning?
Scenario-based learning is learning based on situations or contexts. Scenario-based learning is based on situated cognition. This means that learning happens within a defined context. Situated cognition is the relationship between the learner and the context or the situation. Scenario-based learning aims to make eLearning as realistic as possible. This can be accomplished using a series of situations to explain the concepts, decision trees or branching stories, or simulations. It is important to understand that context is very different from content. Context is the environment or framework within which the content is taught. The context should be familiar to the learner such that he/she can make the necessary connections to aid learning.
How to design scenario-based learning?
- It is extremely important to keep the learning objectives and learner persona in mind while designing the context.
- Brainstorm to come up with a list of contexts that may work for the course. Keep the Bloom’s level in mind to ensure that this is met and the learner does not learn more or less.
- Identify the context that best suits the learner persona. During brainstorming, argue out to see which contexts will hold for the entire course. Choose the context that makes the learning process easier and pleasant. Drop the contexts that will not support the course or the learning objectives.
- After you identify the context, ensure that you have the SME’s support to ensure that the context is water-tight and realistic.
You can use analogies, associations, characters, and games that the learner will be able to relate to. Learning is most effective when the context is realistic and well-defined. Always keep in mind learner’s experience and environment. Also, be sensitive to cultural differences. Use humor wisely. This context helps establish and reinforce relationships.
Examples of scenario-based learning
Example 1:
This course was designed for supervisors and managers working in a oil and chemical based factory. We were required to help the managers spot safety performance issues, take actions to correct these, and provide corrective feedback. We designed a scenario-based learning for this course. The task was defined upfront and the learner was required to face a series of events. We provided hints, background information and expert advice. To make it a little more interesting we devised a points mechanism to give it a game element.
Tasks for the Day
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Identify safety performance issues among team members.
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Take actions to correct these performance issues.
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Provide corrective feedback to check performance issues.
History
“I don’t know what happened. I put the truck in reverse and crashed into the board. I think I need a break!”
- Not been on his seat 2-3 times
- Left office at 4 pm twice without informing
- Stepped out 3-4 times to take calls during project meetings
- Was tense and quiet during the meeting
- Was entering cafeteria hurriedly at 2:30 pm
- Comes unshaved to office these days
- Karan stated the following in his exit interview:
- Organization not ensuring learning and growth
- Job role not interesting and enriching
- On speaking to Tamana, she had an odd query, “Does the organization have a gender diversity policy?”; Was unable to clarify
- Sidhant argued with QA manager and Mohit
- During project meetings, he brings Amit along to answer technical queries
- Wait for a week to confirm his observations
- Hold one-on-one meetings with Gautam and Sidhant
- Discuss with Mohit about how to handle this situation
- Send Sidhant for technical trainings
- Do management by walking around
- Conduct project level meeting and reviews
- Call a team meeting, including the software engineers
- One-on-one meetings with Gautam and Sidhant
- Send Sidhant for technical trainings
- Management by walking around
- Conduct project level meeting and reviews
- Call a team meeting, including the software engineers
- Hold one-on-one meetings with Gautam and Sidhant
- Send Sidhant for technical trainings
- Do management by walking around
- Conduct project level meetings and reviews
- Call a team meeting, including the software engineers
Example 3:
- It quenches your thirst and you like its flavor.
- Your favorite celebrity endorses the drink.
- You like to be seen drinking it because of the associated glamour.
- You find the drink appealing due to its innovative ads.
- It is priced favorably as compared to other drinks in the same category.
- You prefer the soft drink brand.
- It suits your style and reflects your personality.
- It increases your social standing.
- It is comfortable and practical.
- Your favorite celebrity endorses the car.
- You like its low maintenance costs.
- You prefer the brand name of the car.
- You like its innovative and original cuisine.
- You like to be part of the upmarket crowd that patronizes the restaurant.
- You like the value for money that is offered at the restaurant.
- You like its efficient and prompt service.
- You like the ambience and location of the restaurant.
- You prefer the brand name of the restaurant.
Summary:
Reflect on your responses for a moment and see how several factors, such as ads, brand, price or product characteristics, make a product personally relevant to you. The extent of personal relevance leads to each individual’s own set of motivations that mould his or her preferences and purchase decisions.
Example 4:
This course was designed for entry level managers working in the financial sector. The following scenario was designed to help the learner reflect on the concept of product profitability.
- Annual Budget Process
- Product Profitability Model
Correct answer: Product profitability model
Feedback for correct answer:
That’s Correct. The product profitability model separates the portfolio to evaluate each product’s profitability. The results are then analyzed at two levels: direct contribution and net contribution.
Feedback for incorrect answer
Not Quite! The annual budget process considers the overall business profitability. Product profitability model separates the portfolio to evaluate each product’s profitability. The results are then analyzed at two levels: direct contribution and net contribution.
Example 5:
This course was designed for counselors and was aimed to help them understand how to carry out the counseling process efficiently and as per organization standards. The learner faces different types of customers and is required to handle them accordingly. The learner was given a situation and asked to respond to the situation in the most appropriate way. The learner gets to learn through the consequences of his/her actions.
You have explained that Naveen needs to take the self assessment to understand his current level. He now knows that using this information you will be able to suggest a suitable course that will fulfill his requirements. Naveen now understands the need to take theself-assessment. He takes the self assessment and is looks at you expectantly. What should you do next?
c1: You hand over the ‘Key’ and help Naveen score himself. You also explain the mistakes made. Accordingly, you suggest a course to Naveen.
c2: You correct the test and inform Naveen about the score. You recommend a course accordingly.
c3: Since you know the test answers like the back of your hand, you glance through Naveen’s answers and suggest an appropriate course.
Feedback for c1: Excellent choice! Let us move on to the next task.
Feedback for c2: Expert: You have only informed Naveen about the score. Naveen needs to reflect on his mistakes so that he is convinced about the course being recommended.
Feedback for c3: You may be sure of Naveen’s level but Naveen needs to see where he is to be able to appreciate your course recommendation. You must let Naveen score himself so that he is aware of the mistakes he has made.
These examples give a glimpse of how you can design simple scenarios to make the course more interesting and easy to relate for the learners. They will be able to see how the content that you are teaching are directly linked to their day to day work. Bad elearning has burnt a few bridges and these kind of courses help break the myth and convince the learner that learning can be interesting, valuable, and worth their time. It provides them with an opportunity to explore the consequences of their own actions. It gives them the feeling of control over their own learning. Remember, our goal is to ensure that we created courses that are fun to learn and that enrich the learning experience!
September 12th, 2009 at 5:18 pm
[...] You can find some more examples of scenario based training here. [...]
September 23rd, 2009 at 11:29 pm
executive leadership development…
I like the way you see things.
Feel free to use any content from my blog/website, I\’ll definitely keep yours on my favorite list….