building effective scenarios

updates

• Curriculum Development Resources on www.HITeducation.org

• Activity templates

• Upcoming deadlines – – HeW  Infusion Primary Health Program Overview 

Dissemination Template– HeW Infusion HIT Modules Dissemination Template

questions?

Clark and Mayer (2008)

you can teach by…

1. show & tell (receptive)

2. show & do (directive)

3. guided discovery SCENARIOS!

what is a scenario?

why use scenarios?

• improves job skills significantly more than traditional face-

to-face training (Clark &Mayer 2008)

• apply knowledge in realistic situations

• encourages analytical thinking (not just retrieving information)

• creates long-term memory (Cathy Moore)

• engages & motivates learners

“3C” Model – Tom Kuhlman

challenge what situations require the learner to know this information?

choice what choices could they be expected to make in that circumstance?

consequence what are the consequences of those choices?

“3C” Model ScenarioBob wants to work on the salary data at home. He has a long commute on a train. How should he carry the data with him?

A. On his laptop

B. On a USB drive chained to his wrist

C. On a CD titled “The Chipmunks Sing Disco Duck”

Consequence for A: Bob falls asleep during the commute, and a thief steals his laptop and sells the data. Try again.

Consequence for B: Bob falls asleep during the commute. A thief sits next to him, plugs his USB drive into his laptop while Bob is unconscious, and later sells the data. Try again.

Consequence for C: Bob falls asleep during the commute, and a thief steals all his belongings. The thief breaks the CD into pieces in disgust and no one ever sees the data. This is the best choice.

branching scenarios

Instructional Video – How to create a scenario template

what do branch scenarios look like?

patient management scenario

medical fraud

connect with Haji Kamal

Cathy Moore’s site

tips from Tom Kuhlman…• ask industry experts the 3C questions

• focus on desired results

• tap into learners’ motivation – make it relevant

• make it accurate and realistic

…and more tips

• have learners discover information

• have learners do something with the information

• include useful resources throughout

• keep it simple

• keep it interesting – balancing learner’s skills with challenge (Csikszentmihalyi’s “flow channel”)

Csikszentmihalyi’s “flow channel”

resources

Tom Kuhlman’s Blog http://www.articulate.com/rapid-elearning/

Cathy Moore’s Blog http://blog.cathy-moore.com/

Clark, R. & Mayer, R. (2008). e-Learning and the Science of Instruction.

Csikszentmihalyi, Mihaly & Nakamura, Jeanne (2002). “The Concept of Flow.” The Handbook of Positive Psychology. Oxford University Press.

activity templates

• branching scenario

• drag and drop

• short/open answer