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June 14, 2022
During week three, I will be exploring aspects of linear and branching scenario-based e-learning, as well as which learning situations are appropriate for each.
As for my own personal experience, in my previous job working in an inpatient hospital I was familiar with taking e-learnings annually for compliance. To my knowledge, they were always linear. They were often scenario-based linear, but I have taken hierarchical linear e-learnings as well. I do not have experience using/taking a branching scenario e-learning. Additionally, my experience with e-learning has primarily been on a computer. I do not usually use mobile devices for e-learning because often aspects of it are not compatible with my mobile device.
What is Scenario-Based e-Learning?
What is Scenario-Based e-Learning?
Put simply, scenario-based e-learning is a learning environment that closely resembles a real-life or work-realistic scenario. Learners make choices throughout the learning, and they see responses that reflect their choices (Clark & Mayer, 2012, p. 5). The learning is guided, and there is an emphasis on tackling complex experiences through actions, review of responses to those actions, and then reflection. Scenario-based e-learning can either be linear, where all learners take the same path in the same direction, or branching, where learners have more freedom to choose their learning path.
Linear Scenario-Based e-Learning
Linear Scenario-Based e-Learning
This is the more traditional method for e-learning. It follows a straight-forward path, all learners have the same experience [more or less] and the outcome is the same. This method is useful because knowledge often builds on itself, and sometimes things are just easier to learn in a linear sequence. It also provides structure for those who learn better this way. However, it’s not without its limitations. Not only does it take away control/freedom from learners, it also sends them all on the same path without taking into account the expertise level of the learner.
Linear e-Learning Map: Giacumo, L. (2022). Storyboarding and Scenario-based e-Learning. [Lecture notes]. OPWL 551 course site. https://boisestatecanvas.instructure.com
Branching Scenario-Based e-Learning
Branching Scenario-Based e-Learning
Branching scenarios put knowledge into perspective by exposing learners to a situation where they are able to make their own decisions and follow a unique path determined by those decisions. The outcome will be different depending on how the learner answered questions earlier in the learning. This approach can be helpful for learners who enjoy the freedom to guide their own learning. It also provides the opportunity to acquire knowledge via trial and error, which can be a powerful learning tool (Clark & Mayer, 2012, p. 104).
To sum it up, branching scenarios are characteristically different from linear sequences in the following ways:
The learner can make different decisions that lead to either a good or a bad outcome.
The learner makes their own learning path - not everyone would take this e-learning the same way
Branching Scenario by eLearning Industry https://elearningindustry.com/3-cs-of-branching-scenarios
Example
Example
An example of a branching scenario-based learning object is the Conversations that Work! e-learning. It starts learners off with a situation following a supervisor named Joe who must navigate through the task of effectively communicating with his employee, Gina. Gina has always been a top performer but over the course of one week, has been late to work three times. It is uncharacteristic of her, and Joe must figure out how to resolve the situation by both encouraging productivity from Gina and being understanding of her situation.
It became evident to me after the second time of completing this e-learning that it was a branching scenario because different choices lead to different outcomes. If the choices of the learner lead Joe to create a safe psychological space for Gina in which she can share her personal life struggles with him, Joe succeeds in his goal of being able to encourage Gina to increase productivity while maintaining empathy for her situation. If the choices of the learner cause Joe to fail at this, the scenario results with Gina resigning from the company.
Is it Suitable to use on Computers or Mobile Devices?
Is it Suitable to use on Computers or Mobile Devices?
When designing an e-learning, it is important to design it with accessibility in mind. Part of that is choosing whether to design it for computers, mobile devices, or both. This depends on who your learner targets are and what they may have readily available to them.
In the given scenario, it would likely be most suitable to use this e-learning scenario on computers. The employees in this setting are likely to have computers handy at all times, but mobile devices might be seen as a distraction. There is a scene in the learning where Gina’s phone is beeping, and Joe is faced with the choice of telling her to silence it or let the moment pass. This could be an indicator of how uncommon it might be to have a mobile device out. It might of course also just mean that it was rude to use it during a one-on-one meeting.
This e-learning looks like it was designed with only computers in mind. The learning is not automatically mobile responsive [does not adjust itself to fit the screen on a mobile device], but it is still usable and works the same as it does on a computer. The issue I see with this is that it can be hard to read the smaller text on a mobile device. Another potential issue is the length of the learning. It takes approximately 10 minutes to complete the learning, which may not suit the needs of someone who has to take the learning on a mobile device. Despite this, you are still able to click through all the options, access the additional information if needed, and can easily restart the scenario if desired.
How the learning appears vertically on a mobile device
References
References
Clark, R. C., & Mayer, R. E. (2012). Scenario-based e-learning: Evidence-based guidelines for online workforce learning. Center for Creative Leadership.
Hehir, D. (2021, July 14). 11 mobile learning tips to improve e-learning and training outcomes. E-Learning Solutions. https://www.capytech.com/index.php/2021/07/14/11-mobile-learning-tips-to-improve-e-learning-and-training-outcomes
Giacumo, L. (2022). Storyboarding and Scenario-based e-Learning. [Lecture notes]. OPWL 551 course site. https://boisestatecanvas.instructure.com
Malamed, C. (n.d.). Ideas for designing nonlinear eLearning. The eLearning Coach. http://theelearningcoach.com/elearning_design/designing-nonlinear-elearning/
Snegirev, S. (2016, December 20). The 3 c’s of branching scenarios. E-Learning Industry. https://elearningindustry.com/3-cs-of-branching-scenarios
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